Mispronunciation of English final alveolar-alveolar and velar-alveolar consonant clusters by the Students of SMA Santa Maria Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MISPRONUNCIATION OF ENGLISH FINAL
ALVEOLAR-ALVEOLAR AND VELAR-ALVEOLAR
CONSONANT CLUSTERS
BY THE STUDENTS OF
SMA SANTA MARIA YOGYAKARTA

AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By
KRIS RAHARDIAN RAHARDJOSIDHI
Student Number: 124214090

ENGLISH LETTERS STUDY PROGRAM
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

KRIS RAHARDIAN RAHADJOSIDHI (2017). Mispronunciation of English
Final Alveolar-Alveolar and Velar-Alveolar Consonant Clusters by the
Students of SMA Santa Maria Yogyakarta. Yogyakarta: English Letters
Department, Faculty of Letters, Sanata Dharma University.
The role of English as one of the universal languages makes people tend to
learn this language. For some Indonesian people, English has been their second
language besides Indonesian, their first language. English also has been one of the
subjects that is taught in the formal school. The Indonesian students are taught
about English since elementary school or even kindergarten until high school.
However, the mastery of English, especially for the pronunciation, is often
influenced by the first language. One of the examples is the pronunciation of
English consonant clusters. English consonant clusters become one of the hardest
parts to perform since Indonesian people are not really familiar with various
consonant clusters in Indonesian.

There are two problems to lead the discussion in this research. The first is
to find out the mispronunciation of final alveolar-alveolar and velar-alveolar
consonant clusters that often made by Indonesian native speaker. The second is to
analyze the reason behind the mispronunciations.
This research uses audio-records as the instrument to collect the data from
the participants. The object of the study is the fifteen students of SMA Santa
Maria Yogyakarta that admitted using Indonesian as their first language. The
reading material is from the English module Fokus Bahasa Inggris Kelas X of the
participants and presented in sentences.
Based on the data analysis, there are 295 mispronunciations of final
alveolar-alveolar and velar-alveolar consonant clusters from 405 pronunciations
(15 participants x 27 English words). From the analysis, there are two errors that
contribute to the mispronunciations. The first is the interlingual or interference
error. This error contributes to the 291 mispronunciations of final alveolaralveolar and velar-alveolar consonant clusters. The participants had tendencies to
omit the last consonant in the consonant clusters. For example, all participants
omit the [d] in the pronunciation of English word kind [kΛInd]. The participants
also often changed the voiced consonant into voiceless since Indonesian word
does not have voiced consonant in the final position of a word. Besides, there is
also addition of schwa [ə] whenever there is a letter [e] between two consonants
in the final position. Lastly, the participants swapped the consonants to ease the

pronunciation as in Indonesian. The second is the intralingual error that
contributes to the four mispronunciations. The example of the error is the
mispronunciation of the consonant cluster influenced by the linkage.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
KRIS RAHARDIAN RAHADJOSIDHI (2017). Mispronunciation of English
Final Alveolar-Alveolar and Velar-Alveolar Consonant Clusters by the
Students of SMA Santa Maria Yogyakarta. Yogyakarta: Program Studi Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Peran bahasa Inggris sebagai salah satu bahasa universal membuat orang
cenderung untuk mempelajarinya. Bagi sebagian orang Indonesia, bahasa Inggris
menjadi bahasa kedua selain bahasa Indonesia sebagai bahasa pertama. Bahasa
Inggris juga sudah menjadi salah satu pelajaran yang diajarkan di sekolah formal.
Pelajar Indonesia diajarkan bahasa Inggris sejak sekolah dasar atau bahkan taman
kanak-kanak sampai sekolah menengah atas. Hanya saja, penguasaan bahasa
Inggris, terutama dalam hal pengucapan, masih sering dipengaruhi oleh bahasa
pertama. Salah satu contohnya adalah pengucapan gugus konsonan bahasa
Inggris. Gugus konsonan bahasa Inggris menjadi salah satu hal tersulit untuk

dilakukan karena orang-orang Indonesia tidak mengenal berbagai macam gugus
konsonan dalam bahasa Indonesia.
Ada dua rumusan masalah dalam penelitian ini. Pertama adalah untuk
mengetahui kesalahan pengucapan apa saja yang muncul dari pengucapan
konsonan alveolar-alveolar dan velar-alveolar sebagai gugus konsonan di akhir
kata berbahasa Inggris. Kedua adalah untuk mengetahui alasan dibalik kesalahan
pengucapan tersebut.
Penelitian ini menggunakan rekaman audio sebagai instrumen untuk
mengumpukan data. Obyek dari penelitian ini adalah lima belas siswi SMA Santa
Maria Yogyakarta yang mengaku menggunakan bahasa Indonesia sebagai bahasa
pertama. Materi bacaan diambil dari modul bahasa Inggris milik responden dan
disajikan dalam bentuk kalimat-kalimat.
Berdasarkan analisis data, ditemukan 295 kesalahan pengucapan pada
konsonan alveolar-alveolar dan velar-alveolar sebagai gugus konsonan di akhir
kata berbahasa Inggris dari 405 pengucapan (15 responden x 27 kata berbahasa
Inggris). Dari analisis, ada dua kesalahan dalam pengucapan gugus konsonan.
Pertama adalah kesalahan interlingual atau interferensi. Kesalahan ini terjadi pada
291 kesalahan pengucapan pada konsonan alveolar-alveolar dan velar-alveolar
sebagai gugus konsonan di akhir kata berbahasa Inggris. Responden memiliki
kecenderungan untuk tidak mengucapkan konsonan terakhir yang muncul dalam

