English pronunciation errors of the three ASEAN presidents' speech: Malaysia, Brunei, and Philippine.

THESIS

Submitted as Partial Fulfillment as the Requirements for the Sarjana Degree of English Department Faculty of Arts and Humanities UIN Sunan Ampel

Surabaya

By:

Tika Dzurriyatina Reg. Number A73213134

ENGLISH DEPARTMENT

FACULTY OF ARTS AND HUMANITIES

THE STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

ABSTRACT

Dzurriyatina, Tika. 2017. English Pronunciation Errors of the Three Asean Presidents’ Speech: Brunei, Malaysia, and Philippine. English Department, Faculty of Arts and Humanities. The State Islamic University of Sunan Ampel Surabaya.

The advisor: Raudlotul Jannah, M. App. Ling.

Key words: pronunciation error, consonant, vowel, ambiguity sound

This research analyzes the three ASEAN presidents’ speech which focuses on the pronunciation errors either vowel and consonant sounds. Besides, it also examines the ambiguity sounds that are made by the three ASEAN spresidents’ speech. The method of this research is descriptive quantitative design which calculates and describes English pronunciation errors focused on vowel and consonant sounds and the ambiguity sounds. The research problem are what pronunciation errors on consonants and vowels and what the efffects of pronunciation errors on consonants and vowels related to ambiguity sound are made by the three ASEAN presidents’s speech who are as the second language. This research uses human as the instrument, because the researcher is the main instrument to collect data. The data are collected by looking for and downloading the video of the three ASEAN presidents’ speeches, listening, and transcribing utterances which contain consonants and vowels, and ambiguity sounds. Moreover, the data are analyzed through four steps: identifying, counting, classifying, and interpretating errors and drawing conclution.

The result of the analysis shows that the researcher found the pronunciation errors of the three ASEAN presidents’ speech. Hassanal Bolkiah, Sultan of Brunei found 6 uttarances of phonological features. It produces the omission of final stop /t,d/ occurs only once or 3% and the occurrence of rhoticity is 4 times or 13% and 4 times of ambiguity sounds, such as first becomes voice. Dato ‘Sri Mohd Najib, Malaysia president found 12 utterances or 60 % phonological features. It only produces final stop /t/ is reduced to /k/ and there are 3 ambiguity sounds, such as world becomes one. The last is Benigno S. Aquino, Philippine president has 71 utterances of phonological features. It produces 12 times or 16% [θ] interdental sounds, 59 times or 79 % [r] alveolar sounds, and 3 times of ambiguity sounds, such as strength and becomes strengthen.

INTISARI

Dzurriyatina, Tika. 2017. English Pronunciation Errors of the Three Asean Presidents’ Speech: Brunei, Malaysia, and Philippine. English Department, Faculty of Arts and Humanities. The State Islamic University of Sunan Ampel Surabaya.

Pembimbing : Raudlotul Jannah, M. App. Ling.

Kata kunci: Kesalahan pengucapan, konsonan, vokal, suara ambiguitas

Penelitian ini menganalisis tiga pidato presiden ASEAN yang berfokus pada kesalahan pengucapan suara vokal dan konsonan. Selain itu, juga memeriksa suara ambiguitas yang dibuat oleh tiga pidato para spiduser ASEAN. Metode penelitian ini adalah deskriptif kuantitatif dengan rancangan yang mengkalkulasikan dan menjelaskan kesalahan pengucapan bahasa Inggris yang difokuskan pada suara vokal dan konsonan dan suara ambiguitas. Masalah penelitian adalah kesalahan pengucapan pada konsonan dan vokal dan apa kesalahan pengucapan kesalahan pada konsonan dan vokal yang terkait dengan suara ambiguitas yang dibuat oleh tiga pidato presiden ASEAN yang merupakan bahasa kedua. Penelitian ini menggunakan manusia sebagai instrumen, karena peneliti merupakan instrumen utama untuk mengumpulkan data. Data dikumpulkan dengan mencari dan mendownload video dari tiga pidato presiden ASEAN, mendengarkan, dan menguraikan ucapan yang berisi konsonan dan vokal, dan suara ambiguitas. Selain itu, data dianalisis melalui empat tahap: mengidentifikasi, menghitung, mengklasifikasi, dan menafsirkan kesalahan dan menarik kesimpulan.

Hasil analisis menunjukkan bahwa peneliti menemukan kesalahan pengucapan dari tiga pidato presiden ASEAN. Hassanal Bolkiah, Sultan Brunei menemukan 6 uttaran fitur fonologis. Ini menghasilkan penghilangan stop terakhir / t, d / hanya terjadi sekali atau 3% dan terjadinya rhoticity adalah 4 kali atau 13% dan 4 kali suara ambiguitas, seperti first menjadi voice. Dato 'Sri Mohd Najib, presiden Malaysia menemukan 12 ujaran atau 60% fitur fonologis. Ini hanya terjadi pada penghentian akhir / t / dikurangi menjadi / k / dan ada 3 suara ambiguitas, seperti world menjadi one. Yang terakhir adalah Benigno S. Aquino, presiden Filipina memiliki 71 ujaran fitur fonologis. Ini menghasilkan 12 kali atau 16% [θ] suara interdental, 59 kali atau 79% [r] suara alveolar, dan 3 kali suara ambiguitas, seperti strength and menjadi strengthen.

TABLE OF CONTENTS

Inside Cover Page………...i

Inside Title Page………..ii

Declaration Page……….iii

Motto………...………....iv

Dedication Page………...v

Thesis Advisor‟s Approval Page……….vi

Thesis Examiners‟ Approval Page……….vii

Acknowledgement………....viii

Table of Contents…………..………...…x

List of Appendices………...………….………....xiii

Abstract………..………...xiv

Intisari………...……….…xv

CHAPTER I INTRODUCTION 1.1Background of the Study………1

1.2Research Problems……….6

1.3Research Objectives………...6

1.4Significance of the Study………...7

1.5Scope and Limitations………7

CHAPTER II LITERATURE REVIEW

2.1Theoritical Framework...………...………...9

2.1.1 English as Global Language .……...………...………....9

2.1.2 Transfer...…………..………..………….11

2.1.3 Pronnunciation Error...……..……….…………13

2.1.4 Phonology...………...……….…………14

2.1.5 Pronunciation...…...……….………...15

2.1.6 Phonological Ambiguity………...……….…………..25

2.1.7 Phonological Features…...………..………...26

2.1.8 Short Biography of the Three ASEN Presidents………….…...…..29

2.2Review of the Related Studies…...……….………...31

CHAPTER III RESEARCH METHOD 3.1Research Design………...34

3.2Research Instrument.……...……….………35

3.3Subject of the Research………35

3.4Data and Data Source.…...………....35

3.5Data Collection…...………..36

3.6Data Analysis………...……….……....37

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings………..……..42

4.1.2 Honorable Dato „Sri Mohd Najib, Malaysia‟s President……...…...49

4.1.3 Beniqno S.Aquino III, Philipine‟s President...54

4.2 Discussion………...………...59

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion………62

5.2 Suggestion…….………...64

REFERENCES APPENDICES

CHAPTER 1 INTRODUCTION

An introduction contains of background of study, the research problems, objective of the research, significance of the research, scope and limitation of the research and definition of the key terms.

1.1 Background of study

Many people know that English becomes one of the most influential languages in the world, dominating many spheres of everyday life including business, politics, media, education computer sciences and many others. As the importance of English language is raising every day, it is not surprising that the number of English speakers has increased (Sopio, 2015). English is the best language for studying and most sought after language in the world. It has become a rule organized verbal behavior that has obtained global proportions. Therefore, English becomes the important rule in various spheres or aspects.

In communication processes, English becomes effective among speakers, if they maintain the morphology, syntax, semantics and phonological ideals of the language (Jakobson, 1956). The commonplace of linguistics about spoken language is more variable than written, and the variation in speech is caused by region, social group, and situation. The speech form of regional and social groups is also involved to the pronunciation of particular words in distinctive ways. It is characterized by generalized sound features whose pattern is different of each group (Mark&Queen, 2015). The different pattern of sound features is also possessed by each ASEAN president. It causes distinctive ways in pronunciation.

