The pronunciation of English voiced and voiceless obstruents in the medial position: a case study in SMA Yos Sudarso Sokaraja.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MARIA SEKAR SATITI
Student Number: 134214019
ENGISH LETTERS STUDY PROGRAM
DEPARTEMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MARIA SEKAR SATITI
Student Number: 134214019
ENGISH LETTERS STUDY PROGRAM
DEPARTEMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
By
MARIA SEKAR SATITI
Student Number: 134214019
Approved by
Anna Fitriati, S. d., M.Hum.
Advisor
May 10,2017
Adventina Putranti. S.S., M.Hum.
Co-Advisor
May 10,2017
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
By
MARIA SEKAR SATITI
Student Number: 134214019
Defended before the Board of Examiners
on May 29,2017
and Declared Acceptable
BOARD OF EXAMINERS
Name
Chairperson
: Anna Fitriati, S.Pd., M.Hum.
Secretary
: Adventina Putranti, S.S., M.Hum.
Member 1
: Dr. B. Ria Lestari, M.S.
Member 2
: Anna Fitriati, S.Pd., M.Hum.
Member 3
: Adventina Putranti, S.S., M.Hum.
Yogyakarta, May 31, 2017
Faculty of Letters
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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 of the undergraduate thesis.
, pri125,2017
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dhanna
Nama
Nomor Mahasiswa
: Maria Sekar Satiti
: 134214019
Demi pengembangan ilmu pengetahuan, saya memberikan keada Perpustakaan
Universitas Sanata Dhanna karya ilmiah saya yang berjudul
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya membelikan
kepada Perpustakaan Universitas Sanata Dhanna hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolamya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pemyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakalia
Pada tanggal 25 April 2017
r Satiti
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
YOU’LL NEVER KNOW IF YOU
NEVER TRY
(Adele)
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ACKNOWLEDGEMENTS
Firstly, I thank Jesus Christ and Mother Marry for the unconditional love
and blessing to me.
I give my deepest appreciation and gratitude to my thesis advisor, Anna
Fitriati, S.Pd., M.Hum, for the patience and the wisdoms while guiding me in the
preparation of this thesis. I also owe my gratitude to my co-advisor, Adventina
Putranti, S.S., M.Hum, for the valuable guidance. I thank the headmaster of SMA
Yos Sudarso Sokaraja, Dra. Ch. Retno Indriastuti, and the English teacher for
eleven-grade students in SMA Yos Sudarso, Alexander Karyadi, S.Pd., for letting
me to do my observation and share a little of my knowledge of English to the
students.
This thesis is dedicated to my family (Papa, Mama, Mas Beny, Mba Kunthi,
and Deandra) who always give me endless support in every condition and become
a light when I am in the dark. I thank my other families (RF, The Homer, PSM
Cantus Firmus, Geng Wanita Ular, SLP Batch 9, and Sasing A 2013) that always
make me happy when I am down.
Maria Sekar Satiti
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TABLE OF CONTENTS
TITLE PAGE .................................................................................................. ii
APPROVAL PAGE .......................................................................................... iii
ACCEPTANCE PAGE ..................................................................................... iv
STATEMENT OF ORIGINALITY ................................................................ v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH .......................................................................................... vi
MOTTO PAGE ................................................................................................. vii
ACKNOWLEDGEMENTS .............................................................................. viii
TABLE OF CONTENTS .................................................................................. ix
LIST OF TABLES ........................................................................................... xi
ABSTRACT ....................................................................................................... xii
ABSTRAK ......................................................................................................... xiii
CHAPTER I: INTRODUCTION .................................................................... 1
A. Background of the Study......................................................................... 1
B. Problem Formulation .............................................................................. 4
C. Objectives of the Study ........................................................................... 4
D. Definition of Terms ................................................................................. 4
CHAPTER II: REVIEW OF LITERATURE ................................................ 6
A. Review of Related Studies ...................................................................... 6
B. Review of Related Theories .................................................................... 8
1. English Phonetics .............................................................................. 8
2. English Phonology ............................................................................ 13
3. Indonesian Phonetics and Phonology................................................ 15
4. Error Analysis ................................................................................... 17
C. Theoretical Frameworks.......................................................................... 18
CHAPTER III: METHODOLOGY ................................................................ 20
A. Object of the Study.................................................................................. 20
B. Approach of the Study ............................................................................ 21
C. Method of the Study ................................................................................ 21
1. Data Collection.................................................................................. 21
2. Data Analysis .................................................................................... 23
CHAPTER IV: ANALYSIS (RESULTS AND DICUSSION) ...................... 24
A. The Result of Voiced and Voiceless Obstruents Pronunciation Among
the Students of SMA Yos Sudarso Sokaraja ........................................... 24
1. Voiced ............................................................................................... 25
2. Voiceless ........................................................................................... 28
B. Analysis of the Errors.............................................................................. 32
1. Phonological Analysis ....................................................................... 33
a. The sound [p] in the word repairs ................................................ 33
b. The sound [t] in the word attempt ................................................ 33
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c. The sound [k] in the word firecrackers ........................................ 34
d. The sound [ɡ] in the word ago...................................................... 35
e. The sound [v] in the word never ................................................... 36
f. The sound [θ] in the word anything .............................................. 36
g. The sound [ð] in the word others.................................................. 37
h. The sound [s] in the word thesis ................................................... 38
i. The sound [z] in the word lazy ..................................................... 38
j. The sound [ʃ] in the word washing ............................................... 39
k. The sound [ʒ] in the word leisure ................................................. 40
l. The sound [ʤ] in the word apologize........................................... 41
2. Error Analysis of Interference Errors ................................................ 42
CHAPTER V: CONCLUSION ........................................................................ 51
BIBLIOGRAPHY ............................................................................................. 54
APPENDICES ................................................................................................... 56
A. Data Material ........................................................................................... 56
B. List of Question ....................................................................................... 57
C. Data Result .............................................................................................. 58
D. Data Transcription ................................................................................... 59
E. Interview Result ...................................................................................... 63
F. The List of Respondents.......................................................................... 67
G. Letter of Permission to Conduct Field Research..................................... 68
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LIST OF TABLES
Table 1 English Consonants ............................................................................... 13
Table 2 Indonesian Consonants ......................................................................... 16
Table 3 Result of Respondents’ Pronunciations ................................................ 25
Table 4 The Sound Change Summary ............................................................... 31
Table 5 The Respondents’ True Pronunciation Result Based on Their
Background ............................................................................................ 49
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ABSTRACT
SATITI, MARIA SEKAR. The Pronunciation of English Voiced and Voiceless
Obstruents in the Medial Position: A Case Study in SMA Yos Sudarso
Sokaraja. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata
Dharma University, 2017.
In pronunciation, differentiating one sound and other sounds is important
because it can change the meaning of a word. In English phonology, sounds are
differentiated by distinctive features. One of the distinctive features is voicing
feature. Voicing feature is very important in English sounds especially obstruent
sounds. Unfortunately, voicing feature Is often forgotten by English learners. For
that reason, the purpose of this thesis is to find out how English learners in Indonesia
pronounce voiced and voiceless obstruent sounds, and analyze the errors that
appear. The respondents of this thesis are the students of SMA Yos Sudarso
Sokaraja. The data in this thesis are the students’ pronunciations of voiced and
voiceless obstruent sounds.
There are two problems that are formulated in this thesis. Firstly, how do
the students of SMA Yos Sudarso Sokaraja pronounce the voiced and voiceless
obstruent sounds? Secondly, what is the cause of the errors that appear in their
pronunciations?
