The Goals of Teaching Pronunciation
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English words. ”
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For example, word „crisps‟, the foreign learner is usually
pronounce by crisp or crips, the phoneme „s‟ is omitted. Meanwhile, word „crisps‟ should be pronounced by crisps. It happens because the three-
consonants rarely appear in their native language andor even it disappears. Based on the writer observation, some of these problems were found in
the teaching learning process at students class VII.3 SMPN 66 Jakarta as it have been explained in chapter one. The problem mostly was because of the
student‟s difficulties in transferring their mother tongue into target language. The problem was because the different sound system between their native
language and their target language which were they could be contrasted. In table 2 below, the writer tries to show the contrastive phoneme
between English and Indonesian language. These are taken from any sources.
Table 2.2 The Contrastive Phoneme between English
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and Indonesian
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Vowel Phonemes Consonant Phonemes
No. English
Indonesian No.
English Indonesian
Short Vowels 01
01 02
02 03
03 04
o 04
05 a
05
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Penny Ur, Teaching Listening Comprehension, Cambridge: Cambridge University Press, 1984, p.12
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http:www.btinternet.com~ted.powerl1all.htmlmay 26th,2010
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Abdul Chaer , Linguistik Umum, edisi baru, Jakarta: Rineka Cipta, 2007, p.119
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06 06
07 07
Long Vowels 08
08 09
09 10
10 11
11 12
12 13
Diphthongs 14
13 15
14 16
15 17
16 18
17 19
18 20
y 19
21 sy
20 22
23 c
24 j
25 ?
21
26 x
27 ny
This table displays the contrastive analysis of sound system between the students‟ native language Indonesian and their target language English. As
the writer discusses previously that one of the students‟ troublesome in
producing English sound is because of some the English sounds does not exist in their native language, contrastively even the sounds that exist in their native
language, it is pronounced differently. Based on the IPA International Phonetic Association and the other
resources for Indonesian‟ phonemic spelling, English has 20 vowels involving 12 single vowels consist of 7 short vowels and 5 long vowels and 8 diphthongs,
whilst Indonesian has 9 vowels only; it classified 6 single vowels and 3 diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in
Indonesia. In conclusion, the common problems in teaching learning pronunciation
are because the different sound between their native language and target language that make the students face the difficulty in transferring their mother
tongue into target language and the difficulty in practicing new sound appeared in their target language.