We know from many researches that L2 speech perception and production that the sources of L2 pronunciation errors are often found in L1 characteristics. The term

L1 has the same meaning with a person‟s mother tongue, first language and native language. While, a person‟s second language is called the L2 and it is not a person‟s mother tongue. It has some kinds of status and it is used to

communicative need (Crystal, 1995). A view of error made by second language learner, L2 learners has changed over time.

For example, the phonological features of rhoticity among the three countries which belong to each president become problematic in English pronunciation. Malaysian English is also generally assumed to be non-rhotic such the vowel in word and girl as/ɜː/ with no following /r/, which similarly suggests that the variety is non-rhotic. However, some researchers disagree. For example, Hickey (2004) stated that “Malaysian English is also rhotic” and /r/ occurs in words such as art, door, andworker. Others claim that rhoticity in Malaysian English is a new phenomenon, just as in Singapore. Ramasamy (2005) similarly suggests that thepronunciation of non-prevocalic /r/ is a new phenomenon in the speech of youngMalaysians. Although that study only considered the English of Malaysian Tamils, it seems to confirm that Malaysian English is now not exclusively non-rhotic.

Meanwhile, in Brunei English, the occurrence of rhoticity, so /r/ in nonprevocalic positions such as in far and whatever is pronounced. In fact, the close ethnic, historical, economic and cultural ties between Singapore, Malaysia and Brunei have led to phonological systems that are closely related. For

Philippine, rhotic /r/ is pronounced in nearly all positions of a word (Phuong, 2012). In this study, the researcher examines the pronunciation error of three ASEAN presidents thatuse ESL (English Second Language). Those presidents come from three different countries in which each of the presidents has distinctive ways of speaking because of the different mother tongues. When speaking a foreign language, some speakers may consciously retain certain phonological features of their mother tongue as markers of ethnic or group identity (Elina, 2013). Every non-native speaker or learners can pronounce the error in English word that causes misunderstanding in communication.

There are some researchers who analyze pronunciation to the foreign language in the various focuses around the world: pronunciation teaching

corresponds to recent recommendations in the pronunciation teaching literature (communicative approach and suprasegmental orientation), and at the role of phonetic training in English pronunciation teaching in Finland (Tergujeff, 2013), pronunciation errors at the segmental level of consonants, vowels, epenthesis and word stress in the speech of Brazilian learners of English which affect their intelligibility to native speakers (Cesar, 2003), the problems in English pronunciation experienced by learners whose first language is Sudanese Spoken Arabic (Muhammad, 2014), the difficulties of Iranian EFL learners in phonology and pronunciation (Hoshemian, 2012), consonantal phoneme pronunciation errors in the English of EFL learners from three different first language groups in the province of Aceh, northern Sumatra, Indonesia (Mathew, 1997), pronunciation

(Demirezen, 2009), the differences in the sound systems of two languages (English and Hindi) and how these differences cause problem in acquisition of second language sound system (Pal, 2013), the pronunciation of consonants /ð/ &

/θ/ by adult Vietnamese learners of English (Sao, 2016). Most of the researchers

did the research that focus on kinds of pronunciation, phonology, its factors and some with the effects of non-native speakers‟ability to native speakers or in communication.

There are also other researchers who analyze pronunciation error to the second language in various subjects: Learners of Dutch (Neri, Catia, & Helmer, 2006), native Arabic learners (Mohamed, 2013), Nigerian ESL Students (Mark& Queen, 2015), Swedish and Somali (Borjesson, 2013), Japanese English as a Second Language (ESL) learners (Nogita, 2010), Algerian students (Hanafi, 2014), South Korean university students of English (John, 2009), Finnish and Japanese Adult Learners of English (Paakki, 2013). Those researchers did research that holistically focus on kinds of pronunciation and its factors. Moreover, there has not been any researcher whostudied pronunciation in the speech of ESL speaker. Therefore, this present study fills this gap by investigating pronunciation error in speech and continuing the discussion of pronunciation holistically. The speeches of each president take the international or inter-ASEAN forum. It also takes the same the topic of each speech which is related to politic in their country, such as cooperation or visiting among countries. Thus, this further study does not only take different angle to address the same problem, but also continue the previous research.

To enrich the previous studies, the researcher takes two other existing researches that can be directed to this study to fulfill or follow those researches. The first study is Azlina (2016) analyzes President Joko Widodo‟s speech by focusing consonant and vowels. It describes pronunciation errors in English focused on consonants and vowels. For fulfilling and continuing that research, this study takes the same focuses but different in subject. This focuses on English pronunciation error of consonants and vowels and it uses the three presidents‟ speech of ASEAN which use ESL in different country. Those are the Honorable

Dato „Sri Mohd najib as Malaysia‟spresident, the Sultan of Hassanal Bolkiah Mu‟izzaddin Waddaulah as Brunei‟s president, and Benigno S. Aquino III is from Philippine.This research hopefully can know second language acquisition through their English speech in video that was held in different conference of inter-ASEAN or international. Furthermore, it can give sufficient subject to prove of ESL speakers among different presidents in different country as pronunciation study.

The other researcher is Reinisch and L. Lori (2014). It focuses on how the listener expects the same speaker or different speakers on video that they watch and show articulating unambiguous versus ambiguous sounds. Listeners use lexical knowledge to return phoneme categories. When hearing an ambiguous sound between /s/ and /t/ in lexical unambiguous contexts. While in this study, the researcher herself analyzes ambiguous phonetic sound that is found from the effect of pronunciation error on consonant and vowels. It mostly emerges from the

Furthermore, the researcher has two reasons of doing research at the three ASEAN presidents. First, the researcher wants to know what the pronunciation errors which are made by the three ASEAN presidents and compare among them as L2 speakers of different mother tongues. Secondly, the researcher wants to know whether the pronunciation errors which are made by the three ASEAN presidents can emerge the ambiguity sound. From those reasons, the researcher

intends to conduct a research entitled “ENGLISH PRONUNCIATION ERRORS OF THE THREE ASEAN PRESIDENTS‟ SPEECH: MALAYSIA, BRUNEI

AND PHILIPPHINE” 1.2 Research Problems

This study is conducted to answer the problems formulated in the following questions:

1. As the second language, what are pronunciation errors on consonants and vowels made by the three ASEAN presidentsin their speech?

2. What are the effects of pronunciation errors on consonants and vowels related to ambiguity sound which mostly emerge from each of the three ASEAN Presidents?

1.3 Research Objectives

From identifying problem above, the objectives of the study are aimed: 1. To explain the English pronunciation errors on consonants and vowels

which are made by three ASEAN presidents in their speech as ESL speakers.

2. To know ambiguous sound mostly emerge from each of three ASEAN President Speech.

1.4 Significances of the Research

Carey (2002) stated that there are many pronunciation errors to English

second language pronunciation which are caused by transfer. “When a language

learner attempts to produce L2 sounds, their relative success at approaching the target is depend on their ability to separate their L2 utterance from their repertoire

of L1 phonemes and allophones” (Carey, 2009). The significant of the research is

theoretical and practical. Theoretically, this further research gives information to the linguistic students who are interested in the pronunciation. Besides, it can be the reference for everyone who wants to investigate the pronunciation error. Practically, the result of this study is expected to give a broad overview of contribution of the fields to L2 production research.

1.5 Scope and limitation

The scope of the research is focusing on analyzing English pronunciation errors eather in consonants and vowels sound. It also studies about ambiguity

sound. The object of pronunciation is taken from the three ASEAN presidents‟

speech. The data of the three ASEAN presidents‟ speech are about politic in their country, such as cooperation or visiting among countries.

The three ASEAN presidents are the Honorable Dato „Sri Mohd najib, Malaysia‟s president is in the speech of the Global Social Business Summit

(GSBS) 2013, the Sultan of Hassanal Bolkiah Mu‟izzaddin Waddaulah as Brunei‟s president is in the speech of the “excellent” bilateral and diplomatic

relations between the two countries, Philippine and Brunei, and Benigno S. Aquino III from Philippine is in the speech of the sixty-fifth General Assembly of the United Nations. The video of the three speeches are downloaded from youtube. The countries of three ASEAN presidents use English as second language. Therefore, the researcher compares English pronunciation errors of the three ASEAN presidents.