The method that is used in this thesis is qualitative method with the case
study strategy. This method is used to observe how the students pronounce voiced
and voiceless obstruent sounds. The data are analyzed using English phonetics and
phonology, Indonesian phonetics and phonology, and error analysis of interference
errors.
As the result, the students have difficulties in pronouncing voiced sounds
[v] and [ʒ], and voiceless sounds [θ] and [ʃ]. The students fail to apply voicing
feature in pronouncing those sounds. The students pronounce the sound [v] and [ʒ]
as voiceless sound, while the sounds [θ] and [ʃ] is pronounced as other sounds which
are also voiceless. Some errors that are made by the students are caused by the
influences of how Indonesian or Javanese words are read.
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ABSTRAK
SATITI, MARIA SEKAR. The Pronunciation of English Voiced and Voiceless
Obstruents in the Medial Position: A Case Study in SMA Yos Sudarso
Sokaraja. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas
Sanata Dharma, 2017.
Di dalam pelafalan, membedakan satu suara dengan yang lain adalah hal
yang penting karena hal tersebut dapat merubah makna suatu kata. Dalam fonologi
Bahasa Inggris, bunyi dibedakan oleh beberapa ciri pembeda. Salah satuya adalah
ciri penyuaraan. Ciri penyuaraan sangat penting dalam bunyi pada Bahasa Inggris
terutama bunyi obstruen. Sayangnya, ciri penyuaraan sering dilupakan oleh orang
yang belajar Bahasa Inggris. Oleh Karena itu, tujuan dari tesis ini adalah untuk
menemukan bagaimana cara orang Indonesia yang belajar Bahasa Inggris
melafalkan bunyi obstruen bersuara dan tak bersuara, dan menganalisis kesalahankesalahan yang muncul. Responden dalam tesis ini adalah para siswa SMA Yos
Sudarso Sokaraja. Data dalam tesis ini adalah pengucapan bunyi obstruen bersuara
dan tak bersuara oleh para siswa.
Ada dua rumusan masalah dalam tesis ini. Pertama, bagaimana para siswa
SMA Yos Sudarso Sokaraja melafalkan bunyi obstruen bersuara dan tak bersuara?
Kedua, apa penyebab dari kesalahan yang muncul dalam pelafalan?
Metode penelitian yang digunakan dalam skripsi ini adalah metode
kualitatif dengan strategi studi kasus. Metode ini digunakan untuk meneliti
bagaimana para siswa mengucapkan bunyi obstruen bersuara dan tak bersuara. Data
dalam tesis ini dianalisis menggunakan teori fonetik dan fonologi Bahasa Inggris,
fonetik dan fonologi Bahasa Indonesia, dan analisis kesilapan pada kesalahn
interferen.
Hasil dari penelitian ini adalah bahwa para siswa mempunyai kesulitan
dalam melafalkan bunyi bersuara [v] dan [ʒ], serta bunyi tak bersuara [θ] and [ʃ].
Para siswa melafalkan bunyi [v] dan [ʒ] menjadi bunyi tak bersuara, sedangkan
bunyi [θ] and [ʃ] dilafalkan menjadi bunyi tak bersuara yang lain. Beberapa
kesalahan yang dibuat oleh para siswa disebabkan oleh pengaruh cara membaca
kata-kata dalam Bahasa Indonesia atau Bahasa Jawa.
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CHAPTER I
INTRODUCTION
A.
Background of the Study
In verbal communication, speaking is one of many ways to deliver a
message. In speaking, pronunciation is very important in delivering the meaning.
Mispronunciation can cause misunderstanding of the meaning of every word which
is said. For example, a listener will misunderstand the word van if the speaker
mispronounces it as fan.
Mispronunciation is very common among non-English speakers. It is also
very common among English learners. English learners have to follow the
pronunciation rules of English words. It means that they also have to follow the
English phonetics and phonology. English phonetics and phonology help the
learners to pronounce every English word correctly, then they would not make any
mispronunciation which will cause any misunderstanding.
Pronouncing a word means pronouncing sounds, and a sound is different
from one and other. Sounds consist of consonants and vowels. What the writer
would like to observe in this undergraduate thesis is English consonant sounds. The
writer would like to observe consonant sounds because there are many cases of
consonant sound mispronunciations among English learners in Indonesia.
According to English phonetics and phonology, English consonants are
different from one another in terms of place of articulation and manner of
articulation, for example; sounds [f] and [v]. These two sounds come from the same
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2
place of articulation. They are labiodental sounds. Yet, they are still different. What
makes them different is the manner of articulation. They are different in voicing,
that [v] is voiced and [f] is voiceless.
Voicing in English phonology is a distinctive feature. It means that voicing
can make a different meaning of one word and the other word. An example about
voicing as distinctive feature is
The phonetic feature of voicing therefore distinguishes the two words.
Voicing also distinguishes feel and veal [f]/[v] and cap and cab [p]/[b].
When a feature distinguishes one phoneme from another, hence one word
from another, it is a distinctive feature… (Fromkin, Rodman, and Hyams,
2011: 238).
The example shows that if sound [v] or [b] as voiced sounds are pronounced as
voiceless sounds, there will be misunderstanding among the listeners.
It is important to pronounce English consonants differently in terms of
voicing because some English consonants like [f] and [v] have a big difference in
voicing. It is also stated that “The voiced/voiceless distinction is very important in
English,” (Fromkin, Rodman, and Hyams, 2011: 218). It means that voicing in
English has a big role to differentiate one sound from the other sounds.
Many Indonesian people do not really care about voicing feature in
pronouncing English words. Mispronunciation of voiced and voiceless English
consonants becomes a problem among English learners in Indonesia. Some of them
learn to pronounce English word correctly, but forgetting other important feature
like voicing. Some of them do not correct their mispronunciation in terms of
voicing, then they forever pronounce some voiced English consonants as voiceless.
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3
Looking at that background, the writer is interested in observing the
pronunciation of voiced and voiceless English consonants among English learners
in Indonesia. The writer observes obstruent sounds only because the voicing feature
has an important part in distinguishing one obstruent sound with the other obstruent
sounds like Ranford said that “Voicing is a distinctive feature for English
obstruents, in that it serves to distinguish one phoneme from another,” (2000: 95).
The writer only observes obstruent sounds in the medial position because all
obstruent sounds appear in the medial position in the English book that is used by
the respondents.
The writer would like to observe the students of SMA Yos Sudarso
Sokaraja. The writer chooses high school students because they are English learners
who have learned English longer than elementary students or junior high school
students. The writer hopes this thesis can be very useful for the teachers and the
students as an evaluation of their study in speaking English in the future if the
students do not continue to learn English.
The other reason is most of the students of SMA Yos Sudarso Sokaraja
come from Banyumas. People in Banyumas have strong accent which is called
ngapak. Most of the students come from Banyumas and they have strong ngapak
accent. Therefore, the writer interested in observing how Banyumas people
especially students of SMA Yos Sudarso Sokaraja speak English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
B.
Problem Formulation
Related to the topic, the problems are formulated as follows:
1.
How do the students of SMA Yos Sudarso Sokaraja pronounce the voiced
and voiceless obstruent sounds?
2.
What is the cause of the errors that appear in their pronunciations?
C.
Objectives of the Study
There are two aims of the observation that are represented by the problem
formulation. The first is to observe how the students’ pronunciation in pronouncing
voiced and voiceless obstruent sounds in the medial position. The students
potentially make sound changes in their pronunciation. The changes of the sounds
are called errors. Then, the second aim is to see the reasons behind the errors that
they make in pronouncing voiced and voiceless obstruent sounds.
