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3. Audio-recording
Audio-recording becomes main technique to collect the data. As effort to find
the phenomenon of phonological interference on the subject, audio-recording supports the researcher to provide the finding data in the field. The audio-recording
contains any utterance even speech made by the students. During the second and third week of June 2016, the researcher joined four speaking classes again to collect
the data through recording. Fortunately, during that time, the researcher could record students’ performing speech one by one for final examination. The length of the
audio-
recording is 4 to 6 minutes contains students’ speech which analyzed then.
E.
Research Instrument
Research instrument is kind of tools to collect data. The instrument should be valid and reliable to obtain expected result. Therefore, the chosen research
instruments become one of crucial activities in doing research. To make this relevant to the data collection before, appropriate instruments have chosen as a tool to collect
the data.
1. Note
For observation activity, the researcher used filling note as instrument. During observation done on speaking classes, the researcher as participant sitting in
the back joined the speaking class, and then taken note of students’ performance in
the class. Furthermore, the note consisted of any information of students’
performance in the class include their language background or their mother tongue
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and their performance in speaking; how far the students made error productions in
the spoken English language. 2.
Questionnaire
The researcher delivered questionnaire for students in fourth semester who take speaking for formal setting class. The questionnaire consists of twenty questions
which expected to be answered by the students. The questionnaire contains the questions which to know students’ language background. The examples of the
questions are described as follow. a.
At what age did you first begin to learn English? b.
At what age did you first begin to learn Indonesian? c.
At what age did you first begin to learn Javanese? d.
At what age did you first begin to learn ________? e.
What language did you hear in your home between the ages of birth- 5 years? Those are the examples which are consisted at the questionnaire and the
complete questions are described in appendix. Delivering this questionnaire is hoped to give information who are Javanese speakers.
3. Audio-recorder
To collect data needed, the researcher recorded students’ performance in class. Fortunately, the final examination was conducted when the researcher joined the four
speaking classes during second to fourth week of June 2016; the students performed speech on the theme chosen in 4 to 6 minutes. Therefore, the researcher could record
students’ performing speech one by one in class. The researcher used recorder appl
ication on personal mobile phone to record students’ performance. This audio
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recorder seems applicable to collect the data because the researcher has already used it before and the output is clear enough. If there is some audio file consisting noise or
they are not clear enough, the researcher used other audio software to get the clearer output for instance the audacity which is also used in this study.
4. Mp3 Converter Format Factory
The researcher used Format Factory application to convert the audio- recording file which taken from personal mobile phone to mp3 format. For the
reason, the researcher needs to analyze the audio-recording file in mp3 format to be easy as in analyzed by the researcher even another software. The audio-recording
files taken from personal mobile phone are still in 3ga format; therefore, the files need to be converted to mp3 format.
5. Audacity
Audacity helps the researcher to transcribe the audio files. To find indicated errors production made by the students, the researcher transcribed the students’
speech into phonetic transcription compared to the dictionary. This application supports slow and speed the audio to help transcription activity.
6. Mp3 cutter
The researcher used mp3 cutter to select and cut the students’ utterance in a word. For the reason that the data which to be analyzed is word, the researcher need
to cut the audio into word. The data in form of a word will be identified containing
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phonological interfered then it could be classified into four phonological interference classification made by Weinrich.
7. Collins Cobuild dictionary
The researcher used Collins cobuild dictionary is kind of digital dictionary consisting native pronunciation
to compare students’ utterance and the right pronunciation while transcribing the audio. The dictionary contains the native
utterance and phonetic transcription to show the right pronunciation in producing English word.
F.
Data and Source Data
Data has crucial role to answer research question to this study. The data gathered through collecting data techniques using appropriate instruments. As
mentioned before, the researcher conducted observation, questionnaire and audio- recording as effort to collect the data. The data of the study include the result of
observation in a form of researcher’s note from students’ speaking performance in
the class. The data of audio-recording technique in the form of audio files gathered by recorded students’ performing speech in the class. Those data analyzed by
researcher to find phonological interference which then influences the speaking production made by students.
G.
Data Analysis Technique
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Concerning data analysis technique, the writer will use Hurberman’s concept. Huberman’s data analysis techniques concept includes; data reduction, data display,
and conclusion drawing.
3
Developing Huberman’s concept, the steps of data analysis technique are as follow.
1. After collecting data through observation and audio-recording, the data are
investigated and reduced as is needed. The researcher chosen the audio-recording made by Javanese speaker which analyzed then while the other is omitted.