1.6 Definition of the key terms

a. Pronunciation is the manner of producing a certain sound or a chain of sounds, but it can also refer to a standard way of producing a certain sound in a certain language (Muller, 2013).

b. Speech is one of the ways for communication among human (Sinha, 2015). It is a kind of formal talk given to audience or the act or way of speaking to interlace a communication with society (Oxford Dictionary, 2008).

c. English Second Language (ESL) is the study of the English language by non-native speakers in an English-speaking environment. (Nordquist, 2015).

d. Error is when you have done anything which is considered to be incorrect or wrong, or which should not have been done.

CHAPTER II

LITERATURE REVIEW

This framework consists of some required theories. Because the writer investigated pronunciation error and ambiguity sound of the three ASEAN presidents, this present study combines those two theories in order to draw a great inference of the analysis. Those theories are English as Global language, transfer, pronunciation error, phonology, pronunciation, phonological ambiguity, and phonological features. They can eventually lead the analysis to English pronunciation error of the three ASEAN presidents’ speech.

1.1 Theoretical Framework 1.1.1 English as global language

Many kinds of statement say that English is a global language. It can be heared on television spoken by politicians from all over the world. It also can be looked in travel and advertisements or in hotel, news and restaurant. They will understand English and there will be an English menu (crystal, 2003). Therefore, English becomes the main language for various business or relation between countries from all over the world.

Although English becomes a global language, English also have problems for some countries. It mostly finds in some countries which do not use English in daily communication or it becomes foreign language. In facts, mother tongue usually becomes the main problematic that it must be attention for English learner. It can make many people feel uncomfortable, for speaker and hearer when they are doing communication. The consequence is if English is not speaker’s mother

tongue, the English learner may still have mixed feelings about it. It is be strongly motivated to learn it, because it will put them in touch with more people than any other language (crystal, 2003).

There is not more than few countries speak other language in majority of their mother tongue, so the use of mother tongue cannot give a language global status. To achieve such a status, a language has to be taken up by other countries around the world. They must decide to give it a special place within their communities, even though they may have few (or no) mother tongue speakers (crystal, 2003).

There are two main ways to make a global language become a second language in a country. Firstly, a language can be made as the official language in a country, to be used as a medium of communication in such domains of government, the law courts, the media, and the educational system. To get on in these societies, it needs to master the official language as early as possible in life. Such a language is often described as a ‘second language’, because it is used to complete a person’s mother tongue, or ‘first language’. The role of an official language is today best illustrated by English, which now has some kind of special status in over seventy countries.

Secondly, a language can be made a priority in a country’s foreign language teaching, even though this language has no official status. It becomes the language which children are most likely to be taught when they arrive in school and the one most available to adults who for whatever reason never learned it, or learned it badly, in their early educational years.

2.1.2 Transfer

Beginning in the post-war years and carrying on into the 1960s, there was a strong assumption that most of the difficulties facing the L2 learner were used by his or her first language. It was assumed that there were differences between the L1 and L2. The learner’s L1 knowledge would interfere with the L2, and the L1 and L2 were similar. The L1 would actively help L2 learning. The proccess that was held responsible for this was called language transfer (Ellis, 1985).

Transfer occurs at the following levels of language: phonology, syntax, lexis, pragmatics, and morphology (Mathias, 2013). Many pronunciation errors are made by second language learners, L2 learners has altered over time. In the 1950s, transfer was the dominating explanation of why errors occur. Transfer could result in either positive or negative transfer which implied that a learner’s L1 has an influence in the learning of a foreign language. It could be noticed that negative transfer is mostly referred to as interference (Mathias, 2013). Moreover, the errors that occurred were thought to be linked to the dissimilarities between the L1and the L2, an assumption based on Behaviorism. However, this came to change in the 1970s when transfer was displaced by the view on that an L2 is taught and learned as an L1. Therefore, the errors came to be explained in reference to the learners’ development and not as much in terms of transfer (Odlin, 1989).

A few important factors related to the occurrence and extent of transfer will now be presented. The first factor is linked to the learning setting. For instance, transfer is more likely to occur in a classroom setting as a result of the scarcity of

practice outside the classroom. Secondly, the proficiency level of the learner has an impact considering that errors tend to decline with a higher skill level. Thirdly, the style refers to the material being analyzed. For instance, greater difficulties may arise when the material is not suitable to analyze, such as informal speech. Finally, the learner type or profile is related to students’ attitude towards the target language. This couldeither have a positive or a negative impact on the learning process (Benson, 2002).

Benson explains that transfer either occurs consciously or unconsciously. That is consciously, due to inadequacy of knowledge or for unconsciously, as the knowledge has not learned yet is made automatic. This is caused to the following reasons: First, there is the influence of the interlanguage which is a mixture of a person’s L1 and L2. Another reason is that learning is seen as a cumulative process or knowledge is stacked over time. It implies that previous knowledge has an impact on learning a new language. The third reason is related to affective factors such as prestige (Benson, 2002).

The SLA is focusing on positive and negative transfer as well as additional explanations. The first explanation concerns positive transfer which occurs when there are corresponding elements in the target language and the language one already knows. Thereby, transfer does not cause the errors but improve the learning. Another reason is that the learner avoids specific structures, which is caused by the lack of corresponding structures in the L1 and the L2. The third explanation concerns the students’ different development rates, which are caused by corresponding or non-corresponding structures in the L2. The fourth is that L1

can lead to more focus and placed on different structures or forms in the target language which is same with avoidance. However, this indirectly causes the avoidance but directly encourages the learning of another form or structure. The fifth explanation is the overproduction of particular grammatical or lexical elements. An example could be the overuse of formal words which are commonly used in Romance languages (Benson, 2002).

2.1.3 Pronunciation Errors

Pronunciation errors have been long interested by linguists and nonlinguists. Recently, the attention has been focused on the use of the data of speech errors as an indication of the psychological reality of phonological description.A commonly the type of speech error is spoonerism. It occurs when the initial consonants of two words are interchanged, as when someone says tips of the slung instead of slips of the tongue.The theoretical interest of such speech errors is discussed in the works of Fromkin (1973).

Spoonerisms can involve interchanging the place of initial consonants, as in the example, aconsonant is interchanged with zero, that is, itis transposed, as when someonesays pick slimp [pik slimp] instead of pink slip [piŋk slɪp]. The nasal consonantof the word pink has been transferred to the resulting nonsense wordslimp. But notice that somehow in the transformation from the intended utterance to the speech error, [ŋ] has become [m]. If the velar nasal hadbeen transferred as such, the resulting error would have been *[slɪŋp].

However, this sequence is ill-formed in English, since there is a sequentialconstraint stating that within a word a nasal consonant is made at the

sameplace of articulation as a following consonant. Thus we have the words ramp, rant, and rank with [mp, nt, ŋk], but not the words *ranp, *rangt, and *ramk. The modification of [ŋ] to [m] accompanies the speech error. Thus, it provides evidence for the reality of this sequential constraint. As pointedout by Fromkin, forms of resulting which is from speech errors generally do not violatethe phonological properties of the language.

Speech error phenomena motivate the necessity of a fundamental distinction in the study of language. Speakers of English "know" that the word pink should be pronounced [pɪŋk] rather than [pɪk]. The error involved in pronouncing [pɪk] is therefore one of language use rather than one in the knowledge. It is that the speaker has the way this word should be pronounced. In other words, the speaker who uttered pick slimp did not think that the correct pronunciation of pink was [pɪk] (Fromkin, 1973).

2.1.4 Phonology

Phonology is the explanation of phones or speech sounds. There are two studies of phonology, i.e. phonetics and phonemics (Ramelan, 1994). The difference between phonology and phonetics is that phonology is the study of the use of distinctive speech sounds (phonemes) in particular languages and phonetics concern the study of human speech sounds; describes the wide range of sounds humans can produce (Dalton & Seidlhofer, 1994). These fields consist of elements such as stress and pronunciation of individual sounds. Phonetics concerns the sounds of a language, which are classified and categorized into vowels and consonants. Furthermore, each specific sound is represented by a particular

phonetic symbol, a phoneme. According to Mobärg (2001), phonemes are “the smallest unit of spoken language capable of distinguishing one meaning from another. In set and sat, for instance, we see that by going from /e/ to /æ/, we acquire a new meaning”.

