Steps In Understanding Conversation with Non-Native Speaker Who Can Not Say"R"

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The paper entitled “Steps in Understanding Conversation with Non-Native Speaker who cannot say “r””, shows the result of how to manage the conversation with Non-Native speaker who cannot say “r” in guiding conducted in Job Training at Ministry of Foreign Affairs.

The methods used are descriptive and qualitative. This is conducted through observation, collection, classification and analyzing the data taken. The description focuses on how to get the conversation clearly. This analysis is meant to give the phonetic and vowel information in order to help the writer’s problem.

Based on the guiding result, the conclusion gained is that the phonetic and vowel information help the guide to understand about conversation with the tourist who cannot say “r”. Thus, this report gives information for the readers to understand sound “r” and to practice these sound in order to pronounce sound “r” so that the conversation in English can be managed well.


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Laporan ini berjudul The Steps in Understanding Conversation with Non-Native Speaker who can not say “r”, yang menggambarkan hasil dari bagaimana mengatasi percakapan dengan Non-Native Speaker yang tidak dapat mengucapkan bunyi “r”dalam proses pemanduan di Kementrian Luar Negeri.

Metode yang digunakan adalah metode deskriptif dan kualitatif yang dilakukan dengan mengamati, mengumpulkan, mengklasifikasikan dan menganalisis data yang diperoleh. Penjelasan yang diambil merupakan penggambaran tentang cara memahami percakapan dengan jelas. Hal tersebut dilakukan untuk memberitahukan sebuah informasi fonetis dan informasi huruf vokal yang dapat membantu kesulitan penulis dalam melakukan kuliah kerja lapangan.

Berdasarkan hasil dari proses pemanduan tersebut, maka simpulan yang diperoleh adalah informasi fonetis dan huruf vokal dapat membantu kesulitan pemandu yang tidak mengerti akan percakapannya dengan turis yang tidak dapat mengucapkan bunyi “r”. Oleh karena itu, laporan ini memberikan informasi bagi pembaca untuk mengetahui bunyi “r” dan untuk berlatih dengan bunyi tersebut sehingga dapat melafalkan bunyi “r” dan percakapan bahasa inggris dengan baik. Kata kunci: bunyi “r”, percakapan, Informasi fonetis dan huruf vocal.


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I wish to express my appreciation for the finishing of this job training report to the following:

1. Allah Swt, for Your mercy to me up to now as You always help me whenever I need You. May Praise Always Be to You. Our prophet Muhammad Saw, for the guidance,

2. My beloved parents, my brother, my sister and my big family, for always being there when I need you all and for the courage you give me all this time. I thank you all for always supporting, caring and loving me. I love you all more than I can tell, 3. The Dean of Faculty of Letter for giving allowance to me to conduct the Job Training. Thank you ,Sir,

4. My advisor, Mr. Tatan for encouraging me to finish this paper as soon as possible. You are the best lecture, friend, and advisor;

5. KEMLU staff, for accepting us to do the job training there, for taking care of us, for being nice to us, especially for Pak Yul, Pak Rasyid, Pak Mulyono , Pak Sigit and Mbak Feby. I am sorry if we have bothered you a lot. You are all the best,

6. My dearest boy, kiki, for motivating me wherever I am and whatever I do. “Chaki” 4evaeva.


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Bandung, November 26th,2010


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History of the Company

1945-1950:

MFA’s main duty through the aid of diplomacy:

1. Making every effort to gain sympathy and support from international community, building solidarity from partners of various fields through any effort to gain support and acknowledgement upon Indonesia’s independence

2. Conducting conferences and making agreements on:

 1947 Linggarjati Agreement – acknowledgement upon the Republic of Indonesia, which covered Java and Madura

 1948 Renville Agreement – acknowledgement upon the Republic of Indonesia, which covered Java and Sumatera

 1949 Round Table Conference – Indonesia was in the form of Federal State  1950 Indonesia’s diplomacy has restored the unity of all the regions in the republic of Indonesia by revoking the Round Table Conference.

The first five year period of Indonesia’s independence was a period which decided the struggle to maintain the independence which was a part of the history to decide the character or the nature of Indonesia’s foreign policy.