2. Converting the audio files from personal mobile phone which are still in 3ga
format to mp3 format. Therefore, this audio is easier to be analyzed by the other software even the researcher.
3. Transcribing the students’ speech into text. The researcher used audacity to play
the audio while comparing to Collins cobuild dictionary to transcribe the students’ speech into phonetic transcription form. The students’ transcriptions are
showed in appendices. 4.
Indicating error production then consulted to Collins cobuild dictionary again and some expert of English language to strength the validity of the data.
5. Selecting and cutting the indicated word contains phonological interference to be
focused analization. The selecting data are showed in a table to be compared with the right pronunciation according Collins cobuild dictionary.
3
Denzin Lincoln. Handbook of Qualitative Research. Thousand Oaksca: Sage, 1994. 429
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6. Identifying and classifying the data using phonological interference classification
made by Weinreirch. The data categorized as four types; they are under- differentiation of phonemes, over-differentiation of phonemes, reinterpretation of
distinctions, and actual phonic substitution. 7.
Identifying the factors resulting on phonological interference made by the students. The researcher interprets the factors result the phonological interference
on students’ speaking ability by consulting on Weinrich theory and the students’ answered questionnaire. In the chapter two, the researcher has compared
Javanese phonological system and English phonological system to investigate the different system of both phonological rule, therefore, the factor resulted
phonological interference on students’ speaking ability could be determined and the second question is able to be answered.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents research findings and research discussion which have been collected during the research. The first part, the research findings will show the
data result. The second part, the research discussion will conclude the finding data into classification of phonological interference, moreover, will be explained
phonological factors resulted on the phonological interference. The data were taken from students’ speech performance in speaking for formal setting class. The data
were collected through audio-recording while students performed speech for final examination.
A. Research Findings
During four weeks of June 2016, the researcher has joined four classes of speaking for formal setting in fourth semester to collect the data. During the time, the
researcher has been recorded students’ performing in speech into audio-recording which will be analyzed then. This audio-recording will be analyzed to find
phonological interference on students’ speaking performance. Before analyzing audio-recorded files which have been gathered from the
fourth semester students, the researcher selected the valid data by considering the language background of the subject and the data itself. In this study, the valid data
should be spoken by Javanese speakers who use Surabaya dialect. Moreover, the audio-recording should be having good quality to be analyzed easier. After
45
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conducting those steps, the researcher analyzed 35 audio-recorded files to identify the presence of phonological inte
rference on students’ speaking ability.
Table 4.1 Transcription of students’ utterance and the correct pronunciation
Word Students’
pronunciation Correct
pronunciation Information
Thank te
ŋ ɵæŋk
æ and is interfered by e Cancer
kenc ǝr
kæns ǝr
æ and is interfered by e Advantages
edventej ǝs
ædvænt ɪʤɪz
æ and is interfered by e Anesthesia
anest ǝsai
æn ɪsɵɪ ziǝ
æ is interfered by a Fasting
fast ɪŋ
fæst ɪŋ
æ is interfered by a Morality
m ɔralɪtɪ
m ǝrælɪti
æ is interfered by a Job
j ɔb
ʤɒb ʤ is interfered by j
Advantages edventej
ǝs ædvænt
ɪʤɪz ʤ is interfered by j
Knowledge kn
ɔulej n
ɒlɪʤ ʤ is interfered by j
Surgery surg
ǝri s r
ʤǝri ʤ is interfered by g
Digestive d
ɪgestɪf da
ɪʤestɪv ʤ is interfered by g
Better bett
ǝr bet
ǝr t is interfered by tt
Addicted add
ɪktǝd ǝdɪktɪd
d is interfered by dd Apply
ǝpplɪ ǝplaɪ
p is interfered by pp Pleasure
ples ǝr
ple ʒǝr
ʒ is interfered by s Them
d ǝm
ð ǝm
ð is interfered by d Their
de ɪr
ðe ǝr
ð is interfered by d Without
w ɪdɔt
w ɪðaʊt
ð is interfered by d Above
ǝbov ǝbɅv
Ʌ is interfered by o Young
yo ŋ
j Ʌŋ
Ʌ is interfered by o Knowledge
knoulej n
ɒlɪʤ ɒ is interfered by o
Often ofd
ǝn ɒfǝn
ɒ is interfered by o Challenges
celenj ʧælɪnʤ
ʧ is interfered by c Teaches
t ɪcɪs
ti ʧɪz
ʧ is interfered by c Speech
sp ɪc
spi ʧ
ʧ is interfered by c Thank
te ŋ
ɵæŋk ɵ is interfered by t
Anesthesia anest
ǝsai æn
ɪsɵɪ ziǝ ɵ is interfered by t
Cloth kl
ɔt
kl ɒɵ
ɵ is interfered by t Protect
pro ʈek
pr ǝtekt
t is interfered by ʈ
Students stu
ɖǝn stju d
ǝnt d is interfered by
ɖ
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That de
Ɂ ðæt
t is interfered by Ɂ
Distinguish d
ɪstɪŋuɪsh d
ɪstɪŋgwɪʃ English
ŋ is interfered by Javanese
ŋ Diseases
d ɪsǝs
d ɪzɪ z
z is interfered by s Table 4.1 presents students’ utterance transcription and correct pronunciation.