gugus konsonan. Sebagai contoh, seluruh responden menghapus pengucapan [d]
pada kata berbahasa Inggris kind [kΛInd]. Responden juga mengubah konsonan
getar menjadi konsonan tidak getar karena bahasa Indonesia tidak memiliki
konsonan getar di akhir kata. Selain itu juga terjadi penambahan schwa [ə] pada
kata dengan huruf [e] di antara dua huruf konsonan di akhir kata. Terakhir, juga
terjadi penukaran konsonan untuk mempermudah pengucapan seperti dalam
bahasa Indonesia. Kedua adalah kesalahan intralingual yang terjadi pada empat
kesalahan pengucapan. Contoh kesalahan yang terjadi adalah kesalahan
pengucapan gugus konsonan sebagai pengaruh dari penggabungan pengucapan.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MISPRO
RONUNCIATION OF ENGLISH FIN
INAL
ALVEOLAR
AR-ALVEOLAR AND VELAR-ALVE
VEOLAR
CONSONANT CLUSTERS
BY THE STUDENTS OF

SMA
A SANTA MARIA YOGYAKARTA
A

AN UNDERGRADUATE THESIS
Presen
ented as Partial Fulfillment of the Requirement
nts
for the Degree of Sarjana Sastra
in English Letters

By
KR RAHARDIAN RAHARDJOSIDHI
KRIS
Student Number: 124214090

ENG
NGLISH LETTERS STUDY PROGRAM
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MISPRO
RONUNCIATION OF ENGLISH FIN
INAL
ALVEOLAR
AR-ALVEOLAR AND VELAR-ALVE
VEOLAR
CONSONANT CLUSTERS
BY THE STUDENTS OF
SMA
A SANTA MARIA YOGYAKARTA
A

AN UNDERGRADUATE THESIS
Presen
ented as Partial Fulfillment of the Requirement

nts
for the Degree of Sarjana Sastra
in English Letters

By
KR RAHARDIAN RAHARDJOSIDHI
KRIS
Student Number: 124214090

ENG
NGLISH LETTERS STUDY PROGRAM
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Sarjana Sastra Undergraduate Thesis

MISPRONUNCIATION OF ENGLISH FINAL
ALVEOLAR-ALVEOLAR AND VELAR-ALVEOLAR
CONSONANT CLUSTERS
BY THE STUDENTS OF
SMA SANTA MARIA YOGYAKARTA

By
Kris Rabardian Rabardjosidbi
Student Number: 124214090

Approved by

Anna Fitriati, S.Pd., M.Hum.
Advisor

January 9, 2017

Dr. Fr. B. Alip, M.Pd., M.A.

Co Advisor

January 9, 2017

III

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been
previously submitted for the award of any other degree at any university, and that,
to the best of my knowledge, this undergraduate thesis contains no material
previously written by any other person except where due reference is made in the
text ofthe undergraduate thesis.

Kris Rahardtan Rahardjosidhi

v

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNY AT AAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama
Nomor Mahasiswa

: Kris Rahardian Rahardjosidhi
: 124214090

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul

MISPRONUNCIATION OF ENGLISH FINAL
ALVEOLAR-ALVEOLAR AND VELAR-ALVEOLAR
CONSONANT CLUSTERS
BY THE STUDENTS OF
SMA SANTA MARIA YOGYAKARTA
beserta perangkat yang diperlukan (hila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta izin kepada saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tan~gl
6 Januari 2017

Yang

nYa~l

;,t~/\

-

Kris Rahardtan Rahardjosidhi

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Never say “I can’t” before you try.
-Fransisca Cabrini Sulistyowati-

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Hanya orang gila yang mampu mengubah dunia.
-Pancasona Adji-

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

For Mama,
Sorry I could not make it punctually, but finally I made it,
I loved you, love you, and will always love you.
-Anak Laki-Laki Mama-

ix

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

Firstly, I want to deliver my gratitude to Jesus Christ for His guidance
along my life and everlasting love that He always gives to me. He is the only
reason I can go through every path in Sanata Dharma University for more than
four years. Only because of His love, I can finally finish my undergraduate thesis.
Secondly, I want to address my gratitude to my Mama and Papa, and also
my sister. They are my real life-supporters. Without their loves and supports, I am
not really sure I can stand strongly until today.
Thirdly, I am so thankful to my advisor, Anna Fitriati, S.Pd., M.Hum., for
her patience and understanding in guiding me. I thank for every detail correction
that she gave to me during the process of writing this undergraduate thesis. I also
want to say thanks to my co-advisor, Dr. Fr. Alip, M.Pd., M.A., for every
correction that also given to my undergraduate thesis.
Fourthly, I give my sincere thank to Sr. Ancilla, OSF, the principal of
SMA Santa Maria Yogyakarta for letting me conduct my research in that school.
Furthermore, I would like to extend my thankfulness to my choir students in SMA
Santa Maria Yogyakarta for sincerely being my participants during the recording
process.
Fifthly, I want to say thanks to all my friends for every support and care
that they have given to me. I thank them for coloring my life until today with their
own ways that make me feel as a special part in their lives.
Kris Rahardian Rahardjosidhi