D.
Definition of Terms
In communication, people say the words that they want to delivers to the
listener. They pronounce the words. Therefore, the term pronunciation means the
way people say a word, or in the smaller unit of a word is sound, because “When
you know a word, you know its sound (pronunciation) and its meaning,” (Fromkin
et al, 2011: 37).
Consonants are classified based on some characteristics. One of them is
voicing. Delahunty and Garvey say, “We classify consonants according to the
following characteristics: (a) whether or not the vocal folds are vibrating (voicing);”
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
(2010: 91). Therefore, there are voiced and voiceless sounds. According to them
“Sounds produced with vibrating vocal folds (see Figure 1) are said to be voiced;”
(2010: 91) and voiceless sounds are “those produced without vocal cord vibration,”
(2010: 91).
Consonants are divided into specific and major classes. One of the major
classes is obstruent. The sounds are called obstruents “because their production
obstructs the airflow,” (Radford, Atkinson, Britain, Clahsen, and Spencer, 2000:
37). There are some specific classes that belong to obstruents. According to
Fromkin, “The non-nasal stops, the fricatives, and the affricates form a major class
of sounds called obstruents,” (2011: 210). It means that obstruents is a major class
which consists of three specific classes. They are non-nasal stops, the fricatives,
and the affricates.
Obstruents are found in initial, medial, and final position. Medial position
means that the sound appears in the middle of a word, not in the beginning or in the
end of a word. For example, the sound [p] is found in the medial position of the
words such as apart, simple, and apple (Darjdjowidjojo, 2009: 61).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
A.
Review of Related Studies
In the thesis, the writer focuses on phonetics and phonology because the
writer would like to observe the English learners’ pronunciations of voiced and
voiceless obstruent sounds. There are some studies about phonetics and phonology
which the writer would like to relate to this thesis.
Keating (1984) in her journal concerns on phonetics and phonology.
Keating observes the voicing feature not only in English, but also in another
language. The similarity between Keating’s paper and this thesis is both of them
talk about voicing feature. She concludes that voicing feature is one of many
features to contrast sounds. In this thesis, the writer would like to observe voicing
feature deeper, which is important to differentiate sounds, and how English learners
pronounce it.
Another study of voicing feature is a paper by Heselwood (1997). He talks
about the voicing feature of English consonant cluster in the final position. Related
to Heselwood’s paper, this undergraduate thesis has similarities in terms of voicing
feature and consonant, but there are also differences between them. The paper
focuses on consonant clusters, whereas this undergraduate thesis focuses on single
consonants.
Another difference is the position of the consonant. Heselwood
discusses consonant cluster in the final position, while this thesis does not. In this
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thesis, the writer would like to observe consonant sounds which are obstruent in the
medial position.
There is also an undergraduate thesis done by Simatupang (2015). Her thesis
discusses how Javanese people pronounce voiced consonant. She chooses the tour
guides in Keraton Yogyakarta as the respondents. She discusses how Javanese as
the respondents’ mother tongue influences their pronunciation on English voiced
consonants.
The similarity of Simatupang’s thesis and this thesis is both of them discuss
voiced consonants, but this thesis only focus on obstruents. This thesis also not only
focus on voiced sound, but also in voiceless sounds.
The data of this undergraduate thesis are English learners’ pronunciations.
Because of that, the writer relates the thesis with other studies about pronunciation
especially English learner pronunciation.
The paper by O’Brien (2004) discusses pronunciation. It discusses German
pronunciation by American students who learns German. O’Brien focuses on the
stress, rhythm, and intonation. O’Brien finds what sounds which are nativelike and
what sounds are not through the students’ pronunciation.
The writer of this thesis would also like to discuss second language leaners’
pronunciations. Nevertheless, the students who are chosen to be the target are
different. The writer chooses English learners as the target, not German learners.
Although both of this thesis and the paper discuss about pronunciation, the focus is
different. This thesis focuses on voicing feature of consonant, while the paper
focuses on stress, rhythm, and intonation.
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8
An undergraduate thesis done by Daho (2015) discuss pronunciation errors
produced by a Papuan ELESP students. Daho’s thesis and this thesis is similar. Both
of them use case study strategy and both of them discuss pronunciation errors.
However, the focus and the respondents are different.
B.
Review of Related Theories
1.
English Phonetics
Phonetics is about sounds. Phonetics is “The study of speech sounds,”
(Fromkin et al, 2011: 219). The square brackets [ ] is used to represent phonetic
transcription while the slashes / / is represented phonemic transcription. According
to Fromkin, “The phonemic representation of speech sounds using phonetic
symbols, ignoring phonetic details that are predictable by rule, usually given
between slashes,” (2011: 597), while “The representation of speech sounds using
phonetic symbols between square brackets,” (2011: 597).
The phonetics which is discussed is English phonetics because the writer
talks about English sounds. English sounds are divided into two, they are consonant
and vowel.
a.
English Consonant
There are 24 English consonants. They are classified by some ways. One of
the ways is place of articulation.
i.
Place of Articulation
Based on place of articulation, English consonants are classified into:
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1)
Bilabial
Consonants which are produced by “bringing both lips together,” (Fromkin
et al, 2011: 196) are called bilabial. They are [p], [b], and [m].
2)
Labiodental
Consonants are called labiodental when they are pronounced by “touching
the bottom lip to the upper teeth,” (Fromkin et al, 2011: 196). The consonants which
are labiodental are [f] and [v].
3)
Interdental
When consonant is articulated by “inserting the tip of the tongue between
the teeth,” (Fromkin et al, 2011: 196), it is called interdental. Consonants which are
interdental are [θ] and [ð].
4)
Alveolar
There are seven consonants which are pronounced “with the tongue raised
in various ways to the alveolar ridge,” (Fromkin et al, 2011: 197). There are [t], [d],
[n], [s], [z], [l], and [r].
5)
Palatal
The sounds [ʃ], [ʒ], [ʧ], [ʤ], and [j] are palatal because they are produced
by “raising the front part of the tongue to the palate” (Fromkin et al, 2011: 197).
6)
Velar
Sounds which belong to velar class are “produced by raising the back of the
tongue to the soft palate or velum,” (Fromkin et al, 2011: 197). They are [k], [g],
and [ŋ].
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
7)
Glottal
The sounds which belong to Glottal class are [h] and [ʔ]. Glottal sounds are
explained as:
The sound of [h] is from the flow of air through the open glottis, and past
the tongue and lips as they prepare to pronounce a vowel sound, which
always follows [h]. If the air is stopped completely at the glottis by tightly
closed vocal cords, the sound upon release of the cords is a glottal stop [ʔ]
(Fromkin et al, 2011: 197).
ii.
Manner of Articulation
English consonants are classified not only by place of articulation. English
consonants are also classified by manner of articulation as Fromkin states
Speech sounds also vary in the way the airstream is affected as it flows from
the lungs up and out of the mouth and nose. It may be blocked or partially
blocked; the vocal cords may vibrate or not vibrate. We refer to this as the
manner of articulation. (2011: 198).
Based on the way the airstream, they are classified into some following classes:
1)
Stops
According to Fromkin “Stops are consonants in which the airstream is
completely blocked in the oral cavity for a short period (tens of milliseconds). All
other sounds are continuants” (2011: 201). The stop consonants are the sounds [p],
[b], and [m] as bilabial stops, the sounds [t], [d], and [n] as alveolar stops, the sounds
[k], [g], and [ŋ] as velar stops, and the sound [ʔ] as glottal stop.