The difference between vowels and consonants is that the air is not obstructed when articulating vowels, but obstructed when articulating consonants. The articulation of vowels could be described using a vowel chart, which illustrates the position of the tongue seen from the side of the mouth. In relation to this, there are three important factors or vowel parameters, which are lip position (unrounded-rounded), vertical tongue position (high-low, or closed-open), and horizontal tongue position (front-back)” (Dalton & Seidlhofer, 1994). However, the articulation of consonants differs from the articulation of vowels. There are three important aspects which are the place, manner, and force of articulation. The first to concern where and how the airstream is obstructed, and the latter part refer to the energy produced by the sound in terms how much (Dalton & Seidlhofer, 1994).

2.1.4 Pronunciation

Pronunciation is the way of speaker produces sounds, individual sounds or combination of sounds. It can refer to an individual’s exact manner of producing a certain sound or a chain of sounds, but it can also refer to a standard way of producing a certain sound in a certain language (Muller, 2013). There are two aspects of pronunciation, e.i. segmental and suprasegmental. Segmentals feature

includes phoneme that consist of vowel and consonant. In addition, suprasegmental includes stressing and intonation.

A. Segmental

The segmental feature concerns with the phonemes which includes of vowel and consonants of a language. Consonant, consonant sounds may be voiced or unvoiced. While the consonant sounds are mostly articulated via closure and obstruction in the vocal tract, vowel sounds are produced with a relatively free flow of air. They are all typically voice. To describe vowel sounds, we consider the way in which the tongue influences the ‘shape’ through which the airflow must pass. To talk about place of articulation, we think of the space inside the mouth as having a front versus a back and high versus a low area. The place of articulation include: bilabial, labiodental, interdental, alveolar, palatal, velar, uvular, and glottal.

The phonetic symbols for English consonants and vowels are then presented and classified according to the three criteria: voicing (whether the vocal cords vibrate or not), place of articulation (where in the mouth the sound is produced), and manner of articulation (how the airstream flows in the mouth during the articulation).

a. Vowels

Vowels are sounds in which there is no obstruction to the flow of air as it passes fron the larynx to the lips (Roach, 1998).The places of articulation of vowels are made especially difficult because in vowels the tongue should not actually touch any particular place in the mouth. There is no physical contract

between the tongue and the mouth in the vowels sounds (Vlack, 2005). That statement can clarify that the place of articulation in vowels is differentiated become two different planes: relative height and relative frontness. There three categories of vowels, namely front, central and back.

1. Front Vowels

There are six phonemes in articulation of front vowels: /i/, /I/, /e/, /ɛ/, /a/, and /æ/.The places of articulation of those vowels are same with consonants that is voiced is based on the location of the tongue within the mouth. For the front vowels, the tongue is obviously more forward in the mouth (Vlack, 2005).

Sound Distinction

/i/This is the highest and the most forward front vowels Examples: beat /bi:t/, feed /fi:d/, city /si:ti/, and sheep /ʃi:p/ /ɪ/ This is a bit lower and further back than /i/

Examples: bit /bɪt/, fit /fɪt/, slid /slɪd/, and ship /ʃɪp/ /e/ This is a mid-front vowel

Examples: bait /bet/, raid /red/, and made /med/

/ / This is a mid-front vowel that is beginning to get a little low. Examples: bet /bɛt/, red /rɛd/, lead /lɛd/, and bed /bɛd/.

/æ/ The tongue is getting quite low here, but it is still near the front of the mouth.

Example: bat /bæt/, ladder /læd/, fad /fæd/

Examples: body /bɑdi/, pot /pɑt/, and hobby /hɑbi/ 2. Central vowels

The articulations of central vowels consist of four /ə/, /ᴧ/, / /, and / /. There is really only on central vowels in English, but we have different signs for stressed and unstressed sounds.

Sound Distinction

/ə/ This is the unstressed central vowel. It is so important a sound it even has a name schwa.

Examples: amerika /ə’mer.I.kə/, and korea /kə’ri:.ə/

/ᴧ/ This is the stressed central vowel. No one cares what it is called. Examples: lucky /’lᴧk.i/, up /ᴧp/, and but /bᴧt/

/ / This is the r-colored unstressed central vowel. Examples: lover /’lᴧv. /, and sister /’sIs.t / / / This is the stressed central vowel.

Examples: dirt /d :t/, herb / :b/, and fur /f :/

Basically, /ə/ and /ᴧ/ are the same sound. The diferent in location of the tongue when they are produced is tiny. They have been given different symbols because, in English, it is very important that we distinguish between stressed and unstressed sounds.

3. Back vowels

The articulations of back vowels consist of four /u/, /ʊ/, /o/, and /ɔ/. Back vowels in English are rounded. The basic problem is not all rounded to the same degree. The place of articulation for back vowels, like front

vowels, and consonants are based on the location of the tongue within the mouth. Because the tongue does not touch anything, this makes finding the location much harder.

Sound Distinction

/u/ This is the highest and most back of the English vowels. This is tense sound in that the lips are taut when you are making the sound.

Examples: you /ju:/, dude /du:d/, and food /fu:d/

/ʊ/ This is a little bit further forward and lowers than /u/. This sound is lax. Your lips are rounded but in a relaxed way.

Examples: book /bʊk/, could /kʊd/, and wood /wʊd/.

/o/ This is central back vowel. This sound also has a longer more rounded version which is sometimes written /o/.

Examples: boat /boʊt/, over /’oʊ.v /, drove /droʊv/, and show /ʃoʊ/. /ɔ/ This is the lowest and furthest forward of all the back vowels. Examples: call /kɔ:l/, awful /’ɔ:.fl/, horse /hɔ:rs/, and halt /hɔ:lt/

The categories of articulation above indicate that the vowels are harder than consonant because vowels are including various part of tongue.

b. Consonants

In Oxford dictionary, consonants is speech sound created (partly) by stopping the breath with the tongue, lip etc. According to Forel and Puskás (2005) consonants are divided into two groups which base on the place of articulation and the manner of articulation.

1. Place of articulation

Bilabial [p], [b], [m]sounds are produced when the lips are brought together. For example [p] which is voiceless, [b] and [m] are voiced. Labiodental [f], [v] sounds are made when the lower lip is raised towards the upper front teeth. For example, [f] which is voiceless and [v] is voiced.

Interdental [θ], [ð] both [θ] and [ð] are represented orthographically by the th in the words thin [θIn], ether [‘i: θ ], then [ðen] and either [‘i: ð ] (or, as some pronounce the last word [aj ðər]). To articulate these “between the teeth” sound in English (interdentals), one inserts the tip of the tongue between the upper and lower teeth. On the other hand, some speakers of English produce [θ] and [ð] by placing the tongue against the back of the upper teeth, making a sound more correctly called dental.

Dental sounds are produced by touching the upper front teeth with the tip of the tongue such as [s] which is voiceless and [c] is voiced. Alveolar [t], [d], [n], [s], [z], [l], [r] sounds are made by raising the tip of the tongue towards the ridge that is right behind the upper front teeth, called alveolar ridge such as [t,s] too, sue, both voiceless, and [d,z,n,l,r] do, zoo, nook, look, rook, all voiced.

Palatal [ʃ], [š], [ʒ], [č], [ž], [ǰ], [j] produce the sounds in the middle of the word mission [mIšən], measure [mežər]. The front part of tongue is raised to a point on the hard palate just behind alveolar ridge. These

palatal sounds, along with [č] and [ǰ], the sound that begin and the end words church and judge, are sometimes referred to as alveopalatals, or palatoalveolars. The first sound in yellow is the palatal glide [j]. Palatoalveolarsounds are made by raising the blade of the tongue towards the part of the palate just behind the alveolar ridge. For example, [ʃ, tʃ] are voiceless and [ʒ, dʒ] are voiced.

Velar [k], [g], [ŋ], [w]sounds are made by raising the back of the tongue towards the soft palate, called velum. For example [k] back, voiceless, and [g,ŋ] both voiced bag, bang. [w] is a velar which is accompanied with lip rounding.