x

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS
TITLE PAGE ..............................................................................................
APPROVAL PAGE ....................................................................................
ACCEPTANCE PAGE ...............................................................................
STATEMENT OF ORIGINALITY ..........................................................
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ILMIAH .......
MOTTO PAGE ...........................................................................................
DEDICATION PAGE .................................................................................
ACKNOWLEDGEMENTS........................................................................
TABLE OF CONTENTS............................................................................
LIST OF TABLES ......................................................................................
ABSTRACT .................................................................................................
ABSTRAK .....................................................................................................

ii
iii
iv
v
vi
vii
ix
x
xi
xiii
xv
xvi

CHAPTER I: INTRODUCTION ..............................................................
A. Background of the Study...................................................................
B. Problem Formulation ........................................................................
C. Objectives of the Study .....................................................................
D. Definition of Terms ...........................................................................

1
1
4
4
5

CHAPTER II: REVIEW OF LITERATURE ..........................................
A. Review of Related Studies ................................................................
B. Review of Related Theories ..............................................................
1. Phonology ...................................................................................
a. English Consonant Sound System ........................................
i. Consonants based on the Place of Articulation ...............
ii. Consonants based on the Manner of Articulation ...........
iii. Consonants based on the Voicing ...................................
b. Indonesian Consonant Sound System ...................................
i. Indonesian Stop Consonants ...........................................
ii. Indonesian Fricative Consonants ....................................
iii. Indonesian Nasal Consonants .........................................
iv. Indonesian Lateral Consonant .........................................
v. Indonesian Flapped Consonant .......................................
vi. Indonesian Approximants Consonants............................
c. English and Indonesian Consonant Sound System ...............
d. Consonant Cluster .................................................................
e. Phonotactic Constrain ...........................................................
2. Second Language Acquisition.....................................................
a. Description of Second Language Acquisition.......................
b. Errors in Second Language Acquisition ...............................
i. Interlingual and Interference Errors ................................
ii. Intralingual Errors ...........................................................
C. Theoretical Frameworks....................................................................

7
7
10
10
11
11
12
13
14
14
15
17
17
18
18
19
20
21
22
22
23
23
24
24

xi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III: METHODOLOGY ..........................................................
A. Object of the Study............................................................................
B. Approach of the Study ......................................................................
C. Method of the Study ..........................................................................
1. Data Collection............................................................................
2. Data Analysis ..............................................................................

26
26
26
27
27
29

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS...............
A. The Distribution of English Final Alveolar-Alveolar and
Velar-Alveolar Consonant Cluster ....................................................
1. English Words with Final Alveolar-Alveolar Consonant
Cluster .........................................................................................
a. Stop-Fricatives ......................................................................
b. Fricatives-Stop ......................................................................
c. Nasal-Stop .............................................................................
d. Nasal-Fricatives.....................................................................
e. Lateral-Stop ...........................................................................
2. English Words with Final Velar-Alveolar Consonant Cluster....
3. English Words with Three Consonants as Final Consonant
Cluster .........................................................................................
B. Mispronunciations by the Participants ..............................................
1. Mispronunciations in English Words with Final
Alveolar-Alveolar Consonant Cluster .........................................
a. Stop-Fricatives ......................................................................
b. Fricatives-Stop ......................................................................
c. Nasal-Stop .............................................................................
d. Nasal-Fricatives.....................................................................
e. Lateral-Stop ...........................................................................
2. Mispronunciation in English Word with Final Velar-Alveolar
Consonant Cluster .......................................................................
3. Mispronunciations in English Words with Three Consonants as
Final Consonant Cluster ..............................................................
C. The Errors in the Mispronunciation of Final Alveolar-Alveolar and
Velar-Alveolar Consonant Cluster ....................................................
1. Interlingual and Interference Errors ............................................
2. Intralingual Errors .......................................................................

32
32
33
33
34
34
36
36
37
38
39
40
40
41
42
43
44
46
46
49
49
53

CHAPTER V: CONCLUSION
A. Conclusion ........................................................................................
B. Suggestion .........................................................................................

55
57

BIBLIOGRAPHY .......................................................................................
APPENDICES .............................................................................................
Appendix 1: The Reading Material ........................................................
Appendix 2: Result of Participants’ Pronunciation ...............................
Appendix 3: General Summary of Participant’s Pronunciation.............

59
61
61
63
78

xii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

Table 2.1

Phonetic Symbols for American English Consonants
(Fromkin et al, 2011:205) .....................................................

13

The Example of English Words in Presented in Phonetic
Symbols .................................................................................

14

The Example of English Words in Presented in Phonetic
Symbols .................................................................................