The spirit of Struggle Diplomacy has made Indonesia attain support from international community of the United Nations in the year 1950.


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1966-1998:

The prominent duties of the MFA are:  The acknowledgement of West Irian

 The acknowledgement of Indonesia as an archipelagic country as the result of the struggle of the law of the sea – UNCLOS (United Nation Convention on Law of the Sea)

 The development of ASEAN Cooperation

 Making the effort of gaining international acknowledgement on East Timor  Being the Chairman to Non-Aligned Movement to struggle for the sake of developing countries

 Being the Chairman to APEC and G-15  Improving the cooperation of development

1998-present:

The main duty of the MFA is directed to: 1. prevent nation disintegration potential 2. attempt to help economic recovery

3. attempt to improve the image of Indonesia


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Vision of the Ministry of Foreign Affairs of Indonesia

The Vision of the Ministry of Foreign Affairs is as follows: To Advance the National Interest Through Total Diplomacy To advanceis to achieve or to bring to a better condition.

National Interestis the mandate as contained in the 1945 Constitution and for 2010-2014 it is focused on the efforts to achieve Indonesia that is prosperous, democratic and just.

Total Diplomacyis an instrument or method employed in diplomacy which involves all components of stakeholders and makes the best use of all networks of power (multi-track diplomacy).

The vision statement above illustrates a commitment to be fulfilled and realized by the Ministry, particularly through the performance of duties and roles (core competency) as an institution which establishes relations and implements foreign policy. The vision statement of the Ministry is in line with the national vision contained in the National Medium Term Development Plan (RPJMN) for 2010-2014 which implies the importance of establishing relations and implementing policy using total diplomacy as a strategy to bring the national vision “Indonesia that is Prosperous, Democratic and Just” into reality.


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Mission of the Ministry of Foreign Affairs of Indonesia

The overall activities involving state-to-state relations are basically diplomatic relations. This, in essentials, is any endeavor to maintain inter-state relation. Diplomacy in formal way is carried out by diplomatic corps or consular corps. Diplomatic corps is chaired by an ambassador, while consular corps is chaired by consul general. The mission of a consular corps basically is similar to that of diplomatic corps. Consulate, however, is usually acting to assist and protect the citizens of the consul's own country, and to facilitate trade and friendship between the people of the country to whom he or she is accredited and the country of which he or she is a representative, that in the end it is expected to increase the welfare of the people from both countries. To achieve this objective, Indonesia has opened 118 missions abroad, consisting of 87 embassies, 2 permanent missions in United Nations in New York and Geneva, 30 Consulate and Consulate General as well as appointed 64 honorary Consul.

To access the address of Indonesian Missions abroad and Foreign Missions in Indonesia, just scroll down the name of the country. To achieve the abovementioned vision, the Ministry of Foreign Affairs has specified 9 (nine) missions to be accomplished by all Working Units during the period from 2010 to 2014 as follows:


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1. To improve bilateral and regional relations and cooperation in various sectors to promote the national interest.

2. To take on a more significant role and leadership in ASEAN cooperation, participate in the process of integration of ASEAN Community 2015 which benefits Indonesia that is independent, advanced, united, democratic, safe, just, and prosperous.

3. To increase multilateral diplomacy to achieve Indonesia that is safer, more peaceful, independent, advanced, just, and prosperous.

4. To create a more positive image of Indonesia through Public Diplomacy. 5. To optimize diplomacy by confirmation of legal instruments and international agreements, in an effort to protect the national interest.

6. To provide better services which are prompt, courteous, simple, transparant and accountable in protocol, consular, diplomatic facility and protection of Indonesian citizens/Indonesian legal entities overseas.

7. To formulate foreign policy to achieve the national interest.

8. To improve internal supervision in order to create clean and organized apparatus in the Ministry.

9. To improve the management of the Ministry which is transparent, accountable and professional in order to support the success in the implementation of the foreign policy.