Uvulars [R], [q], [G] Uvular sounds are produced by raising the back of the tongue to the ovula. The r in French is often an uvular trilland in symbolized by [R]. Uvular sounds are also found in other languages.Arabic, for example, has two uvular sounds symbolized as [q] and [G]. Uvular sounds do not occur in English

Glottal [ʔ], [h] the [h] sounds that starts words such as hat, who, and hair is a glottal sound. Although classified as a consonant, there is no airflow restriction in pronouncing [h]. Its sound is from the flow of air through the open glottis. The tongue and lips are usually in the position for the production of the following vowel as the airstream passes through the open glottis.

2. Manner of articulation

Plosive are sounds in which is a complete closure in the mouth, so that the air is blocked for fraction of a second and then released with a small burst of sound called plosion (it sounds like a very small explosion). The glottal stop, the word football can be pronounced without interruption in the middle as in [fʊtbɔːl] or with a complete closure of the glottis instead of [t]: [fʊbʔɔːl].

Fricatives have a closure which is not quite complete. This means that the air is not blocked at any point, and therefore there is no plosion. On the other hand the obstruction is big enough for the air to make a noise when it passes through it, because of frication.

Affricatives are a combination of a plosive and a fricative (sometimes they are called ‘affricative plosives’). They begin like a plosive, with a complete closure, but instead of a plosion, they have a very slow release, moving backwards to a place where a friction can be heard (palatoalveolar).

Nasals resemble plosives, except that there is a complete closure in the mouth, but as the velum is lowered the air can escape through the nasal cavity.

Laterals are sounds where the air escapes around the sides of the tongue.

Approximants are sounds where the tongue only approaches the roof of the mouth, so that there is not enough obstruction to create any friction.

B. Suprasegmentals

Suprasegmentals are aspects of speech that influence stretches of sound larger than a single segment. Suprasegmentals aspects of speech include length, tone, and intonation, syllable structure, and stress.

a. Length

Length is how long or short a phoneme should be pronounced. b. Tone and intonation

The term tone and intonation refer to linguistic uses of pitch. Tone refers to the use of pitch to convey meaning at the word level. Intonation refers to the use of pitch to convey meaning at the sentence or discourse level.

c. Syllable structure

Words can be cut up into units called syllables. Syllables have internal structure: they can be divided into parts. The parts are onset and rhyme; within the rhyme we find the nucleus and coda. Not all syllables have all parts; the smallest possible syllable contains a nucleus only. A syllable may or may not have an onset and a coda. The onset is the beginning sounds of the syllable; the ones preceding the nucleus. These are always consonants in English. The nucleus is a vowel in most cases, although the consonants [r],

[l], [m], [n], and the velar nasal (the 'ng' sound) can also be the nucleus of a syllable.

In this example, the English word "plant" consists of a single CCVCC syllable. This syllable has been broken up into its onset (any consonants preceding the vowel) and its rhyme (all phonemes from the vowel to the end of the syllable). The rhyme has been further divided into the nucleus, which in the vast majority of syllables is a vowel (the exceptions are syllabic consonants) and the coda, which are any consonants following the nucleus.

The rhyme is the vowel plus any following consonants. 'plant'. Syllable is composed of an Onset = /pl/ and a Rhyme = /ænt/ (the rhyme is obligatory = the head of the syllable)

d. Stress

Linguistic stress is a prominence relation between syllables: certain syllables are longer, louder, higher-pitched, or more clearly articulated than those around them.

2.1.6 Phonological Ambiguity

Ambiguity is the property of being “ambiguous‟, where a word, term, notation, sign symbol, phrase, sentence, or any other form are used for communication, is called ambiguous if it can be interpreted in more than one way. Ambiguity, however, depends on context, i.e .the same linguistic item, be it a word, phrase, or sentence may be ambiguous in one context and unambiguous in another. Ambiguity to Crystal (1988) is the reference to a word or sentence which expresses more than one meaning and this reference has to do with linguistics. In this regard, several types of ambiguity can be recognized; these include grammatical (or structural) ambiguity in a phrase like “new houses and shops” which could be analyzed as either “new {houses and shops}”, i.e. both are new, or “{new houses} and shops”, i.e. only the houses are new.

Another major type of ambiguity is the semantic (or lexical) ambiguity which might be viewed in a sentence like “Visiting speakers can be awful”, which is interpreted in two different ways. The first interpretation is “It is awful to visit speakers” whereas the second one is “Speakers who visit are awful”. Another definition of ambiguity is forwarded by Hartmann and Stork (1976) who state that ambiguity is a construction which admits more than one interpretation. An instance is “Patent medicines are sold by frightening people” the ambiguity arises due to the fact that we cannot tell whether the sense intended is “Patent medicines are sold by putting fear into people “or “Patent medicines are sold by people who are frightening”.

There are some types of ambiguity. Linguistics theories have identified two main types of ambiguity, such as syntactic ambiguity and lexical ambiguity. The other types are scope ambiguity, phonological ambiguity, punctuation ambiguity, grouping ambiguity, cross-reference ambiguity, and structural ambiguity. For this study, the researcher takes phonological ambiguity theory. Phonological ambiguity is a subtype of lexical ambiguity. It occurs when two or more words have the same sounds and have different meanings, such as see and sea, weight and wait, read and red, hear and here, and knows and nose (Hamidi, 2009).

2.1.7 Phonological Features

The three ASEAN Presidents have their own characteristics of pronunciation which are caused by their first language in that country. The researcher classifies into two categories which are vocal features and consonant features. Phuong (2012) had found note of the following phonological features of the three countries. They belong to each country of three ASEAN presidents: a. Malaysia

Vocal

1. Merger of /i:/and /ɪ/: feel – fill, bead – bid all have /i/. 2. Merger of /u:/ and /ʊ/: pool –pull, Luke –look all have /u/. 3. Merger of / / and /ɔ:/: pot – port, cot – caught all have /ɔ/. Consonant

1. Reduction of word-final consonant clusters, usually dropping the alveolar

b. Brunei Vocal

1. Shortening of long vowels, so shirt is /ʃ t/ and cream is /krim/ Consonant

1. Reduction of final consonant clusters by means of plosive deletion, so first is /f s/.

2. The occurrence of rhoticity, so /r/ in nonprevocalic positions such as in far andwhatever is pronounced.

3. l-vocalisation, i.e. the lateral is realized with a back vowel quality such as sell is/seo/ or /seɤ/

4. Omission of final stops /t, d/ and use of a glottal stop in place of final /k/, so handis /hen/

c. Philippine Vocal

1. Substitution of /a/ for /æ/, /ɔ/ for /o/, /I/ for /i/, /ε/ for /e/. Consonant

1. Substitution of /s/ for /z/, /ʃ/ for /ʒ/, /t/ for /θ/, /d/ for / ð /, /p/ for /f/, /b/ for/v/.

2. Simplification of consonant clusters in final position. 3. Rhotic (/r/ is pronounced in nearly all positions of a word).

In Malaysia, Brunei and Phillipine use English as a second language. But, Phuong (2012) stated English that is in Southeast Asia like those three country become the varieties of English. Therefore, it can be called Brunei English and

Philippine English have been well-documented and have attracted many scholars as they share interesting historical and linguistic characteristics.It is widely accepted that there is always a relationship between a language and political history, so it is better to know how English was spread to these countries. The spread of English to Brunei, and Malaysia was caused by the British colonization, its spread to the Philippines resulted from US colonization.

A high priority placed by Southeast Asian governments on the teaching and learning of English stems from the necessity of English for the development and modernization of their countries. A general overview of the language policy in Singapore, Malaysia, Brunei and the Philippines can be shown in the following table (Phuong, 2012):

Malaysia Brunei The Philippine

Official language

Malay, English Malay, English Filipino, English Bilingual

Policy

Malay : the national language and the medium of instruction for social and art subjects.

Malay : the national language.

English and Filipino : the media of instruction at different school levels.

English : the second language

and the medium of instruction for scientific and technical subjects

English : the second language Both languages: the media of instruction in all government Schools.

2.1.8 Short Biography of the Three ASEAN Presidents a. Honorable Dato ‘Sri Mohd najib, President of Malaysia

Dato' Sri Mohd Najib was appointed as Malaysia's sixth prime minister on 3 April 2009. He replaced Dato’ Seri Abdullah Ahmad Badawi who did not re -elected as Umno President. Dato' Sri Najib, the eldest son of the second prime minister, Tun Abdul Razak Hussein, was born in the district of Kuala Lipis in the state of Pahang. He received his primary and secondary education at one of the country's leading schools, St John's Institution. He continued his secondary education at the Malvern Boys’ College in Worcestershire, England.