19

The Comparison of English and Indonesian Consonant
Sound System (Fromkin et al, 2011:205 and
Dardjowidjojo, 2009:50) .......................................................

20

Table 3.1

Phonetic Transcription of the Selected English Words.........

28

Table 3.2

Result of Participant’s Pronunciation....................................

30

Table 3.3

General Summary of Participants’ Pronunciation.................

31

Table 4.1

Phonetic Transcription of English Final Stop-Fricatives
Alveolar Consonant Cluster ..................................................

33

Phonetic Transcription of English Final Fricatives-Stop
Alveolar Consonant Cluster ..................................................

34

Phonetic Transcription of English Final Nasal-Stop
Alveolar Consonant Cluster ..................................................

35

Phonetic Transcription of English Final Nasal-Fricatives
Alveolar Consonant Cluster ..................................................

36

Table 2.2

Table 2.3

Table 2.4

Table 4.2

Table 4.3

Table 4.4

xiii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Table 4.5

Table 4.6

Table 4.7

Table 4.8

Table 4.9

Table 4.10

Table 4.11

Table 4.12

Table 4.13

Table 4.14

Table 4.15

Phonetic Transcription of English Final Laterals-Stop
Alveolar Consonant Cluster ..................................................

37

Phonetic Transcription of English Final Velar-Alveolar
Consonant Cluster .................................................................

38

Phonetic Transcription of English Words with Three
Consonants as Final Consonant Clusters ..............................

39

General Summary of Participants Result of English Final
Stop-Fricative Alveolars Consonant Cluster.........................

41

General Summary of Participants Result of English Final
Fricative-Stop Alveolars Consonant Cluster.........................

42

General Summary of Participants Result of English Final
Nasal-Stop Alveolars Consonant Cluster ..............................

43

General Summary of Participants Result of English Final
Nasal-Fricative Alveolars Consonant Cluster .......................

44

General Summary of Participants Result of English Final
Lateral-Fricative Alveolars Consonant Cluster.....................

45

General Summary of Participants Result of English Final
Velar-Alveolar Consonant Cluster ........................................

46

General Summary of Participants Result of English Final
More Than Two Consonant Clusters ....................................

49

English Words with the Omission of Last Consonant in the
Consonant Cluster .................................................................

50

xiv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

KRIS RAHARDIAN RAHADJOSIDHI (2017). Mispronunciation of English
Final Alveolar-Alveolar and Velar-Alveolar Consonant Clusters by the
Students of SMA Santa Maria Yogyakarta. Yogyakarta: English Letters
Department, Faculty of Letters, Sanata Dharma University.
The role of English as one of the universal languages makes people tend to
learn this language. For some Indonesian people, English has been their second
language besides Indonesian, their first language. English also has been one of the
subjects that is taught in the formal school. The Indonesian students are taught
about English since elementary school or even kindergarten until high school.
However, the mastery of English, especially for the pronunciation, is often
influenced by the first language. One of the examples is the pronunciation of
English consonant clusters. English consonant clusters become one of the hardest
parts to perform since Indonesian people are not really familiar with various
consonant clusters in Indonesian.
There are two problems to lead the discussion in this research. The first is
to find out the mispronunciation of final alveolar-alveolar and velar-alveolar
consonant clusters that often made by Indonesian native speaker. The second is to
analyze the reason behind the mispronunciations.
This research uses audio-records as the instrument to collect the data from
the participants. The object of the study is the fifteen students of SMA Santa
Maria Yogyakarta that admitted using Indonesian as their first language. The
reading material is from the English module Fokus Bahasa Inggris Kelas X of the
participants and presented in sentences.
Based on the data analysis, there are 295 mispronunciations of final
alveolar-alveolar and velar-alveolar consonant clusters from 405 pronunciations
(15 participants x 27 English words). From the analysis, there are two errors that
contribute to the mispronunciations. The first is the interlingual or interference
error. This error contributes to the 291 mispronunciations of final alveolaralveolar and velar-alveolar consonant clusters. The participants had tendencies to
omit the last consonant in the consonant clusters. For example, all participants
omit the [d] in the pronunciation of English word kind [kΛInd]. The participants
also often changed the voiced consonant into voiceless since Indonesian word
does not have voiced consonant in the final position of a word. Besides, there is
also addition of schwa [ə] whenever there is a letter [e] between two consonants
in the final position. Lastly, the participants swapped the consonants to ease the
pronunciation as in Indonesian. The second is the intralingual error that
contributes to the four mispronunciations. The example of the error is the
mispronunciation of the consonant cluster influenced by the linkage.