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List of Participants of the second Diplomatic Training on the

Development of ASEAN Community

No Name Nationality

1 Ek Poly Cambodian

2 Ching Chhormmonind Cambodian

3 Phanla Saybounma Laotian

4 Phaikhith Sanbounleuxay Laotian

5 Lin Moe Myanmarese

6 Aung Myo Kyaw Myanmarese

7 Le ANh Tuan Vietnamese

8 Buri Gari Papua New Guinean

9 Douglas Kaibul Papua New Guinean

10 Cesaltina Ximenes Belo Magno Timorese


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The data:

1. Whats your name 2. Hi, erna how are you 3. How are you

4. After this, I want give you some advises 5. What is the price of this

6. How many hours by busway to Apartment

7. I choice the public transportation to the Apartment 8. This is chocolate for you

9. Where is my college


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Ernawati Maryam 63707013

Advisor,

Tatan Tawami ,S.S 4127.20.03.011

Acknowledged by Head of English Department

Retno Purwani Sari,S.S.,M.Hum 4127.20.03.004


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CHAPTER I INTRODUCTION

1.1 Background

Nowadays, getting a job becomes a difficult problem for us because there are some companies requiring the employees with several years of working experience. According to that problem, some universities give an assignment for students to do job training in a company in order to get working experience and apply the knowledge in university to work fields. To fulfil the assignment from university, the writer took job training in Ministry of Foreign Affairs of Republic Indonesia as a guide. However, being the guide is not easy because the guide will find the difficult things in guiding process such as understanding the difficult character sound “r” and understanding the diplomat aims. Hence, it needs study about pronunciations information before.

In this case, the writer finds it in the Ministry of Foreign Affairs of Republic Indonesia because that place is where the writer participated in the Diplomat Training on the Development of ASEAN Community as a guide. This program is specifically designed for Foreign Service Officers and Government officials. The program encompasses substantive and skill-based course for Foreign Service Officers and other government officials. During this program, the writer focused on socio-culture of Indonesia to be guide. In other hand, becoming the guide in this program can either


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improve writer’s information regarding English or meet the writer with a particular interesting case.

For that reason, the writer finds the interesting case in guiding is making understand about conversation with Non-Native speaker who cannot say “r”. In guiding process, understanding the difficult character sound “r” becomes a serious problem because if we do not understand the character sound “r”, we will have difficulties in the conversation. Therefore, we have to be able to solve this problem. Some phonetic theories can help us to solve that. If we can understand the character sound “r”, so we can get the aims of the conversation. In addition, becoming the guide in this program helps the diplomat to finish their activities of formal and informal activities.

Based on the problems which are found in guiding process, the writer took title “Steps in Understanding Conversation with Non-Native Speaker who cannot say “r””. This report aims at giving an explanation or description of character of sound with phonetic and vowels information during the job training.


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1.2 Objective

This report has some purposes such as:

1) Report the job training process in Ministry of Foreign Affairs of Republic Indonesia.

2) Provide brief information regarding the sound “r” found during the job training.

3) Provide the alternative solution of unclear articulations in the conversation for the readers.

1.3 Method

The methods which were used by the writer are the qualitative and descriptive method. Gogdan and Biklen (1982,p.145) define qualitative data analysis as “working with data, organizining it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what you will tell others”. Best (1982:162) as cited Hartoto (2009) stated that “Metode penelitian deskriptif merupakan metode penelitian yang berusaha menggambarkan dan menginterpretasi objek sesuai dengan apa adanya”. It means that this method is focused on systematic description regarding the data found during the job training. The data are collected through:

1. The observation: observe the words with sound “r”. 2. The collection: collecting the words relate the sound “r”. 3. The classification: classified based on the vocal tract before.


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4. The analysis: analyzed based on the concise explanation which is taken from bookA Course in Phonetic by Peter Ladefoged.

Finally, the analysis in each word could be described and concluded by the writer in chapter III.

1.4 Place and Time of Job Training

In every program, the schedule is usually organized regarding to the stated role. It is intended to create the discipline of the does in maintaining the activities. This job training was placed and timed as clarification bellow:

1.4.1 Place

This Job Training was held in Ministry of Foreign Affairs of Republic Indonesia addressed at Jalan Sisingamangaraja No. 73 South Jakarta, Indonesia.