Upon completion of his secondary education, Dato' Sri Najib enrolled at the University of Nottingham and graduated in 1974 in industrial economics. On his return to Malaysia in the same year, Dato' Sri Najib joined the national oil company, Petronas, as an executive where he served for two years before entering politics in 1976. Dato' Sri Najib was elected unopposed as Member of Parliament at the age of 23. He has served in a series of government positions including as minister of culture, youth and sports, minister of defence, minister of education, minister of finance and deputy prime minister. In March 2009, Dato' Sri Najib was elected unopposed as Umno president after Dato' Seri Abdullah decided not to seek re-election.

b. Hassanal Bolkiah Mu’izzaddin Waddaulah, Sultan of Brunei Darussalam Hassanal Bolkiah Muʿizzaddin Waddaulah was born on July 15 1946 in Brunei Town [now Bandar Seri Begawan], Brunei. He was 29th sultan of Brunei.Hassanal Bolkiah was the eldest son of Sultan Sir Haji Omar Ali

Saifuddin. He was educated privately and later attended the Victoria Institution in Kuala Lumpur, Malaysia, and the Royal Military Academy at Sandhurst, England. In 1961 Sir Omar named him crown prince, and when Sir Omar abdicated six years later, Hassanal Bolkiah became sultan on October 5, 1967, his coronation taking place on August 1, 1968. For the next decade, however, his father remained the power behind the throne. After the death of his mother in 1979, his father withdrew from public affairs, and the sultan quickly took the dominant role in the administration of Brunei. He made frequent trips throughout the country to listen to his subjects as well as to promote himself as ruler. In anticipation of independence from Britain, he began to create a native bureaucracy, replacing British expatriates in the civil service with Bruneians, and he cracked down on corruption.

After having held Brunei as a protectorate for 95 years, the British formally withdrew on January 1, 1984. Although there were minor disagreements over matters such as the management of Brunei’s huge investment portfolio, relations between the two countries continued to be friendly. Sir Omar died in 1986, and on October 5, 1992, the sultan, who also acted as prime minister and as the minister of defense and of finance, celebrated the 25th year of his reign. He continued to rule under a state of emergency declared by his father in 1962. In the 1980s and 1990s the sultan regularly appeared at or near the top of lists of the world’s richest individuals, his fortune deriving from Brunei’s oil and gas.

c. Benigno S. Aquino III, President of the Philippines

Benigno Simeon Cojuangco Aquino III is the 15th and current President of the Philippines. He is scion of a famous and influential political family of four generations. Servillano "Mianong" Aquino, his great-grandfather was a delegate of the ‘Malolos Congress’. Benigno Aquino, Sr, his grandfather was the speaker of the ‘House of Representatives’ of the Philippines while his father Benigno "Ninoy" Aquino, Jr. was a Senator. His mother Corazon Aquino remained the 11th President of the country from 1986 to 1992.

He resided in the US for a while with his family when they took self-exile but after his father’s assassination he went back to Philippines and worked in private organisations. His first political representation was from the 2nd district of Tarlac province in 1998 as an elected member of the ‘House of Representatives’. He represented the House for the next two terms and was barred in 2007 because of term restrictions. He served as a Senator of the 14th Congress. He remained the Secretary General and Vice President of the ‘Liberal Party’ for Luzon and at present serves as Chairman of the party. He succeeded Gloria Macapagal-Arroyo as the 15th President of the country.

2.2 Review of the Related Studies

Eva and Lori (2013) analyzedlisteners use lexical knowledge to retune phoneme categories. When hearing an ambiguous sound between /s/ and /f/ in lexically unambiguous contexts such as gira[s/f], listeners learn to interpret the sound as /f/ because gira[f] is a real word and gira[s] is not. Later, they apply this learning even in lexically ambiguous contexts (perceiving knife rather than nice).

Although such retuning could help listeners adapt to foreign accented speech, research has focused on single phonetic contrasts artificially manipulated to create ambiguous sounds. It is therefore unclear whether analogies to adaptation to accented speech are warranted. In the present studies, to be adapted ambiguous sound was embedded in a global foreign accent. Results showed that listeners retune phoneme categories which aremanipulated within the context of a global foreign accent, and they generalize this short time learning to the perception of phonemes from the previous unheard speakers. However, generalization was observed only when opening and test speakers’ fricatives were attempted across a similar perceptual space.

Azlina (2016) investigated the pronunciation errors of President Joko Widodo’s speech by focusing on consonants and vowels.The objective of this research is to explain kind of pronunciation errors on consonants and vowels made by President Joko Widodo in his speech. The research uses human as the instrument. The researcher is the main instrument to collect data. The data are collected by looking for, downloding Joko Widodo’s speech video, listening and transcribing utterance which contains consonants and vowels. The result of this research shows that there are five types of consonants errors made by Presidents Joko Widodo. The errors of labiodental are 56, 18%, such as: government /g’ᴧf.ən.mənt/, Alveolar is 23, 67%, such as: business/’bIs.nIs/, Interdental is 18, 27%, Palatal 1, 06%, such as: thank /θæŋk/, and the last is velar find 0, 35%, such as chemical /’kem.I.kəl/. This research also finds 144 errors in pronouncing English short and long vowels. There are three types of vowel errors are made by

President Joko Widodo. In central vowels, it finds 90 data of 144 or 78, 95%, front vowel errors find 17, 54%, and back vowel errors is 3, 51%

CHAPTHER III RESEARCH METHOD

In this part, the researcher described the method that was used in this research. The researcher explained the general process in collecting and analyzing the data. It consisted of research design, subject of the research, research instrument, data and data source, data collection and data analysis.

1.1 Research Design

This studyuses descriptive quantitative design in which it is included into the part of content analysis. Krippendorff (2014) defines content analysis is the techniques to analyze a set of texts to interpret the meaning and the content of the texts through the context and its use. Texts can be gotten from books, book chapters, essays, interviews, discussions, newspaper headlines and articles, historical documents, speeches, conversations, advertising, theater, informal conversation, or really any occurrence of communicative language.

For this study, it is designed to identify the pronunciation error of speeches that is made by the three ASEAN Presidents. The researcher takes the subjects that use English as a second language. To analyze the subjects, the researcher is interested to take the speech of each president. The speeches are taken from the videos and transcripts are taken from internet which is used as the data to be analyzed. This study examines the pronunciation errors of the three ASEAN Presidents’ speech by describing and interpreting the data from the data collected. Firstly, the researcher collects the data of speech that has been taken from the

internet. It is then analyzed further about are the pronunciation errors and ambiguity sounds are that made by the three ASEAN presidents in their speech. 3.2 Research Instrument

The research instrument is the researcher herself. The researcher analyzes it by using dictionary. The dictionary uses English IPA phonetic online. It is a tool for analyzing the data. Collecting and analyzing the data of this study is done by researcher. The researcher finds the whole transcripts of speech of each ASEAN President. Afterward, it is analyzed pronunciation errors and found the ambiguous sound of the three ASEAN Presidents’ speech. Therefore, the major instrument of this research is human.

1.3 Subject of the research

The subject of this study is the speech of the three ASEAN Presidents which is English as a second language. It is taken from youtube and the event was held in a conference of inter-ASEAN or international. This subject is chosen because the researcher is interested to analyze the various ways of speaking in ASEAN and there has not been any researcher who studied pronunciation in the speech of ESL speaker.