xv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
KRIS RAHARDIAN RAHADJOSIDHI (2017). Mispronunciation of English
Final Alveolar-Alveolar and Velar-Alveolar Consonant Clusters by the
Students of SMA Santa Maria Yogyakarta. Yogyakarta: Program Studi Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Peran bahasa Inggris sebagai salah satu bahasa universal membuat orang
cenderung untuk mempelajarinya. Bagi sebagian orang Indonesia, bahasa Inggris
menjadi bahasa kedua selain bahasa Indonesia sebagai bahasa pertama. Bahasa
Inggris juga sudah menjadi salah satu pelajaran yang diajarkan di sekolah formal.
Pelajar Indonesia diajarkan bahasa Inggris sejak sekolah dasar atau bahkan taman
kanak-kanak sampai sekolah menengah atas. Hanya saja, penguasaan bahasa
Inggris, terutama dalam hal pengucapan, masih sering dipengaruhi oleh bahasa
pertama. Salah satu contohnya adalah pengucapan gugus konsonan bahasa
Inggris. Gugus konsonan bahasa Inggris menjadi salah satu hal tersulit untuk
dilakukan karena orang-orang Indonesia tidak mengenal berbagai macam gugus
konsonan dalam bahasa Indonesia.
Ada dua rumusan masalah dalam penelitian ini. Pertama adalah untuk
mengetahui kesalahan pengucapan apa saja yang muncul dari pengucapan
konsonan alveolar-alveolar dan velar-alveolar sebagai gugus konsonan di akhir
kata berbahasa Inggris. Kedua adalah untuk mengetahui alasan dibalik kesalahan
pengucapan tersebut.
Penelitian ini menggunakan rekaman audio sebagai instrumen untuk
mengumpukan data. Obyek dari penelitian ini adalah lima belas siswi SMA Santa
Maria Yogyakarta yang mengaku menggunakan bahasa Indonesia sebagai bahasa
pertama. Materi bacaan diambil dari modul bahasa Inggris milik responden dan
disajikan dalam bentuk kalimat-kalimat.
Berdasarkan analisis data, ditemukan 295 kesalahan pengucapan pada
konsonan alveolar-alveolar dan velar-alveolar sebagai gugus konsonan di akhir
kata berbahasa Inggris dari 405 pengucapan (15 responden x 27 kata berbahasa
Inggris). Dari analisis, ada dua kesalahan dalam pengucapan gugus konsonan.
Pertama adalah kesalahan interlingual atau interferensi. Kesalahan ini terjadi pada
291 kesalahan pengucapan pada konsonan alveolar-alveolar dan velar-alveolar
sebagai gugus konsonan di akhir kata berbahasa Inggris. Responden memiliki
kecenderungan untuk tidak mengucapkan konsonan terakhir yang muncul dalam
gugus konsonan. Sebagai contoh, seluruh responden menghapus pengucapan [d]
pada kata berbahasa Inggris kind [kΛInd]. Responden juga mengubah konsonan
getar menjadi konsonan tidak getar karena bahasa Indonesia tidak memiliki
konsonan getar di akhir kata. Selain itu juga terjadi penambahan schwa [ə] pada
kata dengan huruf [e] di antara dua huruf konsonan di akhir kata. Terakhir, juga
terjadi penukaran konsonan untuk mempermudah pengucapan seperti dalam
bahasa Indonesia. Kedua adalah kesalahan intralingual yang terjadi pada empat
kesalahan pengucapan. Contoh kesalahan yang terjadi adalah kesalahan
pengucapan gugus konsonan sebagai pengaruh dari penggabungan pengucapan.

xvi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I
INTRODUCTION

A. Background of the Study
English is one of the universal languages taking a really important part in
human lives nowadays. English often becomes the way for people to communicate in
several countries. It is not only to have the international communication but also
regional communication. The role of English as one of the universal languages
requires people around the world to learn it.
Jenkins says that from the 15th century English has been taught for people
even for those whom English was not their mother tongue (2000:5). This concept also
relates to what happens in Indonesia right now. English has affected the perception of
how people in Indonesia think about the future with its demands related to the
communication. Indonesian people nowadays are aware that by mastering the English
skills, they can communicate with foreigners or practice themselves to face the global
demand.
Some Indonesian people have been introduced English as the second language
besides Indonesian or the other mother tongues to their children in the very beginning
of the learning process. The process of language-imitation is done by the parents to
their children. In the next level, the children are taught about English formally in the
schools. The Indonesian students learn English since in the kindergarten until in the
level of high school. Some international schools in Indonesia even use English as the
1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2

language of instruction in the teaching and learning process. The Indonesian students
are expected to master the four aspects of English skills, which are reading, writing,
speaking, and listening.
Despite the fact that English has been taught to Indonesian people through
language-imitation and formal education, the first language still affects the
pronunciation of English words by Indonesian people. Some English words have
strange characteristics that make Indonesian people hard to pronounce them. Yuliati
states that for Indonesian people, consonant clusters are hard to perform because of
the different nature between English and Indonesian (2014:514). The pronunciation
of consonant clusters still hard to perform even for high school students. In fact, the
high school students have experienced the English teaching process more than nine
years. Although students have done the language-imitation from their teachers, they
still use the Indonesian phonotactic constraints to ease the pronunciation of consonant
cluster.
The phenomenon about the errors in pronouncing English consonant clusters
by high school students, whose first language is Indonesian, becomes the main
interest in conducting this study. To analyze the errors, a contrastive analysis is
needed to provide evidence and give the reason why certain errors occur. This science
also becomes the basic to find out the reason of the mispronunciation that is often
being spoken by the Indonesian students in pronouncing English final consonant
cluster.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3