1.4.2 Time

The activities related to the job position in Job Training started from 8 a.m. until 4 p.m. The break time started from 12 p.m until 1 p.m. It was conducted from Monday to Friday, 12thto 30stof July 2010.


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Located in Central Jakarta, The Ministry of Foreign Affairs’s main duty through the aid of diplomacy is to prevent nation disintegration potential, to help economic recovery, attempt to improve the image of Indonesia and to improve the quality of serving and protecting the citizens of Indonesia. The branch office of Ministry of Foreign Affairs is The Centre for Education (CET) and Training of the Ministry of Foreign Affairs located at Jalan Sisingamangaraja No.73 South Jakarta.

The Centre for Education (CET) and Training of the Ministry of Foreign Affairs was established in the beginning of 1920’s. Nowadays, the Centre offers various training for Foreign Service officers including language and technical trainings. Annually, the CET organized three kinds of basic diplomatic trainings namely Junior, Mid Career and Senior Diplomatic Training Courses.

The Junior Diplomatic Training Course known as SEKDILU is conducted for newly recruited Indonesian diplomats. The Mid Career diplomatic training course (SESDILU) is aimed at training the mid career diplomat who at least has background one assignment at Indonesian mission representatives abroad and possessed diplomatic rank of secondary secretary. The Senior Diplomatic Training Course (SESPARLU) is intended to give refreshing course for senior diplomats who at least have diplomatic rank of counselor and are projected to assume higher position at the Ministry.


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division has three subdivisions, they are:

1. Division of Unit Organizer Technique Administration Manager. 2. Division of Structural Training Non Diplomatic.

3. Division of Structural Training and Inter-Institutional Training

The writer conducted the job training in Division of Structural Training and Inter-Institutional Training. The responsibilities of the subdivison is to manage existence of diplomat training from other country and also to organize the people to get a scholarship abroad. This subdivision often makes notification for the people who follow the workshop abroad.


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CHAPTER III

THE DESCRIPTION OF THE ACTIVITIES

The description of the activities was a chapter focused to describe what the present writer had conducted in Ministry of Foreign Affairs of Indonesia. Thus, it was compiled as the reflection of the writer’s concern in Ministry of Foreign Affairs of Indonesia.

3.1 Job Position and Coordination

The certain job position was given by the staffs that were responsible for managing members of job training programs. In this section, job position and coordination were described comprehensively.

3.1.1 Job Position

The given job positions were:

1. A secretary for the Head of Structural Training and Inter-Institutional Training of Division;

2. A guide for Diplomatic Training Program and Indonesia Socio-Culture Programs. The participants in these programs were from Cambodia, Laos, Myanmar, Papua New Guinea, Timor-Leste, and Vietnam.


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As gaining success in conducting tasks was a goal, a good coordination was a must. Here was the description.

3.1.2 Coordination

Coordination was organized by two people in HRD Division who had the specification of responsibilities as follows:

1. Mr. Yul Edison:

a) Job Position : Head of Division of Structural Training and Inter-Institutional Training.

b) Job Authority : Allowing the students to conduct the Job Training in Ministry of Foreign Affairs of the Republic of Indonesia.

c) Job Responsibilities : To guide the members of Job Training in Conducting their given job.

2. Mr. Rasyid

a) Job Position : Staff in Division of Structural and Inter-Institutional Trainings.

b) Job Authority : Clarifying the students who propose to perform of Job Training.

c) Job Responsibilities : Giving the direction to be a guide for the student who purpose to perform of Job Training.


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Like Mr. Yul Edison and Mr. Rasyid – the present writer had certain responsibility related to the position given. As mentioned above about the responsibility of both 2 people who were organized the Job Training, the student also obtain this regarding to the discipline in the college.

Mr. Rasyid helps and trains the student to learn how to be guide in Diplomatic Training on Development of ASEAN Community. In addition, Mr.Rasyid shows ‘How to be a good Guide’ with his presentation. In his presentation, he told that the important step to be good guide is she or he must friendly so that the diplomat comfortable with the guide’s explanation. If there was something difficult in guiding process, the guide could ask to Mr. Rasyid to get the solution.

Mr. Rasyid who gave the advice and also helps the writer got the job training in Structural Training and Inter-Institutional Training Division.

