The Distribution of the Sound Change Features among the Students

58 × 100 = Notes: a = The number of cases for each types of sound change b = The total number of all cases c = the result of the percentage Figure 5.1 The Formula for Calculating Sound Change Distribution The result showed that the most frequent sound change occured in participants’ pronounciation was lenition and fortition found in 23 cases with the percentage of 47,9 . They included 7 cases of lenition, 4 cases of syncope, 5 cases of cluster reduction, and 7 cases of fortition with the percentage of each 14.6, 8.3, 10.4, and 14.6. The second frequent types of sound change was abnormal sound change. This type of change underwent 14 cases with the percentage of 29.2. The third place was assimilation sound change which underwent 4 cases with the percentage of 8.3. The following order were placed by fusion, unpacking, and vowel breaking which underwent 2 cases for each of them and with the percentage of 4.2 for each. The last one was sound addition which underwent only 1 case with the percentage of 2.0. Table 4.9 showed the distribution of English sound change among the students in this research. The result showed that the most frequent sound change occured in students’ pronounciation was lenition and fortition with 23 cases and the percentage of 47,9 . They included 7 cases of lenition, 4 cases of syncope, 5 cases of cluster reduction, and 7 cases of fortition with the percentage of each 59 14.6, 8.3, 10.4, and 14.6. Lenition sound change included the substitution of stronger sounds into weaker sounds such as [æ]  [ ə], [ɒ] [ʌ], [a:]  [ʌ], [z]  [s], [θ]  [t], [f]  [p], [ð]  [t]. The syncope included the loss of vowles [a] and [ɪ] in the middle of the words. Cluster reduction included the deletion of the sound [t], [g], and [d]. Fortition included the substitution of weaker to stronger sound such as [ ə]  [ʊ], [ə]  [o], [ə]  [a], [ə]  [ɪ], [ʌ]  [e], [ʌ]  [o], and [ɜ]  [o]. The second type of sound change was sound addition specifically ephenthesis with 1 case and the percantage of 2.1 . They were the addition of vowel [e] and [ ə] in a middle of cluster consonants. Third type was fusion with 2 cases and the percentage of 4.2 . These two cases were the blending of [ ə] and [ʊ] sound became [o] sound, and [a] and [ʊ] sound became [e] sound. Fourth type of sound change was unpacking with 2 cases and the percentage of 4.2 . They were the change of [ɒ] sound into [a] and [ʊ] sounds, and [ɜ] sound into [e] and [ ə] sound. The fifth type was vowel breaking with two cases and the percentage of 4.2 . The examples was the change of [ ə] sound became [eɪ], and [i] became [aɪ] sound. The sixth type was the process of assimilation which underwent 4 cases with the percentage of 8.3. The examples were the palatalization of [s] became 60 [ʃ] sound, and final devoicing as happened in [z]  [s], [d]  [t], and [v]  f] sound. The last type of sound change found in this research was abnormal sound change. This type of change underwent 14 cases with the percentage of 29.2 . The examples were consonant addition such as [r] in the middle of vowels in a word, abnormal change that occured in the deletion of almost a half of the sound in a word, syllable reduction as happened in the reduction of [ɪz] and [ɪd] syllable at the end of the word, palatal to alveolar change such as [ʃ]  [s] and [ʤ]  [d], interdental to alveolar change such as [ð]  [d], low to mid change such as [a]  [e], and [a]  [o], high to mid change such as [ɪ]  [e], lax to tense change such as [ɪ]  [e] and [ɪ]  [i], back to front change such as [a]  [e]. 61

CHAPTER V CONCLUSION AND RECOMMENDATIONS

This chapter consists of two sections, conclusions and recomendations. The first section is the summary of the research findings in relation to the English sound change of the English language education study program students of Victory University whose first language is Papua-Malay dialect, which responds to the problem formulation of this study. The second section provides recommendations for other parties who may be interested in this topic

A. Conclusion

This study focused on the English sound change of ELESP students of Victory University whose first language is Papua-Malay. This study responses to two research problems presented in Chapter I. The first research problem focused on the types of sound change of the participants. The researcher took the data by recording students ’ pronunciation on reading a passage and analyzed it based on the theory of Crowley 1992 about the nine types of English sound change. The result showed that there were seven types of sound change found in the students ’ pronunciation. They were lenition and fortition, sound addition, fusion, unpacking, vowel breaking, assimilation, and abnormal change. Furthermore, related to the second research problem, the researcher concluded that lenition and fortition were the most frequent sound change occured in the students ’ 62 pronunciation and followed by abnormal change, assimilation, sound addition, fusion, unpacking and vowel breaking.

B. Recommendations

This section presents several recomendations to the English teachers and lecturers, the students, and the future researchers who would be interested in this topic. The recommendations were given based on the result of the study with the intention that this study may contribute to further development related to English sound change.

1. For Teachers and Lecturers of English in Sorong West Papua

The teachers and lecturers of English language especially those who are in Sorong West Papua need to analyze the students’ mispronunciation in order to figure out the difficulties faced by their students in pronouncing certain English words. Teachers and lecturers need to give clear comparison of the sound systems of both the source language and the target language. This could help students to be aware of the differences and try to pronounce the correct English sounds. Teachers and lecturers need as well to give correct example of pronunciation which could help students to have a role model that they can imitate.

2. For Students of English Language Education Study Program of

Victory University Students need to learn both sound systems of English and Bahasa Indonesia, in order to catch the knowledge that there are differences in both 63 languages. Therefore, they need to familiarize themselves with the English sound system and practice more to be fluent in English pronunciation.

3. For Future Researchers

The researcher suggests the future researchers to expand the topic of this research. The expansion of this research could involve the research of the appropriate techniques to teach English pronunciation for students with background language is Papua-malay or any other regions in Indonesia.