The English speech sounds as the result of the sound change

The change includes the substitutions of sound [ θ] by sound [t], sound [ð] by sound [d], and sound [z] by sound [s]. In apocope, which one type of deletion process, there were five sounds which experienced the deletion process in the last words. They are the sound [t], sound [z], sound [d], sound [k], and sound [s]. In insertion process, there were two types which occur in the students’ pronunciation, they are anaptyxis and excrescence. In anaptyxis, there three sounds which experience the anaptyxis process. They are the insertion of [a] sound, [ ə] sound, and [u] sound. While, in excrescence, there is only one sound which experiences the insertion process. There is the insertion of the sound [w]. In monohthongization process, there are three sounds which experience the sound change. They are the sound [a ] becomes [ ], sound [ ə ] becomes [ ], and the sound [e ] becomes [a]. In other findings, there were some sound changes which did not belong to the sound change phenomenon. The substitution of the sound [ ] by sound [u], sound [ ] by sound [e], sound [ ] by sound [g], sound [ ] by sound [ ], sound [ ] by sound [ , ə] and the insertion of the sound [t]. 2. The English speech sounds as the result of the sound change Based on the research findings in this study, the English sounds [a , o and e ] in the middle of the words would be change into the sounds [ , a, and e], because English diphthongs might be realized as pure vowels by the students. The insertion of the vowel sounds [u], [a] and [ ə] and the consonant sound [w]. Those sound changes were caused by articulatory simplification. Students were likely to drop the sounds [t, z, d, k, and s] in the final sounds, especially after other consonants because students were easy to pronounce the English words where those final sounds occur. The other sounds which also substituted by the students were the sounds [ θ, ð, ʒ, , , v, z, and f]. Those sounds were substituted by the sounds [t, d, s, s, t, f, s, and p]. The most difficult sounds for students to pronounce were the sounds [z] and [v] in the final words. Students substituted those sounds by the sounds [s] and [f]. These substitutions were easy the students to pronounce those English sound. Spelling pronunciation is the cause of the other findings phenomena which occur in the students’ pronunciation. Students pronounce the English words as in written form which could differ significantly from the way it is pronounced, as the substitution of the sound [ ] by sound [u] and [e], sound [ ] by sound [g], sound [ ] by sound [ ], sound [ ] by sound [ , ə] and the insertion of the sound [t].

B. Suggestions

Based on the findings provided previously, the researcher has two suggestions which are aimed to English teacher and to other researchers who would like to conduct similar study. The English teacher needs to analyze the sound changes that occur on the students’ pronunciation. The teacher should give clear comparison on the differences of the English sounds and their native sounds. The teacher can facilitate the students by giving example of the right pronunciation, so students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI could try to imitate it. The teacher could ask the students to read a loud a text so the teacher could correct their mispronunciation. The researcher suggest for the future researchers who are interested to conduct the same research, that it is necessary for the future researchers to expand the topic of this research. The extension of the topics of the research could involve research of the influence of the sound change to the students’ pronunciation or related with the appropriate technique to teach pronunciation for SMKN students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI REFERENCES Anonymous. 2001. Longman Dictionary of Contemporary English. Edinburgh Gate: Pearson Education Limited. Anonymous. 2003. Oxford American Dictionary and Thesaurus. Oxford: Oxford University Press Avery, P., and Herlich, S. 1992. Teaching American English Pronunciation. Oxford: Oxford University Press. Campbell, L. 2004. Historical Linguistics 2 nd ed. Edinburgh: Edinburgh University Press. Collins, B and Mees, I. M. 2003. Practical Phonetics and Phonology. London: Routledge Taylor and Francis Group. Crowley, T. 1992. An Introduction to Hictorical Linguistics 2 nd ed. New York: Oxford University Pres. Crystal, D. 1991. A Dictionary of Linguistics and Phonetics. Oxford: Blackwell Publishers. Crystal, D. 1987. The Cambridge of Language. New York: The Press Syndicate of the University of Cambridge. Darjowidjojo, S. 2009. English Phonetics and Phonology for Indonesians. Jakarta: Yayasan Obor Indonesia Fasol, R., and Linton, J.C. 2006. An Introduction to Language and Linguistics. Cambridge: Cambridge University Press. Fromkin, V., Rodman, R., and Hyams, N. 2000. An Introduction to Language. Boston: Thomson Corporation. Goodwin, J. 1995. “Teaching Pronunciation.” In Marrianne Celce-Murcia eds. Teaching English as a second or foreign language 3 rd ed. Illinois: Heinle and Heinle. Indriani, M.I. 2003. English Pronunciation: The English Speech Sounds Theory and Practice. Jakarta: Gramedia Pustaka Utama. Kenworthy, J. 1997. Teaching English Pronunciation. London: Longman.