2)
Fricatives
Fricatives are produced when “the airflow is so severely obstructed that it
causes friction,” (Fromkin et al, 2011: 202). The fricatives consonants are the
sounds [f] and [v] as labiodental fricatives, the sounds [θ] and [ð] as interdental
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
fricatives, the sounds [s] and [z] as alveolar fricatives, the sounds [ʃ] and [ʒ] as
palatal fricatives, and the sound [h] as glottal fricative.
3)
Affricates
Consonants which are affricates because they are produced “by a stop
closure followed immediately by a gradual release of the closure that produces an
effect characteristic of a fricative,” (Fromkin et al, 2011: 202). There are two
English consonants which are affricates, they are [ʧ] and [ʤ].
4)
Liquids
Liquids are produced when “there is some obstruction of the airstream in
the mouth, but not enough to cause any real constriction or friction,” (Fromkin et
al, 2011: 202). Liquids sounds are [l] and [r].
5)
Glides
Glides are produced “with little obstruction of the airstream,” (Fromkin et
al, 2011: 203) and “They are always followed directly by a vowel and do not occur
at the end of words,” (Fromkin et al, 2011: 203). The glide consonants are [j] and
[w].
iii.
Voicing Feature
The condition of vocal cord also becomes a way to distinguish English
consonants, whether it vibrates or not. Therefore, English consonants are also
classified as voiced and voiceless sounds.
1)
Voiceless
Consonant sound is voiceless if the vocal cord does not vibrate in the
production of the sound. According to Fromkin “Sounds are voiceless when the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
vocal cords are apart so that air flows freely through the glottis into the oral cavity,”
(2011: 198). The consonants which are voiceless are shown in table 1.
2)
Voiced
Consonant sound is voiced when the vocal cord vibrates in the production
of the sound. Fromkin states “If the vocal cords are together, the airstream forces
its way through and causes them to vibrate. Such sounds are voiced,” (2011: 198).
The examples of voiced consonant are shown in table 1.
iv.
Nasalization
The other way to distinguish English consonants is by using nasalization.
Consonants are also distinguished as nasal sounds and oral sounds. Nasal sound and
oral sound are produced because of the influence of velum.
1)
Nasal
According to Fromkin, nasal sound is produced “when the velum is not in
its raised position, air escapes through both the nose and the mouth,” (2011: 199).
The nasal consonants are shown in table 1.
2)
Oral
Oral sound is produced “with the velum up, blocking the air from escaping
through the nose,” (Fromkin et al, 2011: 199). It means that there is no way for the
air to go through nose because the way is blocked by the velum. The examples of
oral consonant are shown in table 1.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
v.
Obstruents
English consonants are also classified into some classes which is called
major classes, the more general classes. One of the major classes is obstruent. It is
called obstruents because “the airstream may be fully obstructed,” (Fromkin et al,
2011: 210) in the production of the sound. According to Fromkin “The non-nasal
stops, the fricatives, and the affricates form a major class of sounds called
obstruents,” (2011: 210). The other sounds which are not classified as obstruent are
classified as sonorant.
English consonants are classified by some classes and they are different one
another. For the summary from Fromkin, English consonant can be seen as the
following table.
Table 1: English Consonants
MANNER
2.
Fricative
Affricate
Nasal
Central
Lateral
Glide
Liquid
Sonorant
Obstruent
Stop
PLACE
VOICING
BilaBial
Voiceless
Voiced
Voiceless
Voiced
Voiceless
Voiced
Voiced
p
b
LabioDental
f
v
m
Interdental
Alveolar
θ
ð
t
d
s
z
Palatal
Velar
k
Glottal
ʔ
g
ʃ
ʒ
ʧ
ʤ
n
h
ŋ
l
Voiced
r
Voiceless
Voiced
ʍ
w
J
ʍ
w
English Phonology
English phonology is “the study of how speech sounds form pattern,”
(Fromkin et al, 2011: 227). Sounds have their pattern when they are pronounced.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
The pattern of the sounds when they are pronounced can be seen through
phonology.
Sounds are different from one another. In phonology, something that differ
one sound and the other sounds is called distinctive feature. Fromkin explains that
“when a feature distinguishes one phoneme from another, hence one word from
another, it is a distinctive feature,” (2011: 238).
There are some features that become distinctive the feature of English
consonants. One of them is voicing feature. Kreidler states that “Speech has melody
– different melodies or intonation patterns – as a result of these different frequencies
of vibration,” (2004: 21). A good example of voicing feature as a distinctive feature
for English consonants from Fromkin is
The minimal pairs seal [sil] and zeal [zil] show that [s] and [z] represent two
contrasting phonemes in English. They cannot be allophones of one
phoneme because one cannot replace the [s] with the [z] without changing
the meaning of the word…. We know that [s] and [z] differ in voicing: [s]
is voiceless and [z] is voiced. The phonetic feature of voicing therefore
distinguishes the two words. (2011: 238).
Voicing feature is an important feature to differentiate obstruent sounds
because they are really different in terms of voicing. It is stated that “Voicing is a
distinctive feature for English obstruents, in that it serves to distinguish one
phoneme from another,” (Radford et al, 2000: 95). According to him
It is useful to distinguish the plosives, affricates and fricatives, which
usually come in voiced/voiceless pairs from the nasals and approximants,
which are intrinsically voiced. The former are called obstruent (because
their production obstruct the airflow) and the latter are called sonorants
(because they involve a greater degree of resonance) (2000: 37).
It is clear that voicing is very important in differentiating English obstruent sounds.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
3.
Indonesian Phonetics and Phonology
Indonesian Phonetics is similar with English phonetics. Dardjowidjojo
states that “The mechanism for the production of the Indonesian sounds is the same
as that for english,” (2009: 36). Indonesian phonetics also differs sounds into
consonants and vowel.
a.
Indonesian Consonants
Indonesian consonants are similar with English. Indonesian consonants are
produced by considering the point of articulation, the manner of articulation, the
connection between active and passive articulator, and the voicing feature
(Marsono, 2008: 60). Indonesian consonants can be seen in the table 2 according to
Marsono.
Although Indonesian consonants look similar with English consonants, but
there are some differences between them. The first difference is that there is no
sound [ñ] in English consonants. The sound only appears in beginning of the word
or in the medial position as the beginning of the syllable (Marsono, 2008: 77). The
sound is represented by the letter ny. For examples are the word nyewa for initial
position and punya for middle position.
The sound [y] in Indonesian actually has same pronunciation as [j] in
English, but they are different in symbol. Besides, there are no interdental sounds,
and the sound [ʒ] in Indonesian consonants.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
Table 2: Indonesian Consonants
Lateral
Fricative
k
k-
j
g
ñ
ŋ
Glotal hamzah
c
Laringal
Vs
n
Dorso-velar
Affric
ate
ḍ
t t-
Medio-palatal
m
Lamino-palatal
V
Lamino-alveolar
Nasal
Apiko-palatal
b
Apiko-alveolar
V
Apiko-dental
p
p-
Labiodental
Voicing
Stop
Vs
Bilabial
Manner
Place
?
V
V
l
Vs
f
s
V
v
z
Tril
ʃ
x
h
r
semivocal
V
w
*) Vs= Voiceless V= Voiced
There are sound [ʧ] and [ʤ] in English, but there are no those sounds
Indonesian. However, there are two sounds which are similar with those sounds.
The sound [ʧ] is similar with the sound [c] and the sound [ʤ] is similar with [j]. the
sound [c] and [j] in Indonesian are medio-palatal sounds.