Those utterances or those words are randomly taken from several audio-recorded made by the students performing speech in class of
‘Speaking for Formal Setting’. After comparing students’ pronunciation with the correct pronunciation on Collins
dictionary, it shows several words were mispronounced by the students. Those mentioned words are example represented of mispronunciation English words made
by ɛavanese speaker of fourth semester students, and the complete students’ transcription will be provided on appendix.
In the table 4.1, the word thank is pronounced as te ŋ, while according to
Collins dictionary, the correct pronunciation of the word thank is ɵæŋk. From this
word, there is mispronunciation of the sound æ. The students tend to use e to pronounce æ. Other example, the students pronounce the word cancer as kenc
ǝr, while according to Collins dictionary, the correct pronunciation of the word cancer is
kæns ǝr. This condition also shows that the students mispronounce æ replaced by
e. Moreover, the word advantages is pronounced as edventej ǝs while according to
Collins dictionary, the correct pronunciation of the word advantages is ædvænt ɪʤɪz.
From this word, both æ in the initial and middle position pronounced as e. From those examples, the researcher indicates that there is a presence of phonological
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interference. This condition could be happened because the students who are Javanese speakers, they do not recognize the sound æ in their language system;
therefore they may replace that sound with the similar sound e. The other condition, anesthesia is pronounced as anest
ǝsai while according to Collins dictionary, the correct pronunciation of the word anesthesia is æn
ɪsɵɪ ziǝ. From this word, it is also found that there is mispronounce of English sound æ. The
students tend to use a to pronounce æ. Other example, the word fasting is
pronounced as fast
ɪŋ while according to Collins dictionary, the correct pronunciation of the word fasting is fæst
ɪŋ. From this word, it is also found that there is mispronounce of English sound æ replaced by a. Moreover, the word
morality is pronounced as m
ɔralɪtɪ while according to Collins dictionary, the correct
pronunciation to pronounce the word morality is m ǝrælɪti. From this word, it is also
found that there is mispronounce of English sound æ replaced by a. From those examples, the students not only use e to produce æ but also they use the sound a
to reproduce English sound æ. Those examples show the students mispronounce the sound æ replaced by a both in initial or middle position. To this case, the
researcher indicates that there is the presence of phonological interference on students; they tend to use similar sound a to produce æ which is not recognized in
their language system, which then result on error production. Other findings, the researcher found that some students mispronounce
English sound ʤ replaced by j. For instances, the word job is pronounced as jɔb
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while according to Collins dictionary, the correct pronunciation of the word job is ʤɒb. The word advantages is pronounced as edventejes while according to
Collins dictionary, the correct pronunciation of the word advantages is ædvænt ɪʤɪz.
Moreover, the word knowledge is pronounced as kn ɔulej while according to Collins
dictionary, the correct pronunciation of the word knowledge is n ɒlɪʤ. From those
three examples, it shows that the students mispronounce all of the English sound ʤ
from the initial, middle and the end position of the word. They tend to use j to reproduce all of the sound
ʤ. This case is resulted by the omitting presence of ʤ in Javanese language system; the students may replace that sound with the similar
sound j. However, some students may replace
ʤ with g in some English words. The word surgery is pronounced as surg
ǝri while according to Collins dictionary, the correct pronunciation of the word surgery is s r
ʤǝri. Another example, the word digestive is pronounced as d
ɪgestɪf while according to Collins dictionary, the correct pronunciation of the word digestive is da
ɪʤestɪv. From those examples, it shows that some students mispronounce the English sound
ʤ replaced by g.
The word better is pronounced as bett
ǝr while according to Collins
dictionary, the correct pronunciation of the word better is bet
ǝr. Moreover, the word addicted is pronounced as add
ɪktǝd while according to Collins dictionary, the correct pronunciation of the word addicted is
ǝdɪktɪd. The word apply is pronounced as
ǝpplɪ while according to Collins dictionary, the correct