1.4 Data and Data Source

The whole data are taken from the utterances of the three ASEAN presidents’ speech. Data sources are taken from video of ASEAN presidents’ speech in youtube in certain event such as summit or other conferences. There are three videos of the three ASEAN presidents’ speeches as the data source. The first speech is from the Honorable Dato ‘Sri Mohd najib as Malaysia’s president. The

speech is the Global Social Business Summit (GSBS) 2013, which was held from November 7-9 in Kuala Lumpur, Malaysia. Then, its duration spent 11.42 minutes. The second speech is when the Sultan of Hassanal Bolkiah Mu’izzaddin Waddaulah as Brunei’s presidentbecomes the speaker ofthe “excellent” bilateral and diplomatic relations between the two countries, Phillippine and Brunei, that is to maintain the cooperation between two countries. The first speech is opened by the Sultan of Hassanal Bolkiah Mu’izzaddin Waddaulah for 6.39 minutes. Then, it is continued by President Rodrigo Duterte until 10.11 minutes. The third speech is Benigno S. Aquino III as the Philippnine’s president. It is considered as his debut in the international stage as the country's Chief Executive, the Fifteenth President of the Republic of the Philippines, President Benigno Aquino III addresses the sixty-fifth General Assembly of the United Nations (UN). It spent 8.05 minutes.

1.5 Data Collection

To complete the data, the researcher collected the data by the following steps: 1. The researcher searchedand downloaded the threeASEAN Presidents’

speech videos from youtube.

2. After finding the video, the researcher downloaded it from youtube. There were three speeches of the three ASEAN presidents which were downloaded from these links.

A. The Honorable Dato ‘Sri Mohd najib as Malaysia’s presidentis in the speech of the Global Social Business Summit (GSBS) 2013 https://www.youtube.com/watch?v=D6AJzaV-LPw

B. The Sultan of Hassanal Bolkiah Mu’izzaddin Waddaulah as Brunei’s president is in the speech of the “excellent” bilateral and diplomatic relations between the two countries, Phillippine and Brunei.

https://www.youtube.com/watch?v=n8JlbH7jNnI

C. Benigno S. Aquino III as the Philippnine’s president is in the speech of the sixty-fifth General Assembly of the United Nations (UN).

https://www.youtube.com/watch?v=8JWyScwuTeI

3. The researcher searched the transcripts of the threeASEAN Presidents’ speech in the internet.

4. The reseearcher made a phonetic transcription by using English IPA phonetic online for the three ASEAN presidents’ utterances.

1.6 Data Analysis

After listening, watching, and transcribing the video, the researcher analyzed the data through several steps:

3.6.1 Identifying errors

The researcher rechecks the pronuncition error while listening and watching the videos. The researcher identified the words which contain the consonant and vocal features of each president’s speech. To identify the pronunciation errors, the researcher gives the highlighting of each ASEAN president speech in the data. There are two marks to highlight the pronunciation error, such as: yellow for vowels and red for consonants.

Example:

/jɔː//ˈɛksələnsi/ /ˈprɛzɪdənt/ /Rodrigo Roa Duterte/ /ˈɛksələnsiz/ /ˈleɪdɪz/ /ænd/ /ˈʤɛnt(ə)lmən/ /maɪ/ /ˈgʌvnmənt/ /ænd/ /ðə/ /ˈpiːpl/ / v/ /bruːˈnaɪ/ /darussalam/ /ʤɔɪn/ /miː/ /ɪn/ /ɪksˈtɛndɪŋ/ /ə/ /ˈvɛri//wɔːm/ /ˈwɛlkəm/ /tuː/ /juː/ / n/ /jɔː/ /f ːst/ /ˈvɪzɪt/ /hɪə//jɔː//ˈprɛzns//wiː//əˈf ːm//ðiː/ /ˈɛksələnt//ænd//ˈl ŋˈstændɪŋ//ˈfrɛndʃɪp//səʊ//ˈhæpɪli//ɪnˈʤɔɪd//baɪ//ðə//ˈpi ːpl// v//ˈaʊə//tuː/ /ˈkʌntriz//aɪ//ɪksˈtɛnd//maɪ//kənˌgrætjʊˈleɪʃənz// n/ /jɔːr//əˈpɔɪntmənt//æz//ðə//ˈprɛzɪdənt// v//ðə//rɪˈpʌblɪk// v//ðə//ˈfɪlɪˌpiːnz// wiː//ɪn//groanin//ədˈmaɪə//juː//ˈp ːsnl//əˈʧiːvmənts//æz//ðə//meər// v//ðə//b ɑːr//ɪn//ˈmeɪkɪŋ//ðə//ˈsɪti//ˈbɪznɪs//ˈfrɛndli//ænd//əˈteɪnɪŋ//ɪmˈprɛsɪv//ˌiːkəˈn mɪk//grəʊθ//aɪ//æm//ˈk nfɪdənt//ðæt//ˈʌndə//jɔː//ˈliːdəʃɪp//ðə//b s//səkˈsɛs //wɪl//biː//ˈrɛplɪkeɪtɪd//θru(ː)ˈaʊt//ðə//ˈfɪlɪˌpiːnz//ænd//brɪŋ//ɪnˈkluːsɪv//grəʊ θ//tuː//jɔː//ˈpiːpl/

Figure 3.1 Example of identifying selected data of errors

3.6.2 Counting errors

This study used descritive quatitative design. The result of calculation was presented either numeral or percentage. In discussion, it also has been shown in the column and pie chart form. The researcher presented pie charts in general frequncy of vowels and consonants sounds. Meanwhile, Column charts are the frequency of each kind of vowel and consonant errors. The example charts was shown in the figure 3.2 and 3.3 below.

Figure 3.2 The Example of pie chart of each ASEAN president’ pronunciation errors

Figure 3.3 The example of the column chart of each ASEAN president’ pronunciation errors. Vowel sounds 11 (34%) Consonant sounds 21 (66%)

English Pronunciation Errors

1 5 % 1 5 % 3 15% 12 60% 1 5% 1 5% 1 5% 0 2 4 6 8 10 12 14

/i/ front vowel/ɪ/ front o el [m] bilabial consonant sound[t] alveolar consonant sound[d] alveolar consonant sound[l] alveolar consonant sound[g] velar consonant sound

Dato Sri Mohd Najib s English pronun iation

3.6.3 Classifying Errors

After the process of data collection has been completed, the next step was that the researcher classifyed the data into some columns which consist of vowel and consonant based on each president. The researcher also added the correct pronunciation of the incorrect utterances of four ASEAN Presidents’ speech.

Example:

Brunei President

Vowel Consonant

First

/f ːst/ becomes /vɔɪs/

Extend

/ɪksˈtɛnd/ becomes /ɪksˈtɛn/ So

/səʊ/ becomes /so:/

Personal

/ˈp ːsnl/ becomes /ˈp :rsnl/ Mayor

/meər/ becomes /meᴧ(r)/ Growth

/grəʊθ/ becomes /grəʊs/ Figure 3.1 Example of classifying errors

3.6.4 Interpretating errors

The researcher described the pronunciation errors ofthe three ASEAN presidents’ speech.

3.6.5 Classifying phonological ambiguity

After the researcher described the pronuciation errors that have been classified, the researcher classified the ambiguous sounds which mostly emerge from each ASEAN President from the utterance based on the data from the first research problem.

Brunei Malaysia Philippine

First becomes voice There becomes their Wait becomes weight

growth becomes gross Here becomes hear Main becomes mane Hand becomes hank Sea becomes see Tide becomes tied

Figure 3.4 Example of classifying phonological ambiguity

3.6.6 Interpretating phonological ambiguity

The researcer described the ambiguous phonetic sounds which mostly emerge from each ASEAN President from the utterance based on the data from the first research problem.

3.6.7 Drawing Conclusion

After analyzing the data, the researcher concluded the explanation as the result of research.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter portrays the results of the research analysis which is named as Findings. Afterward, there is also the discussion of the research findings.

4.1 Findings

This present study eventually creates several results of the data analysis. English pronunciation errors are the first finding. The researcher takes two branches. They are vowels and consonants errors. In addition, to construct the English pronunciation errors of the three ASEAN presidents’ speech, there are some umbiguity sounds that are made by the three ASEAN presidents. To summarize, the three ASEAN presidents’ ambiguity sounds are also presented. 1.1.1 Hassanal Bolkiah Mu‟izzaddin Waddaulah, Sultan of Brunei

Hassanal Bolkiah Mu’izzaddin Waddaulah’s English pronunciation errors are the first data analyzed in this study. In order to produce the result, the researcher collects all Hassanal Bolkiah Mu’izzaddin Waddaulah’s utterances. Eventually, there are 11 vowels and 21 consonant sounds which were found in Hassanal Bolkiah’s speech. The speech has 504 words which spent 6.39 minutes. This below chart presents vowel’s and consonant’s English pronunciation errors made by Hassanal Bolkiah Mu’izzaddin Waddaulah in the speech of the “excellent’ bilateral and diplomatic relation between the two countries, Philippine and Brunei.