In terms of position and voicing rules, there are also some differences
between Indonesian consonants and English consonants. The differences are first,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
the sound [z] in English is found in initial, medial, and final position (Marsono,
2008: 88), while in Indonesian the sound only appears in initial and medial position
(Marsono, 2008: 88). The second is that according to Marsono, there is sound [v]
in Indonesian. However, Dardjowidjojo says that the letter v Indonesian word is
pronounced as [f] (2009:41). The letter v on Indonesian words only appears in the
beginning of a syllable, while in English the sound [v] appears in the beginning,
middle, and final position of a word.
4.
Error Analysis
English learners often make mistakes when pronouncing English words.
The mistakes which are systematic are considered as errors and error analysis (EA)
is used “as a tool for investigating how learners acquire a second language (L2),”
(Ellis, 2012: 45) which in this case is English learners.
There are eight types of production errors in speech. They are anticipations,
persevations, addition and deletion, metathesis, spoonerism, shifts, substitutions,
and blends.
Anticipations occur when a later unit is substituted for an earlier unit or
when a later unit is added earlier in an utterance. For example, the phrase splicing
from one tape is pronounced as splacing from one tape. Persevations occur when
an earlier unit is substituted for a later unit or when an earlier unit is added later in
utterance. For example, the phrase splicing from one tape is pronounced as splicing
from one type. Addition and Deletion errors involve the addition of extra units and
the omission of units. The example of addition is when the phrase spic and span is
pronounced as spic and splan, and the example of deletion is when the phrase his
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
immortal soul is pronounced as his immoral soul. Metathesis is the switching of
two unit which each unit taking place of the other. For example, the phrase fill the
pool is pronounced as fool the pill. Spoonerism is the error when a metathesis
involves the first sounds of two separate words. For example, the phrase dear old
queen is pronounced as queer old dean. Shift occurs when a unit is moved from
one location to another location. When the sentence she decides to hit it is
pronounced as she decide to hits it becomes the example of shift error. Substitution
occur when one unit is replaced with another, and blends occur when two words
“fuse” into a single term. The example of substitution is when the phrase it’s hot
here is pronounced as it’s cold here, and the example of blends is when the phrase
grizzly/ghastly is pronounced as grastly (Dawson, 2016: 376).
C.
Theoretical Framework
In this thesis, the writer would like to observe how English learners
pronounce obstruent sounds. English phonetics help the writer to identify their
pronunciation. The writer observes how English learners produce obstruent sounds
in their pronunciation.
English phonology is helpful in observing how English learners pronounce
voiced and voiceless obstruent sounds using phonological analysis. English
phonology helps the writer to analyze how the respondents produce the obstruent
sounds. English phonology also helps the writer in analyzing how the respondents
apply voicing feature in their pronunciation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
In this thesis, the writer also tries to find the causes of the errors that appear
in English learners’ pronunciation. The respondents in this thesis are Indonesian
people. Because the respondents are Indonesian, Indonesian phonetics and
phonology are needed to support the phonological analysis.
As second language learners, English learners make errors easily in their
pronunciation. They make errors because they speak in different language which is
not spoken for daily conversation. The errors which are made during observation
are analyzed by the writer using error analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
A.
Object of the Study
The data that are analyzed in this thesis are voiced and voiceless obstruent
sounds in the medial position pronounced by students of SMA Yos Sudarso
Sokaraja. The voiced obstruent sounds are [b], [d], [g], [v], [ð], [z], [ʒ], and [ʤ],
while the voiceless one are [p], [t], [k], [f], [θ], [s], [ʃ], and [ʧ]. All of those sounds
are provided in the Diktat Bahasa Inggris as their English textbook in the speaking
part. The writer does not find the sound [h] and [ʔ] which is in the medial position
in the book. Therefore, the writer does not focus on those sounds.
Because the writer would like to observe English learners, the place where
the writer gains the data is a school. The school is SMA Yos Sudarso Sokaraja.
SMA Yos Sudarso Sokaraja is located in Jl. Letjend Supardjo Rustam, Desa
Sokaraja
Kulon
RT03/RW10,
Sokaraja,
Banyumas,
Central
Java,
(http://ysbs.or.id/id/portfolio_post/sma-yos-sudarso-sokaraja/).
The respondents are the eleven-grade students of SMA Yos Sudarso
Sokaraja. The eleven-grade students are appropriate to be the target respondents
because they have already got more exercises in speaking than the ten grade. They
are also easier to be observed because they are not busy preparing National
Examination as the twelfth grade. Therefore, the writer does not disturb them in the
process of collecting the data.
20
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
There are nineteen respondents of thirty nine students in the eleven grade
from two classes. There are eleven students come from social class, and eight
students come from science class. The students are chosen based on the agreement
of the writer and the English teacher. At first, there are twenty respondents, but
there is one respondent who does not fulfill the requirements. Therefore, the writer
choses nineteen respondents.
B.
Approach of the Study
Phonological approach is used to analyze the sound pattern in human
language. According to Gussmann “the theory of phonology reflects our current
understanding of the organisation and the working of the sound system of
languages,” (2002: 19). Since the data are sounds, phonological approach is used to
analyze the data. Error analysis approach is also used to analyze the errors which
are produced by the respondents.
C.
Method of the Study
1.
Data Collection
The writer uses the qualitative method with case study strategy in this thesis.
According to Stake in Creswell
Case studies, in which the researcher explores in depth a program, an event,
an activity, a process, or one or more individuals. The cases(s) are bounded
by time and activity, and researchers collect detailed information using
variety of data collection procedures over a sustained period of time. (2003:
150).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
The writer observes the students of SMA Yos Sudarso Sokaraja in a time, means
that the writer observes particular people in particular place and time. Therefore,
case studies strategy is used in this thesis.
The first thing that is done by the writer is studying the English book that is
used by the students. Then, the writer decides to observe voiced and voiceless
obstruent sounds in the medial position because almost all obstruent sounds appears
in the medial position except for the sound [h] and [ʔ].
In the qualitative method, the data is collected in some procedures. Creswell
states that
The data collection steps include setting the boundaries for the study,
collecting information through unstructured (or semi-structured)
observation and interviews, documents, and visual materials, as well as
establishing the protocol for recording information (2003: 185).
In this thesis, the data are audio recording of the respondents’ pronunciations and
information about respondents’ background. The writer uses a sound recorder to
collect the audio material and do the interview to the respondents in order to get
further information about their background. Therefore, the next step is preparing
the instruments including the list of sentences, the list of questions, and the sound
recorder.
To gain the audio material of pronunciation, the respondents are asked to
read some sentences which have been prepared by the writer that are pick from the
respondents’ English textbook at the speaking section. The sentences consist of
voiced and voiceless sounds in the medial position. The respondents read the
sentence and the writer record it using sound recorder.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
In order to know further information about respondents’ background, the
writer asks them some questions through an interview. The writer asks every
respondent, one by one, some questions related to their living background, language
background, and educational background right after the writer gets the audio
material of the pronunciations. The writer records the answers using hand writing
and sound recorder.
2.
Data Analysis
First step of analyzing the data is transcribing the audio material of the
students’ pronunciations. The writer transcribes every word that becomes the
writer’s focus which is pronounced by the respondents. The words’ transcriptions
are transcribed based on Oxford Advance Learner’s Dictionary and IPA. Then, the
transcriptions are categorized into some groups based on how the respondents
pronounce voiced and voiceless obstruent sounds in the medial position. The
transcription helps the writer to know the errors that are made by the respondents.
The writer also transcribes the result of the interview with the respondents.