3.2 Responsibilities

Several responsibilities had been obtained in Structural and Inter-Institutional Training Division as follows:

1. To make English daily conversation with Head of Structural and Inter-Institutional Training Division;

2. To guide the participants; 11 diplomats or government officials from Cambodian, Laos , Myanmar, Papua New Guinea, Timor-Leste, and Vietnam;


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3. To call and inform foreign embassies about any occurring events.

Even though there were three responsibilities received in the Job Training, the paper was focused on the guiding activity only regarding to the problem identification of the title.

3.3 Steps in Understanding Conversation with Non-Native Speaker who can not say “r”

3.3.1 Explanation

The activities would be the case of study regarding to what the writer had experienced during guiding 11 diplomats or government officials from Cambodia, Laos, Myanmar, Papua New Guinea, Timor-Leste, and Vietnam. They participated in the Diplomatic Training Program and Indonesia Socio-Culture Program. In this activity, the guide found the interesting problem to analyze. There was diplomat from Vietnam who can not say “r” when having conversation with guide and others. The writer will report about that problem specifically. So that, the writer’s report shows the occurring process with the effort to solve that difficulty using the data appeared.

3.3.1.1 Phonetic Information and vowels information.

In the guiding, the ways of making guide understands about conversation with Non-Native speaker who can not say “r” is not easy to treat. However, the phonetic and vowel information help the writer’s reporting.


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According to this case, the writer will explain about the phonetic information from book entitled “A Course in Phonetic” by Peter Ladefoged. That book tell us that

“Phonetics is the study of the speech sounds that occur in all human languages to represent meanings. To describe these sounds, it is necessary to know that an “Individual Sound” is and differs from all others. Acoustic phonetics is concerned with acoustics of speech: The spectro-temporal properties of the sound waves produced by speech, such as their frequency, amplitude, and harmonic structure.” (1982 : 186)

These branches have relation with the writer’s job training report. For instance, the articulator is concerned with the articulation of speech: The position, shape, and movement of articulatorsor speech organs, such as the lips, tongue, and vocal folds. It helps the guide understand of what the diplomatic said, it might be because the guide could see articulator of diplomat’s lips.

For instance, the phonetic sound “r” information made were:

Phonetic Symbol Examples

r Your


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r Hours

r Where

r Apartment

r Terrible

r Very

r Are

r Article

In this case, to solve the problem understand the diplomat who cannot say “r”, we need knowledge to recognize this by using vocal tract.

Each phonetic feature represents one of the instructions sent from the speakers’ brain to his vocal tract. There are the vocal tracts found:

Phonetic Symbol Represent middle Sound in Represent Last Sound in

r Apartment Your

r Terrible For

r Very Hour

r Are Where


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Besides that, the writer also explains about vowel information from book entitle “A Course in Phonetic” byPeter Ladefogedwhichhelps the guide to solve the problem. Peter Ladefoged told that

“Vowel is particular configuration of the vocal tract. Different parts of the tongue may be raised or lowered. The lips may be spread or pursed. The passage, through which the air travels, however, is never so narrow as to obstruct the free flow of the airstream. There have been many different schemes for describing vowel sounds. They may be described by articulators’ features, as in classifying consonant.” (1982 : 199)

However, the guide had a problem to solve in her conversation with the diplomat who cannot say “r”, the writer found the solution is to study about the vowels which are divided into 3 categories. It helps to guide understand what the diplomat said.

The data with the vowelә : r :

1. Vowelə: r

1) What isyou(r)name What isĵə:rname

2) How manyhou(r)sby busway? How manyα฀ə:rsby busway?


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3) I have some advisesforyou I have some advisesfə:ryou 4) I have some advisesforyou

I have some advisesfə:ryou

Hence, the guide did not understand about the diplomat means. First, the guide looked the spelling of the diplomat’s lips. It does not help the guide understand actually. Second, the guide tried to focus of diplomat’s articulation. Then finally, the guide tried to guess the diplomat’s word which the guide did not understand.