Figure 4.1 Hassanal Bolkiah‟s pronunciation errors

The figure 4.1 above portrays Hassanal Bolkiah’s English pronunciation errors in general. Vowel sounds are produced for 11 times or 34%. They are three kinds of front vowels, such as /i/, /ɛ/, and /ɑ/, and central vowel is /ᴧ/. Meanwhile, there are 21 utterances or 66% consonant sounds illustrated. There are considering two kinds of interdental, such as [θ] and [ð] and four kinds of alveolar, such as [t], [d], [s], and [r]. The frequency and the percentage of each error are charted in figure 4.2 below.

Vowel sounds

11 (34%)

Consonant sounds

21 (66%)

Figure 4.2 TheFrequency and Percentage of Hassanal Bolkiah‟s pronunciation errors

In figure 4.2 above, each Hassanal Bolkiah’s pronunciation error is drawn. The red bars depict vowel sounds while the blue bars signify consonant sounds. ‘[ð] Interdental consonant sound’ reaches the biggest frequency among all pronunciation errors. It is portrayed for 11 times or 33%. On the contrary, ‘/ɛ/ front vowel’, ‘/ɑ/ front vowel’, and ‘/ᴧ/ central vowel, [t] alveolar consonant sound and [d] alveolar consonant sound become the lowest items which are only once or 3%. The correctness of the pronunciation errors are listed in figure 4.3 below. 8 25% 1 3% 1 3% 1 3% 11 34% 2 6% 1

3% 1 3% 2 6% 4 13% 0 2 4 6 8 10 12

Hassanal Bolkiah s English

pronunciation errors

A. Pronunciation Errors

VOCAL CONSONANT

Kinds of Vowel Correct and Inccorrect

Kinds of consonant

Correct and Incorrect

/i/ front vowel The

ði: becomes ðə _interdental [ð]

The ðə becomes də / / front vowel First

f ːst becomesvɔɪs

[θ] interdental

Growth grəʊθ becomes grəʊs / / front vowel Common

ˈk mən becomes ˈkomən

[r] alveolar

Forward ˈfɔːwəd becomes

ˈfɔrwəd

/ʌ/ central vowel Southern

ˈsʌðən becomes ˈsɑʊðən

Personal ˈp ːsnl becomes

ˈp rsnl Service ˈs ːvɪs becomes ˈs rvɪs [s] alveolar

Must mʌst becomes mʌtʃ

Close

kləʊs becomes kləʊðz [t] alveolar First

f ːst becomes vɔɪs [d] alveolar Extend

ɪksˈtɛnd becomes ɪksˈtɛn

Figure 4.3 The correctness of Hassanal Bolkiah‟s pronunciation errors The table above shows the correct and incorrect pronunciation of Hassanal Bolkiah. In the previous chart, it has been presented amount of the error utterances of each kind of pronunciation. The researcher gets the result that many pronunciation errors happened to ‘[ð] interdental consonant sound’. Totally, [ð] interdental errors reach 11 times or 34 %. They happen in the word “the” which should be read /ðə/, but he pronounces /də/. Meanwhile, the pronunciation errors also happened in [θ] interdental. As listed in the table above, it is “Growth” which

should be read /grəʊθ/ becomes /grəʊs/.It can be illustraded as like the data 1, in the 4:04 minutes said,“peace and and stability in the bad”.

Meanwhile, the pronunciation errors occur in [r] alveolar. The errors happened 4 times or 6%. As the table above, it is listed that some words or [r] alveolar errors, such as the word “Forward” should be read /ˈfɔːwəd/ instead of becoming/ˈfɔrwəd/, “Personal” should be/ˈp ːsnl/instead of being pronounced /ˈp rsnl/, and the correct pronunciation of the word “Service”is /ˈs ːvɪs/instead of becoming/ˈs rvɪs/. In the phonological features of Brunei, rhoticity becomes the problem in English pronunciation. The researcher gets the reference that the occurrence of rhoticity, so /r/ in nonprevocalic positions such as in forward, personal and sevice are pronounced. It can be shown as like the data 2, in the 4:08 minutes

said,” ....part of your country your personal...”.

Moreover, phonological features of Brunei is also omission of final stop or alveolar stop /t, d/. Eachonlyoccurs onceor 3%, such as “First” should be /f ːst/instead of becoming/vɔɪs/, and the word “Extend” should be /ɪksˈtɛnd/ instead of becoming/ɪksˈtɛn/. It can be shown as like the data 3, in the 1:33 minutes said,”

....countries I extend my congratulation on...”.

There is also slip of the tongue that happened in Hassanal Bolkiah’s speech either in vowel orin consonant sounds. It is indicated in the table above, such as “Must” should be /mʌst/instead of becoming/mʌtʃ/ and “Close” must be read /kləʊs/ instead of becoming/kləʊðz/, both of them are [s] alveolar, and “First” should be /f ːst/ instead of becoming/vɔɪs/ which is included / / front vowel. Those words occur once or 3% which become the lowest frequency among others. For

instances, it is illustrated in the data 4, in the 2.42 minutes said,”...education and a

services we must appreciate..”

As the highest prestige in government, Hassanal Bolkiah also did the pronunciation errors to the words the, common, and southern.The pronunciation errors happened because of the consciousness. That is consciously, due to inadequacy of knowledge. They are included to vowel errors. As for the correctness of the vowels errors are the words “the” is /i/ front vowel. It should be read /ði:/ instead of becoming /ðə/. The problem of pronunciation “the” is that the president does not pronounce /ði:/ before initial vowel words. It can be illustrated in data 5, in the 5.15 minutes said,”...and the medium enterprises conserving the environment..”. The

errors also occur to the word “Common” should be /ˈk mən/ instead of becoming /ˈkomən/, and the word “Southern” should be pronounce /ˈsʌðən/ instead of becoming/ˈsɑʊðən/. Furthermore, /i/ front vowel errors in the word “the” becomes the second-highest frequency after /ð/ interdental consonant errors. The number of errors is 8 times or 25 %. For / / front vowel and /ᴧ/ central vowel, they occur once or 3%. They become the lowest frequency.

B. Ambiguity Sounds

Based on the data from pronunciation errors above, the researcher gets some ambiguity sounds listed in the table figure 4.4 below.

1%, interdental [θ] is 12 times or 16% and alveolar [r] is 59 times or 79%.Then, the phonological features of Philippine that are found in Benigno S.Aquino III’s speech are interdental [θ] and alveolar [r]. The [θ] error occurs because of

substitution of /t/ for / θ/. Meanwhile, the error [r] rhotic is pronounced in all

positions of words.

Furthermore, the researcher gets the result of the ambiguity sounds from the pronunciation error data ofeach president. The first result is from Hassanal Bolkiah, Brunei president. Those are first which becomes voice, growth which becomes gross, must which becomes much, and close which becomes clothes.

Then, the results of Dato ‘Sri Mohd Najib are agree to which becomes agreed to,

this summit which becomes the summit, andworld which becomes one. As for the results of Benigno S.Aquino III are strength and which becomes strengthen, might read which becomes might three, and it strart which becomes it’s not.

In conclusion, this study presents the English pronunciation errors of the

three ASEAN presidents’ speeches. They produce some L2 pronunciation errors

toward L1 characteristics, ambiguity sounds and other pronunciationerrors. Thus, it may be proved that the English pronunciation error still happens to L2 speaker. Although as a learner, they are included to have a higher skill lever or prestige.

5.2 Suggestion

The researcher wants to give suggestion to the next researcher, especially to the students of linguistic department in Adab faculty, the State Islamic University of Surabaya. Firstly, they should understand the theory of pronunciation or

phonology. It aims to enable them to analyze the kinds of pronunciation or phonology terms more easily. Secondly, they should use another theory to make their study different from the researcher. Furthermore, if the next researcher wants

to conduct a study which is related to the researcher’s media, they should decide

the data source well. Hence, it will not make any trouble when the study is going on. The study will run smoothly.

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