The writer can see the similarity and the difference of one respondent and other
respondents from the interview transcription.
Then, the writer analyzes the errors using phonology and error analysis
theory. The result of the interview also helps the writer in analyzing the errors. By
knowing the respondents’ background, the causes of the errors are easier to be
found by the writer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS RESULT AND DISCUSSION
This chapter consists of two subchapters. The first subchapter is the result
of the respondents’ pronunciations. The second sub-chapter is the analysis of the
errors that appears in the respondents’ pronunciations which consist of
phonological analysis and error analysis. The first subchapter answers the first
question. The second subchapter answer the second question in the problem
formulation.
A.
The Result of Voiced and Voiceless Obstruents Pronunciation Among
the Students of SMA Yos Sudarso Sokaraja
There are nineteen students who become the respondents in this thesis. In
pronouncing voiced and voiceless obstruent sounds in the medial position, the
writer finds some errors in the students’ pronunciations. There are 195 correct
pronunciations and 109 incorrect pronunciations from 304 data. From 109 incorrect
pronunciations, there are 93 correct pronunciations in the voiced sounds
pronunciation, and there are 102 correct pronunciations made by the respondents in
pronouncing voiceless sounds. The errors are found in almost all sounds. The table
below shows the correct pronunciations in every sound.
24
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
Table 3: Result of Respondents’ Pronunciations
Sounds
[b]
Stop
[d]
[ɡ]
[v]
[ð]
Fricative
[z]
[ʒ]
Affricate [ʤ]
[p]
Stop
[t]
[k]
[f]
[θ]
Fricative
[s]
[ʃ]
Affricate [ʧ]
1.
Voicing
Feature
Voiced
Voiceless
Words
About
Reading
Ago
Never
Others
Lazy
Lei
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MARIA SEKAR SATITI
Student Number: 134214019
ENGISH LETTERS STUDY PROGRAM
DEPARTEMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters
By
MARIA SEKAR SATITI
Student Number: 134214019
ENGISH LETTERS STUDY PROGRAM
DEPARTEMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
By
MARIA SEKAR SATITI
Student Number: 134214019
Approved by
Anna Fitriati, S. d., M.Hum.
Advisor
May 10,2017
Adventina Putranti. S.S., M.Hum.
Co-Advisor
May 10,2017
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
By
MARIA SEKAR SATITI
Student Number: 134214019
Defended before the Board of Examiners
on May 29,2017
and Declared Acceptable
BOARD OF EXAMINERS
Name
Chairperson
: Anna Fitriati, S.Pd., M.Hum.
Secretary
: Adventina Putranti, S.S., M.Hum.
Member 1
: Dr. B. Ria Lestari, M.S.
Member 2
: Anna Fitriati, S.Pd., M.Hum.
Member 3
: Adventina Putranti, S.S., M.Hum.
Yogyakarta, May 31, 2017
Faculty of Letters
iv
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 of the undergraduate thesis.
, pri125,2017
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dhanna
Nama
Nomor Mahasiswa
: Maria Sekar Satiti
: 134214019
Demi pengembangan ilmu pengetahuan, saya memberikan keada Perpustakaan
Universitas Sanata Dhanna karya ilmiah saya yang berjudul
THE PRONUNCIATION OF ENGLISH VOICED AND
VOICELESS OBSTRUENTS IN THE MEDIAL POSITION:
A CASE STUDY IN SMA YOS SUDARSO SOKARAJA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya membelikan
kepada Perpustakaan Universitas Sanata Dhanna hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolamya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pemyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakalia
Pada tanggal 25 April 2017
r Satiti
VI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
YOU’LL NEVER KNOW IF YOU
NEVER TRY
(Adele)
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Firstly, I thank Jesus Christ and Mother Marry for the unconditional love
and blessing to me.
I give my deepest appreciation and gratitude to my thesis advisor, Anna
Fitriati, S.Pd., M.Hum, for the patience and the wisdoms while guiding me in the
preparation of this thesis. I also owe my gratitude to my co-advisor, Adventina
Putranti, S.S., M.Hum, for the valuable guidance. I thank the headmaster of SMA
Yos Sudarso Sokaraja, Dra. Ch. Retno Indriastuti, and the English teacher for
eleven-grade students in SMA Yos Sudarso, Alexander Karyadi, S.Pd., for letting
me to do my observation and share a little of my knowledge of English to the
students.
This thesis is dedicated to my family (Papa, Mama, Mas Beny, Mba Kunthi,
and Deandra) who always give me endless support in every condition and become
a light when I am in the dark. I thank my other families (RF, The Homer, PSM
Cantus Firmus, Geng Wanita Ular, SLP Batch 9, and Sasing A 2013) that always
make me happy when I am down.
Maria Sekar Satiti
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE .................................................................................................. ii
APPROVAL PAGE .......................................................................................... iii
ACCEPTANCE PAGE ..................................................................................... iv
STATEMENT OF ORIGINALITY ................................................................ v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH .......................................................................................... vi
MOTTO PAGE ................................................................................................. vii
ACKNOWLEDGEMENTS .............................................................................. viii
TABLE OF CONTENTS .................................................................................. ix
LIST OF TABLES ........................................................................................... xi
ABSTRACT ....................................................................................................... xii
ABSTRAK ......................................................................................................... xiii
CHAPTER I: INTRODUCTION .................................................................... 1
A. Background of the Study......................................................................... 1
B. Problem Formulation .............................................................................. 4
C. Objectives of the Study ........................................................................... 4
D. Definition of Terms ................................................................................. 4
CHAPTER II: REVIEW OF LITERATURE ................................................ 6
A. Review of Related Studies ...................................................................... 6
B. Review of Related Theories .................................................................... 8
1. English Phonetics .............................................................................. 8
2. English Phonology ............................................................................ 13
3. Indonesian Phonetics and Phonology................................................ 15
4. Error Analysis ................................................................................... 17
C. Theoretical Frameworks.......................................................................... 18
CHAPTER III: METHODOLOGY ................................................................ 20
A. Object of the Study.................................................................................. 20
B. Approach of the Study ............................................................................ 21
C. Method of the Study ................................................................................ 21
1. Data Collection.................................................................................. 21
2. Data Analysis .................................................................................... 23
CHAPTER IV: ANALYSIS (RESULTS AND DICUSSION) ...................... 24
A. The Result of Voiced and Voiceless Obstruents Pronunciation Among
the Students of SMA Yos Sudarso Sokaraja ........................................... 24
1. Voiced ............................................................................................... 25
2. Voiceless ........................................................................................... 28
B. Analysis of the Errors.............................................................................. 32
1. Phonological Analysis ....................................................................... 33
a. The sound [p] in the word repairs ................................................ 33
b. The sound [t] in the word attempt ................................................ 33
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. The sound [k] in the word firecrackers ........................................ 34
d. The sound [ɡ] in the word ago...................................................... 35
e. The sound [v] in the word never ................................................... 36
f. The sound [θ] in the word anything .............................................. 36
g. The sound [ð] in the word others.................................................. 37
h. The sound [s] in the word thesis ................................................... 38
i. The sound [z] in the word lazy ..................................................... 38
j. The sound [ʃ] in the word washing ............................................... 39
k. The sound [ʒ] in the word leisure ................................................. 40
l. The sound [ʤ] in the word apologize........................................... 41
2. Error Analysis of Interference Errors ................................................ 42
CHAPTER V: CONCLUSION ........................................................................ 51
BIBLIOGRAPHY ............................................................................................. 54
APPENDICES ................................................................................................... 56
A. Data Material ........................................................................................... 56
B. List of Question ....................................................................................... 57
C. Data Result .............................................................................................. 58
D. Data Transcription ................................................................................... 59
E. Interview Result ...................................................................................... 63
F. The List of Respondents.......................................................................... 67
G. Letter of Permission to Conduct Field Research..................................... 68
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LIST OF TABLES
Table 1 English Consonants ............................................................................... 13
Table 2 Indonesian Consonants ......................................................................... 16
Table 3 Result of Respondents’ Pronunciations ................................................ 25
Table 4 The Sound Change Summary ............................................................... 31
Table 5 The Respondents’ True Pronunciation Result Based on Their
Background ............................................................................................ 49
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ABSTRACT
SATITI, MARIA SEKAR. The Pronunciation of English Voiced and Voiceless
Obstruents in the Medial Position: A Case Study in SMA Yos Sudarso
Sokaraja. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata
Dharma University, 2017.