1) For the first data “your” the guide guessed ‘young’, but it was wrong because the diplomat said that “you did not understand what I mean, !”. The second, the guide tried to guess again, the guide guessed “youth” and these guess was wrong again. Finally, the guide was thinking about the word before and the after the understanding of diplomat’s word. The first word iswhatand the after word isname.So that, the guide knew what the diplomat’s means was the diplomat asked the guide “What’s you[r] name?.

2) For the second data “hour” the guide guessed ‘our’ first, but it was wrong because the diplomat said that “you did not understand what I mean, !”. The second, the guide tried to guest again, the guide guessed “aunt” and these guess was wrong again. Finally, the guide was thinking about the


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word before and the after the understanding of diplomat’s word. The first word is many and the after word is by busway. So that, the guide knew what the diplomat’s means was the diplomat asked the guide“How many hou(r)s by busway?.

3) The third data “for” the guide guessed ‘forth’ first, but it was wrong because the diplomat said that “you did not understand what I mean, !”. The second, the guide tried to guess again, the guide was guest “found” and these guess was wrong again. Finally, the guide was thinking about the word before and the after the understanding of diplomat’s word. The first word is advises and the after word is you. So that, the guide knew what the diplomat’s means was the diplomat asked the guide “I have some advises fo(r) you?.

4) The forth data “where” the guide guessed ‘when’ first, but it was wrong because the diplomat said that “you did not understand what I mean, !”. The second, the guide tried to guess again, the guide was guest “wear” and these guess was wrong again. Finally, the guide was thinking about the word the after the understanding of diplomat’s word. The after word is is. So that, the guide knew what the diplomat’s means was the diplomat asked the guide“whe(r)e is my colega?.

Based on the Peter Ladefoged’s information about the vowel, the diplomat cannot say “r” because his culture in Vietnam which the Vietnam’s language did not


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use vibrating word such as “r”, the reason why speakers in languages with only one liquid tend to use that sound as a substitute for the sound that does not occur in his language is because of the acoustic similarity of these sounds. In addition, the writer wants to tell the another knowledge about the tongue position of vowel [ә] in the words you(r) [ĵә:r], hou(r)s [α฀ә:rs], fo(r) [fә:r], whe(r)e [weә(r)] are also mid vowels, produced with slighty lower tongue position to guide recognize the sounds occur by the diplomat.

The data with the vowelә: r :

2. Vowel e : r

1) Ooh, no! it is ate(rr)ibletraffic jam Ooh, no! it is ate:rəbltraffic jam 2) Hi,e(r)na

Hi,e:na

3) Ive(r)yenjoy at Tangkuban Perahu Mountain Ive:rienjoy at Tangkuban Perahu Mountain

In this case, the words are terrible ,erna and very made the guide upset because the diplomat who cannot say “r’ when he said those. The unclear articulation of the diplomat became the big problem. The unclear conversation made there because the guide did not understand what the diplomat aims. There are a lot of


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missing words of him. So that, the guide looked for the ways making understand about conversation with the diplomat who cannot say “r’’ was to understand about the character of sounds before. However, it needs the process understand about the diplomat aims as bellow:

1) First, the guide looked the spelling of the diplomat’s lips.

2) Understood about the articulation of phonetic, especially for vowels “r”. 3) Guessing the missing words.

The data with the vowelα: r :

3. Vowelα: r

1) Howa(r)eyou today Howα:ryou today

2) I tell you about this, this is a gooda(r)ticle I tell you about this, this is a goodα:tikl 3) I have already read theJaka(r)taPost

I have already read theJakα:rtaPost

Similar to the example above, the problem was the guide cannot understand what the diplomat said. It might be because the guide missed some words “r” when they were having conversation. In another solution, the phonetic symbols and vowels theories help the guide understand.


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The phonetic information shows the sound correspondences for Vietnam consonant and vowels some of these pronunciations may differ from track of the Vietnams. For example, speakers of Vietnam pronounce the words are and arms, articleandartillery,Jakartaandjacket,identically. In the dialect described here,are andarms, article and artillery, jakartaand jacket are pronounced differently, soare and arms, article and artillery, Jakarta and jacket are given as an example for the vowel symbol [α:r]. To produce the vowel symbol [α] in the words are, article and Jakarta,is produced with the back part of the tongue lowered.It means, the diplomat told the guide about theare you,good articleandJakarta Post.