Related to the topic of the study, there will be a comparison about two
languages which are English and Indonesian. The comparison is part of the
contrastive analysis in finding the answers of the formulated problem. For the
example, English and Indonesian sound system share some similarities yet still have
different details. Indonesian sound system does not consider interdental consonants as
part of Indonesian consonants. English interdental consonants which are [θ] as in
thigh [θaI] and [ð] as in the [ðə] do not exist in Indonesian words. Therefore, some
Indonesian people can not perform this pronunciation perfectly. On the other hand,
English sound system does not allow nasal velar [ŋ] in the initial position of a word
while Indonesian does. English native speakers are not accustomed to pronounce
Indonesian word ngopi [ŋɔpi:] easily.
The difference consonant sound systems between English and Indonesian also
affect the rule about the consonant clusters. A study conducted by Wardhana (2007)
proves that Indonesian people are not accustomed to the English final consonant
clusters. For example, he proves that Indonesian people mispronounce the English
word mosque [mask] since there is no consonant cluster of /sk/ in the final position of
an Indonesian word (2007:44). This shows how the Indonesian rules about the sound
system affect how Indonesian people pronounce the English words.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4

B. Problem Formulation
From the background of the study, here is the problem formulation in
conducting this study:
1. What kinds of mispronunciations of English final consonant clusters of alveolaralveolar and velar-alveolar consonants are made by the students of SMA Santa
Maria Yogyakarta?
2. Why do the mispronunciations occur?

C. Objectives of the Study
There are two major objectives of the study to achieve in conducting this
study. First, this study is to find out what kind of mispronunciations of English final
alveolar-alveolar and velar-alveolar consonant clusters made by the students of SMA
Santa Maria Yogyakarta whose first language is Indonesian. This will be the proof of
the theory that is used in this study related to the different rules about sound system
between English and Indonesian.
Second, this study is to identify the reason behind the mispronunciations that
occur in the pronunciation of English words end with consonant clusters of alveolaralveolar and velar-alveolar consonant. This reason leads to the finding of the
phenomenon that comes whenever those specific consonant clusters are pronounced
by Indonesian native speakers.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5

D. Definition of Terms
This section explains the terms that are used in this study: consonant cluster,
alveolar consonant, velar consonant, and errors.
First is the term of consonant cluster. A consonant cluster is a combination of
at least two consonants and it is considered as the peripheral part of the syllable
(Yuliati, 2014:513). A consonant cluster may come as the onset that comes before a
syllable or the coda that comes after a syllable. A consonant cluster in the onset can
be two or maximum three consonants, such as structure and psychology. On the other
hand, a consonant cluster in the coda can be minimum two or more consonants, such
as trust /trΛst/ and texts /teksts/.
Second is the term of alveolar consonant. An alveolar consonant is a
consonant that is produced by raising the tip of the tongue to the alveolar ridge
(Ladefoged, 1993:6). The consonants included as the alveolar consonants are [t], [d],
[n], [s], [z], [l], and [r]. These consonants are the same in the place of articulation but
some of them are different in the manner of articulation.
Third is the term of velar consonant. Different to the alveolar consonant, a
velar consonant is produced by raising the back of the tongue to the velum or soft
palate (Ladefoged, 1993:7). The consonants included as the velar consonants are
[k], [g], and [ŋ].
Fourth is the term of errors. As cited in Ellis (2012), James (1981) briefly
describes that an error is problematic. He adds that an error is the difficulty centre
around number of issue (Ellis, 2012:47). Moreover, Ellis states that an error is not the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6

same as mistake. While an error is the result of lack of knowledge, a mistake is more
likely a reflection of processing failure. Gass and Selinker (1994) also describes that
errors are different with mistakes. While mistakes generally are the one-time-only
event, errors occur repeatedly (1994:67). They add that errors are only errors refer to
the rule of the target language (1994:67). In this study, the error is related to the
mispronunciations done by the participants.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF LITERATURE

A. Review of Related Studies
There are five previous studies that have been chosen as the references of
this study. The five studies have close discussion related to the study about
mispronunciation of English words as affected by the first language. Those studies
also take Indonesian people from different tribes as the target to support the
researches of the studies.
The first study is the study conducted by Ingrid Brita Deborah Mathew
entitled Errors in Pronunciation of Consonants by Indonesian, Gayo and
Acehnese Learners of English as a Foreign Language (1997). In her study,
Mathew says that her study is a qualitative study to analyze the errors that are
found in the pronunciation of English consonants by Acehnese and Gayo people.
Mathew finds that the common errors are the final stops and sibilants and the
initial and final affricates and interdentals. Mathew states,
“Patterns in the error data showed that stops were mostly devoiced or
ellipsed, and both of these processes are developmental. The affricates and
interdentals were frequently generalized to a stop or sibilant found in the
first language” (1997:2).
The second study is the study conducted by Thomas Aquinas Pramudya
Wardhana entitled English Pronunciation of Less Educated Tourist Guides in
Yogyakarta (2007). Wardhana conducts a study to find out how formal education
in learning English for tourist guides can affect their pronunciation. One of the
objectives of the study is to see how the tourist guides’ pronunciation is different
7

