Abstract
This study aims at exploring the production of stress by non native English teachers in Aceh. It also inquires into how these teachers of English overcame their shortcomings in oral English language teaching. 45 non native English teachers from Aceh were recorded. They came from four regions in the province of Aceh, namely Aceh Timur, Langsa, Aceh Utara and Aceh Besar. The participants have taught English from five to 15 years. The approach used in this paper is qualitative by focusing on the method of lexical stress analysis suggested by Crystal (1969), Halliday (1970) and McCawley (1986). The study reveals that variations of lexical stresses were produced by the teachers with 13-15 years of teaching experience. Those from Langsa and Aceh Timur produced the most varied stresses. Therefore, it is suggested for future research to conduct a more in-depth study on this topic with a wider sample of participants and more target words. It is also proposed that possible socio-phonological language inferences in the production of English stress by EFL teachers should be explored.
Highlights
Research conducted by Weda (2012) showed that stress in English produced by non-native university students was varied
Variations in English lexical stress made by non-native teachers of English in Aceh were studied
The most variations were in two-syllable verbs spoken by teachers from Aceh Timur and Langsa
Summary
Research conducted by Weda (2012) showed that stress in English produced by non-native university students was varied This means that students produced stress that was not in accordance with Standard English enunciation. Another fact stated by James (2010) reveals that non-native speaking English teachers had difficulties in identifying the stress for two to three syllable words (SW), because they had already learned a specific stress pattern for one syllable words. It seems that the teachers do not control English morphological processes, such as conversion, in which one word has two functions, as both a noun and as a verb The stresses of these two-word pairs are different. If the word functions as a verb, the stress is on the second syllable and its initial syllable is reduced
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