The ways to understand about the character of sound helps in the process of understanding of the words which unclear pronounciation are:

a) Look carefully at the words the diplomat used to describe the character of sound.

b) Highlight or underline on paper the words that make the character. c) Listen carefully to the missing words or sounds.

3.3.2 Problems and Solution

From the guiding process, the writer can make several problems and solutions based on the explanation:

1) The unclear of the diplomat’s articulation makes unclear pronounciation of conversation.


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3) This is the first time; the writer met the diplomat from Vietnam who cannot say “r”. So, it is difficult to know about the diplomat’s character sound.

The problem in understanding the diplomatic who can not say “r” made conversation unclear. It makes the guide confused and the diplomat’s aims unaccepted for the guide. There are the ways to handle those cases:

1. The first to solve the unclear of the diplomat’s articulation was to look at spelling of his lips. Every vowel is different from others. Thus, it helps to understand what the articulation was. Second, reconfirm the diplomat wants to talk about.

2. Memorizing 20 vocabularies everyday. If the guide has not many of vocabularies, the guide cannot guess the missing words. It becomes unclear conversation of them. So, memorizing 20 vocabularies everyday helps us to establish conversation with person who cannot say “r”.

3. Make conversation more with the person whom we were guide in order to be familiar with the character and the nativity of the speaker. In addition, try to make approach each other and ask a permission to bring a dictionary when having conversation. For that, if the guide found the unclear pronunciation, the guide could look the dictionary to look for the missing the words.


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CONCLUSION AND SUGGESTION

This chapter was written to make the agreement with chapter I. A great deal of both chapter I and chapter IV were managed. Hence, the comprehending of the reader through the contents would be obtained in order to be applied in the right implementation. This chapter consists of conclusion and suggestion described in the clarification bellow:

4.1 Conclusion

1. The assignment of work as the guide to make conversation with Non-Native Speaker who cannot say “r” done by the writer has to deal with several parts. First is to look carefully at the words the diplomat used to describe the character of sound. Second is to highlight or underline on paper the words that make the character. Third is to listen carefully to the missing words or sounds. Fourth is to make approach each other, and ask a permission to bring a dictionary when having conversation. The last is to make conversation more with the person whom we guide in order to be familiar with the character and the nativity of the speaker.

2. During the writer worked as a guide in Ministry of Foreign Affairs, the knowledge of Spoken English makes me familiar with a conversation in English and makes me more confident to make English conversation,


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applied to the job and was very helpful in accomplishing the job.

3. The most significant obstacles during the job training were the guiding the diplomat who cannot say “r” from Vietnam, the unclear the diplomat’s articulation, the limited vocabulary, the first time met the Non-Native speaker who cannot say “r”. However, there were some ways done to overcome the obstacles, such as looking the spelling of the diplomat’s lips, memorizing 20 vocabularies everyday and make conversation more with the person in guiding in order to be familiar with the character and the nativity of the speaker. Besides, the knowledge got in college helped the work of guiding process became a lot easier.

4.2 Suggestion

1. Since nowadays many students at universities are demanded to apply the education they get in college, the company is expected to give the other students a wider opportunity to conduct the job training, especially in some positions of other divisions.

2. In order to widen the knowledge of the students, the faculty is expected to conduct a seminar or training concerning the guiding process with tourist. So, the students will not only know about guiding tourist but also know how to understand conversation in different accent. In order to help the students to


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with some companies for the students to do the job training.

3. To be a guide, one must have a wider knowledge in speech sounds that occur in all human languages to represent meaning. So, it is suggested to the students of English Department to try a lot of conversation with native speaker or non-native speaker. They will be really helpful in conducting the guiding process.