In pronunciation, differentiating one sound and other sounds is important
because it can change the meaning of a word. In English phonology, sounds are
differentiated by distinctive features. One of the distinctive features is voicing
feature. Voicing feature is very important in English sounds especially obstruent
sounds. Unfortunately, voicing feature Is often forgotten by English learners. For
that reason, the purpose of this thesis is to find out how English learners in Indonesia
pronounce voiced and voiceless obstruent sounds, and analyze the errors that
appear. The respondents of this thesis are the students of SMA Yos Sudarso
Sokaraja. The data in this thesis are the students’ pronunciations of voiced and
voiceless obstruent sounds.
There are two problems that are formulated in this thesis. Firstly, how do
the students of SMA Yos Sudarso Sokaraja pronounce the voiced and voiceless
obstruent sounds? Secondly, what is the cause of the errors that appear in their
pronunciations?
The method that is used in this thesis is qualitative method with the case
study strategy. This method is used to observe how the students pronounce voiced
and voiceless obstruent sounds. The data are analyzed using English phonetics and
phonology, Indonesian phonetics and phonology, and error analysis of interference
errors.
As the result, the students have difficulties in pronouncing voiced sounds
[v] and [ʒ], and voiceless sounds [θ] and [ʃ]. The students fail to apply voicing
feature in pronouncing those sounds. The students pronounce the sound [v] and [ʒ]
as voiceless sound, while the sounds [θ] and [ʃ] is pronounced as other sounds which
are also voiceless. Some errors that are made by the students are caused by the
influences of how Indonesian or Javanese words are read.
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ABSTRAK
SATITI, MARIA SEKAR. The Pronunciation of English Voiced and Voiceless
Obstruents in the Medial Position: A Case Study in SMA Yos Sudarso
Sokaraja. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas
Sanata Dharma, 2017.
Di dalam pelafalan, membedakan satu suara dengan yang lain adalah hal
yang penting karena hal tersebut dapat merubah makna suatu kata. Dalam fonologi
Bahasa Inggris, bunyi dibedakan oleh beberapa ciri pembeda. Salah satuya adalah
ciri penyuaraan. Ciri penyuaraan sangat penting dalam bunyi pada Bahasa Inggris
terutama bunyi obstruen. Sayangnya, ciri penyuaraan sering dilupakan oleh orang
yang belajar Bahasa Inggris. Oleh Karena itu, tujuan dari tesis ini adalah untuk
menemukan bagaimana cara orang Indonesia yang belajar Bahasa Inggris
melafalkan bunyi obstruen bersuara dan tak bersuara, dan menganalisis kesalahankesalahan yang muncul. Responden dalam tesis ini adalah para siswa SMA Yos
Sudarso Sokaraja. Data dalam tesis ini adalah pengucapan bunyi obstruen bersuara
dan tak bersuara oleh para siswa.
Ada dua rumusan masalah dalam tesis ini. Pertama, bagaimana para siswa
SMA Yos Sudarso Sokaraja melafalkan bunyi obstruen bersuara dan tak bersuara?
Kedua, apa penyebab dari kesalahan yang muncul dalam pelafalan?
Metode penelitian yang digunakan dalam skripsi ini adalah metode
kualitatif dengan strategi studi kasus. Metode ini digunakan untuk meneliti
bagaimana para siswa mengucapkan bunyi obstruen bersuara dan tak bersuara. Data
dalam tesis ini dianalisis menggunakan teori fonetik dan fonologi Bahasa Inggris,
fonetik dan fonologi Bahasa Indonesia, dan analisis kesilapan pada kesalahn
interferen.
Hasil dari penelitian ini adalah bahwa para siswa mempunyai kesulitan
dalam melafalkan bunyi bersuara [v] dan [ʒ], serta bunyi tak bersuara [θ] and [ʃ].
Para siswa melafalkan bunyi [v] dan [ʒ] menjadi bunyi tak bersuara, sedangkan
bunyi [θ] and [ʃ] dilafalkan menjadi bunyi tak bersuara yang lain. Beberapa
kesalahan yang dibuat oleh para siswa disebabkan oleh pengaruh cara membaca
kata-kata dalam Bahasa Indonesia atau Bahasa Jawa.
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CHAPTER I
INTRODUCTION
A.
Background of the Study
In verbal communication, speaking is one of many ways to deliver a
message. In speaking, pronunciation is very important in delivering the meaning.
Mispronunciation can cause misunderstanding of the meaning of every word which
is said. For example, a listener will misunderstand the word van if the speaker
mispronounces it as fan.
Mispronunciation is very common among non-English speakers. It is also
very common among English learners. English learners have to follow the
pronunciation rules of English words. It means that they also have to follow the
English phonetics and phonology. English phonetics and phonology help the
learners to pronounce every English word correctly, then they would not make any
mispronunciation which will cause any misunderstanding.
Pronouncing a word means pronouncing sounds, and a sound is different
from one and other. Sounds consist of consonants and vowels. What the writer
would like to observe in this undergraduate thesis is English consonant sounds. The
writer would like to observe consonant sounds because there are many cases of
consonant sound mispronunciations among English learners in Indonesia.
According to English phonetics and phonology, English consonants are
different from one another in terms of place of articulation and manner of
articulation, for example; sounds [f] and [v]. These two sounds come from the same
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place of articulation. They are labiodental sounds. Yet, they are still different. What
makes them different is the manner of articulation. They are different in voicing,
that [v] is voiced and [f] is voiceless.
Voicing in English phonology is a distinctive feature. It means that voicing
can make a different meaning of one word and the other word. An example about
voicing as distinctive feature is
The phonetic feature of voicing therefore distinguishes the two words.
Voicing also distinguishes feel and veal [f]/[v] and cap and cab [p]/[b].
When a feature distinguishes one phoneme from another, hence one word
from another, it is a distinctive feature… (Fromkin, Rodman, and Hyams,
2011: 238).
The example shows that if sound [v] or [b] as voiced sounds are pronounced as
voiceless sounds, there will be misunderstanding among the listeners.
It is important to pronounce English consonants differently in terms of
voicing because some English consonants like [f] and [v] have a big difference in
voicing. It is also stated that “The voiced/voiceless distinction is very important in
English,” (Fromkin, Rodman, and Hyams, 2011: 218). It means that voicing in
English has a big role to differentiate one sound from the other sounds.
Many Indonesian people do not really care about voicing feature in
pronouncing English words. Mispronunciation of voiced and voiceless English
consonants becomes a problem among English learners in Indonesia. Some of them
learn to pronounce English word correctly, but forgetting other important feature
like voicing. Some of them do not correct their mispronunciation in terms of
voicing, then they forever pronounce some voiced English consonants as voiceless.