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8

from the standard English pronunciation. Wardhana finds that mother tongue or
first language affects how Indonesian people or specifically tourist guides in
Yogyakarta pronounce English words.
The third study is the study conducted by Angela Derosario Daho entitled
A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of
Sanata Dharma University (2015). Daho makes two problem formulations in
supporting her study and one of them is to find out the errors made by Papuan
English Learning and Education Study Program (ELESP) students in pronouncing
English words. She only focuses on the errors that occur in pronouncing the
English words. Daho reveals that the most mispronounced is the English silent
letters.
The fourth study is the study conducted by Yohanes Krisostomus entitled
The Phonological Study on Dayak Embaloh English Learners' Pronunciation of
English Consonant Sounds (2008). Krisostomus has similar objective of study
with Wardhana’s about how the pronunciation of the targets, Dayak Embaloh
English Learners, is different from the Standard English pronunciation. In his
study, Krisostomus also finds the reason behind the difference in pronouncing
English words, especially related to the different first language or mother tongue.
Krisostomus reveals that the Dayak Embaloh English learners tend to eliminate
the silent letter that comes in the final position of English words and to substitute
English consonants into Dayak Embaloh’s consonant because it does not exist in
Dayak Embaloh’s phoneme.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9

The fifth study is the study conducted by Yuliati entitled Final Consonant
Clusters Simplification by Indonesian Learners of English and Its Intelligibility in
International Context (2014). Yuliati’s study is one of the studies that has most
similar discussion with the study about mispronunciation of consonant cluster in
the final position of English words. Yuliati states that her study focuses on one of
the English features which is consonant cluster and its intelligibility. Yuliati finds
out that there is a simplification in pronouncing final consonant cluster since most
of the English final consonant cluster does not exist in Indonesian phonological
rule.
Based on the findings, the previous studies support this study. The first
four studies have the similar result with the hypothesis of this study about how
mother tongue or first language really affects how people pronounce words with
different language. In this case, Indonesian people with different tribes are
affected by their own first languages in pronouncing English words. The results of
those four studies say that the pronunciation of English words by Indonesian
speakers from different tribes is different with the Standard English pronunciation.
The last reviewed study by Yuliati (2014) is the most supporting study
since it has the most similar topic with this study. The study done by Yuliati
(2014) closely discusses about how the Indonesian speakers simplify the final
consonant cluster of English words and make it sounds more likely Indonesian
style. It occurs due to the fact that most of the English consonant clusters do not
exist as in Indonesian words. The study by Yuliati (2014) becomes the basic to

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10

find out what happen to the pronunciation of alveolar-alveolar and velar-alveolar
English consonant clusters in this study.
The study about mispronunciation of final alveolar-alveolar and velaralveolar consonant clusters improves those five studies by focusing only on how
Indonesian as the first languages really affects the pronunciation of English final
consonant clusters. This study also improves the background related to the fact
that first language can affect how people pronounce the second language.

B. Review of Related Theories
There are two theories that are used to support this study. Later these
theories become the basic on how this study is being developed in the following
chapter.
1. Phonology
Phonology is part of linguistics study that concern on how sound is
arranged and realized in the actual speech (Dardjowidjojo, 2009:14). Phonology
also learns about the pattern of the sound whenever it is used. In phonology, how
words are formed phonologically also becomes the topic of this study.
Phonological rule varies for every language. Related to the topic of this
study, English and Indonesian have some different phonological rule. The rule
that is being described in this study is the rule of consonant and consonant cluster.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11

a. English Consonant Sound System
Generally, phonology describes consonants in three categories. First
category is the consonants based on the place of articulation, second is the
consonants based on the manner of articulation, and third is consonants based on
the voicing.
i. Consonants Based on the Place of Articulation
Based on the place of articulation, the English consonants are divided into
eight categories. The first is bilabial consonants. Bilabial consonants are produced
by bringing the upper and lower lip together (Fromkin, Rodman, Hyams,
2011:196). The example of this consonant is [t].
The second is labiodental consonants. Labiodental consonants are
articulated by touching the bottom lip to the upper teeth (Fromkin et al,
2011:196). The consonants [f] and [v] are the examples of labiodental consonant.
The third is interdental consonants. These consonants are produced by
inserting the tip of the tongue between the teeth (Fromkin et al, 2011:196). The
examples of interdental consonants are [θ] and [ð].
The fourth is alveolar consonants. Alveolar consonants become one of the
focuses in this study. The alveolar consonants can be articulated by putting the tip
of the tongue to the alveolar ridge (Fromkin et al, 2011:196). The examples of the
alveolar consonants are [t] and [s].
The fifth is palatal consonants. These consonants occur by putting the
front part of the tongue to the palate (Fromkin et al, 2011:196). The examples of
these consonants are [ʃ] and [ʒ].