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ABSTRAK v

ACKNOWLEDGEMENTS vi

CONTENTS vii

CHAPTER I : INTRODUCTION

1.1 Background 1

1.2 Objectives 3

1.3 Method 3

1.4 Place and Time of Job Training 4

1.4.1 Place 4

1.4.2 Time 4

CHAPTER II : THE GENERAL DESCRIPTION OF MINISTRY OF FOREIGN AFFAIRS

2.1 The General Description of Ministry of Foreign Affairs 5

CHAPTER III : THE DESCRIPTION OF THE ACTIVITIES

3.1. Job Position and Coordination 7

3.1.1 Job position 7


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3.3.1 Explanation 10

3.3.1.1 Phonetic and Vowels Information 11

3.3.2 Problems and Solution 18

CHAPTER IV : CONCLUSION AND SUGGESTION

4.1 Conclusion 20

4.2 Suggestions 21

REFFERENCES 23

APPENDICES 24


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Submitted to fulfill one of the course requirements

Ernawati Maryam 63707013

ENGLISH DEPARTMENT FACULTY OF LETTERS

INDONESIA UNIVERSITY OF COMPUTER BANDUNG


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23 dan Kajian.Bandung: PT.ERESCO.

Ladefoged, Peter. 1982. A Course in Phonetics. NewYork: Horcourt Brance Jovanovich.


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21

especially with Non-Native speaker. The course got in the university was

applied to the job and was very helpful in accomplishing the job.

3. The most significant obstacles during the job training were the guiding the

diplomat who cannot say “r” from Vietnam, the unclear the diplomat’s

articulation, the limited vocabulary, the first time met the Non-Native speaker

who cannot say “r”. However, there were some ways done to overcome the

obstacles, such as looking the spelling of the diplomat’s lips, memorizing 20

vocabularies everyday and make conversation more with the person in

guiding in order to be familiar with the character and the nativity of the

speaker. Besides, the knowledge got in college helped the work of guiding

process became a lot easier.

4.2 Suggestion

1.

Since nowadays many students at universities are demanded to apply the

education they get in college, the company is expected to give the other

students a wider opportunity to conduct the job training, especially in some

positions of other divisions.

2.

In order to widen the knowledge of the students, the faculty is expected to

conduct a seminar or training concerning the guiding process with tourist. So,

the students will not only know about guiding tourist but also know how to

understand conversation in different accent. In order to help the students to


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22

conduct the job training, the department is expected to make coordination

with some companies for the students to do the job training.

3.

To be a guide, one must have a wider knowledge in speech sounds that occur

in all human languages to represent meaning. So, it is suggested to the

students of English Department to try a lot of conversation with native

speaker or non-native speaker. They will be really helpful in conducting the

guiding process.


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viii

CONTENTS

ABSTRACT

iv

ABSTRAK

v

ACKNOWLEDGEMENTS

vi

CONTENTS

vii

CHAPTER I : INTRODUCTION

1.1 Background

1

1.2 Objectives

3

1.3 Method

3

1.4 Place and Time of Job Training

4

1.4.1 Place

4

1.4.2 Time

4

CHAPTER II : THE GENERAL DESCRIPTION OF MINISTRY OF

FOREIGN AFFAIRS

2.1 The General Description of Ministry of Foreign Affairs

5

CHAPTER III : THE DESCRIPTION OF THE ACTIVITIES

3.1. Job Position and Coordination

7

3.1.1 Job position

7


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3.2 Responsibilities

9

3.3 Steps In Understanding Conversation with Non-

10

Native Speaker who cannot say “r”

3.3.1 Explanation

10

3.3.1.1 Phonetic and Vowels Information

11

3.3.2 Problems and Solution

18

CHAPTER IV : CONCLUSION AND SUGGESTION

4.1 Conclusion

20

4.2 Suggestions

21

REFFERENCES

23

APPENDICES

24


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STEPS IN UNDERSTANDING CONVERSATION WITH NON – NATIVE

SPEAKER WHO CAN NOT SAY “R”

Submitted to fulfill one of the course requirements

Ernawati Maryam

63707013

ENGLISH DEPARTMENT

FACULTY OF LETTERS

INDONESIA UNIVERSITY OF COMPUTER

BANDUNG


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REFERENCES

Djadjasudarma, Fatimah. 1993.

Metode Linguistik: Ancangan Metode Penelitian

dan Kajian.

Bandung: PT.ERESCO.

Ladefoged, Peter. 1982.

A Course in Phonetics. NewYork: Horcourt Brance

Jovanovich.