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12

The sixth is velar consonants. These consonants also become another
focus in this study. The consonant [k] is one of the velar consonants and it is got
by putting the back of the tongue to the soft palate or velum (Fromkin et al,
2011:196).
The last is glottal consonants. The example of glottal consonants is [h].
These consonants occur when the air flows through the glottis and then passes the
tongue and lips (Fromkin et al, 2011:196)

ii. Consonants Based on the Manner of Articulation
Second category is the consonants based on the manner of articulation.
Manner of articulation refers to the way on how the airstream is blocked or not or
how the vocal cords vibrate or not.
Based on manner of articulation, there are five types of consonants. The
first is stop consonants. These consonant occur because the airstream from the
lungs is blocked in the oral cavity (Fromkin et al, 2011:201). The examples of
these consonants are [t], [d], [k], and [ʔ].
The second is fricative consonants. The severed obstruction in the airflows
causes friction in the continuant consonants (Fromkin et al, 2011:202). The
examples are [f] and [s].
The third is affricate consonants. These consonants occur when a stop
closure is followed by immediately gradual release of the closure that affects the
fricative (Fromkin et al, 2011:202). There are only two affricate consonants; [tʃ]
and [dʒ].

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13

The fourth is liquids consonants. These consonants are produced when
there is obstruction of the airstream but not enough to affect friction (Fromkin et
al, 2011:202). Liquid consonants are only [l] and [r].
The last is glide consonants. These consonants occur because of the little
obstruction in the airstream (Fromkin et al, 2011:203). Glide consonants are
followed by vowel and never in the final position of a word.

iii. Consonants Based on the Voicing
Phonology also categorizes the consonants on the voicing in the vocal
chords. Voiced consonant is the consonant that occur whenever the vocal chords
are vibrating during the pronunciation (Fromkin et al, 2011:198). On the other
hand, when there is no vibration in the vocal chords the consonants are called as
voiceless consonant (Fromkin et al, 2011:198).
Table 2.1: Phonetic Symbols for American English Consonants
(Fromkin et al, 2011:205)
Bilabial Labiodental Interdental Alveolar
Stop
- Voiced
- Voiceless
Nasal (voiced)
Fricative
- Voiced
- Voiceless
Affricate
- Voiced
- Voiceless
Glide
- Voiced
- Voiceless
Liquid

[b]
[p]
[m]

Palatal

[d]
[t]
[n]
[v]
[f]

[ð]
[θ]

[z]
[s]

Velar

Glottal

[g]
[k]
[ŋ]

[ʔ]

[h]

[ʒ]
[ʃ]
[dʒ]
[tʃ]

[w]
[ʍ]

[j]
[l], [r]

[w]
[ʍ]

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14

Here are the phonetic transcription of English words that use the
consonants presented in the table.

Table 2.2: The Example of English Words Presented in Phonetic Symbols
Bilabial Labiodental Interdental Alveolar
Stop
- Voiced
- Voiceless
Nasal (voiced)
Fricative
- Voiced
- Voiceless
Affricate
- Voiced
- Voiceless
Glide
- Voiced
- Voiceless
Liquid

[bu:k]
[pu:l]
[mu:n]

Palatal

[di:p]
[tз:rn]
[nu:n]
[vз:rb]
[ful]

[ðə]
[θaI]

[zu:]
[sΛn]

Velar

Glottal

[gli:]
[ki:p]
[sIŋ]

[ʔ]uh

[hIm]

[ru:ʒ]
[ʃu:]
[dʒIn]
[tʃIn]

[waIp]
[ʍItʃ]

[ju:]
[lu:k],
[ru:t]

[w]
[ʍ]

b. Indonesian Consonant Sound System
Basically, the Indonesian consonant sound system has similar rule with the
English consonant sound system. The Indonesian consonant sound system also
divides consonants into three categories; place of articulation, manner of
articulation, and voicing. Dardjowidjojo (2009) rather explains the Indonesian
consonant sound system based on the manner of articulation. He divides the
Indonesian consonants into seven categories.
i. Indonesian Stop Consonants
There are eight consonants included in this category. The first two
consonants are the stop bilabials which are [p] and [b]. The voiceless stop bilabial

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15

/p/ can be found in the initial, medial, or final position of an Indonesian word. The
voiced stop bilabial [b] can be found in the initial, medial, or final position of an
Indonesian word too. However, the voiced stop bilabial [b] is more likely
considered as [p] whenever it comes as in the final position of an Indonesian
word, such as sebab [səbap].
The other two consonants are stop alveolar [t] and [d]. Both consonants
can be found in the initial, medial, or final position of an Indonesian word. The
degree of voiced-ness in the voiced stop alveolar [d] is reduced when it is in the
final position of an Indonesian word (Dardjowidjojo, 2009:38). This consonant
sounds like [t] when it comes in the final position of an Indonesian word, such as
abad [ʌbʌt].
The next two consonants are stop palatal [c] and [j]. Different to the English
palatal [tʃ] and [dʒ], these Indonesian consonant also sound different from the

English ones. These consonant occur when the active articulator is the front of
tongue and the passive articulator is the hard palates (Marsono, 2008:68).
The last two consonants are stop velars [k] and [g]. Similar to the other
voiced stop consonants, the Indonesian voiced stop velar [g] does not have strong
vibration like the English does, especially when it comes as in the final position of
an Indonesian word (Dardjowidjojo, 2009:39). Therefore, the allophone is [g