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Looking at that background, the writer is interested in observing the
pronunciation of voiced and voiceless English consonants among English learners
in Indonesia. The writer observes obstruent sounds only because the voicing feature
has an important part in distinguishing one obstruent sound with the other obstruent
sounds like Ranford said that “Voicing is a distinctive feature for English
obstruents, in that it serves to distinguish one phoneme from another,” (2000: 95).
The writer only observes obstruent sounds in the medial position because all
obstruent sounds appear in the medial position in the English book that is used by
the respondents.
The writer would like to observe the students of SMA Yos Sudarso
Sokaraja. The writer chooses high school students because they are English learners
who have learned English longer than elementary students or junior high school
students. The writer hopes this thesis can be very useful for the teachers and the
students as an evaluation of their study in speaking English in the future if the
students do not continue to learn English.
The other reason is most of the students of SMA Yos Sudarso Sokaraja
come from Banyumas. People in Banyumas have strong accent which is called
ngapak. Most of the students come from Banyumas and they have strong ngapak
accent. Therefore, the writer interested in observing how Banyumas people
especially students of SMA Yos Sudarso Sokaraja speak English.
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B.
Problem Formulation
Related to the topic, the problems are formulated as follows:
1.
How do the students of SMA Yos Sudarso Sokaraja pronounce the voiced
and voiceless obstruent sounds?
2.
What is the cause of the errors that appear in their pronunciations?
C.
Objectives of the Study
There are two aims of the observation that are represented by the problem
formulation. The first is to observe how the students’ pronunciation in pronouncing
voiced and voiceless obstruent sounds in the medial position. The students
potentially make sound changes in their pronunciation. The changes of the sounds
are called errors. Then, the second aim is to see the reasons behind the errors that
they make in pronouncing voiced and voiceless obstruent sounds.
D.
Definition of Terms
In communication, people say the words that they want to delivers to the
listener. They pronounce the words. Therefore, the term pronunciation means the
way people say a word, or in the smaller unit of a word is sound, because “When
you know a word, you know its sound (pronunciation) and its meaning,” (Fromkin
et al, 2011: 37).
Consonants are classified based on some characteristics. One of them is
voicing. Delahunty and Garvey say, “We classify consonants according to the
following characteristics: (a) whether or not the vocal folds are vibrating (voicing);”
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(2010: 91). Therefore, there are voiced and voiceless sounds. According to them
“Sounds produced with vibrating vocal folds (see Figure 1) are said to be voiced;”
(2010: 91) and voiceless sounds are “those produced without vocal cord vibration,”
(2010: 91).
Consonants are divided into specific and major classes. One of the major
classes is obstruent. The sounds are called obstruents “because their production
obstructs the airflow,” (Radford, Atkinson, Britain, Clahsen, and Spencer, 2000:
37). There are some specific classes that belong to obstruents. According to
Fromkin, “The non-nasal stops, the fricatives, and the affricates form a major class
of sounds called obstruents,” (2011: 210). It means that obstruents is a major class
which consists of three specific classes. They are non-nasal stops, the fricatives,
and the affricates.
Obstruents are found in initial, medial, and final position. Medial position
means that the sound appears in the middle of a word, not in the beginning or in the
end of a word. For example, the sound [p] is found in the medial position of the
words such as apart, simple, and apple (Darjdjowidjojo, 2009: 61).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
A.
Review of Related Studies
In the thesis, the writer focuses on phonetics and phonology because the
writer would like to observe the English learners’ pronunciations of voiced and
voiceless obstruent sounds. There are some studies about phonetics and phonology
which the writer would like to relate to this thesis.
Keating (1984) in her journal concerns on phonetics and phonology.
Keating observes the voicing feature not only in English, but also in another
language. The similarity between Keating’s paper and this thesis is both of them
talk about voicing feature. She concludes that voicing feature is one of many
features to contrast sounds. In this thesis, the writer would like to observe voicing
feature deeper, which is important to differentiate sounds, and how English learners
pronounce it.
Another study of voicing feature is a paper by Heselwood (1997). He talks
about the voicing feature of English consonant cluster in the final position. Related
to Heselwood’s paper, this undergraduate thesis has similarities in terms of voicing
feature and consonant, but there are also differences between them. The paper
focuses on consonant clusters, whereas this undergraduate thesis focuses on single
consonants.
Another difference is the position of the consonant. Heselwood
discusses consonant cluster in the final position, while this thesis does not. In this
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thesis, the writer would like to observe consonant sounds which are obstruent in the
medial position.
There is also an undergraduate thesis done by Simatupang (2015). Her thesis
discusses how Javanese people pronounce voiced consonant. She chooses the tour
guides in Keraton Yogyakarta as the respondents. She discusses how Javanese as
the respondents’ mother tongue influences their pronunciation on English voiced
consonants.
The similarity of Simatupang’s thesis and this thesis is both of them discuss
voiced consonants, but this thesis only focus on obstruents. This thesis also not only
focus on voiced sound, but also in voiceless sounds.
The data of this undergraduate thesis are English learners’ pronunciations.
Because of that, the writer relates the thesis with other studies about pronunciation
especially English learner pronunciation.
The paper by O’Brien (2004) discusses pronunciation. It discusses German
pronunciation by American students who learns German. O’Brien focuses on the
stress, rhythm, and intonation. O’Brien finds what sounds which are nativelike and
what sounds are not through the students’ pronunciation.
The writer of this thesis would also like to discuss second language leaners’
pronunciations. Nevertheless, the students who are chosen to be the target are
different. The writer chooses English learners as the target, not German learners.
Although both of this thesis and the paper discuss about pronunciation, the focus is
different. This thesis focuses on voicing feature of consonant, while the paper
focuses on stress, rhythm, and intonation.
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8
An undergraduate thesis done by Daho (2015) discuss pronunciation errors
produced by a Papuan ELESP students. Daho’s thesis and this thesis is similar. Both
of them use case study strategy and both of them discuss pronunciation errors.
However, the focus and the respondents are different.
B.
Review of Related Theories
1.
English Phonetics
Phonetics is about sounds. Phonetics is “The study of speech sounds,”
(Fromkin et al, 2011: 219). The square brackets [ ] is used to represent phonetic
transcription while the slashes / / is represented phonemic transcription. According
to Fromkin, “The phonemic representation of speech sounds using phonetic
symbols, ignoring phonetic details that are predictable by rule, usually given
between slashes,” (2011: 597), while “The representation of speech sounds using
phonetic symbols between square brackets,” (2011: 597).
The phonetics which is discussed is English phonetics because the writer
talks about English sounds. English sounds are divided into two, they are consonant
and vowel.
a.
English Consonant
There are 24 English consonants. They are classified by some ways. One of
the ways is place of articulation.
i.
Place of Articulation
Based on place of articulation, English consonants are classified into:
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1)
Bilabial
Consonants which are produced by “bringing both lips together,” (Fromkin
et al, 2011: 196) are called bilabial. They are [p], [b], and [m].
2)
Labiodental
Consonants are called labiodental when they are pronounced by “touching
the bottom lip to the upper teeth,” (Fromkin et al, 2011: 196). The consonants which
are labiodental are [f] and [v].
3)
Interdental
When consonant is articulated by “inserting the tip of the tongue between
the teeth,” (Fromkin et al, 2011: 196), it is called interdental. Consonants which are
interdental are [θ] and [ð].
4)
Alveolar
There are seven consonants which are pronounced “with the tongue raised
in various ways to the alveolar ridge,” (Fromkin et al, 2011: 197). There are [t], [d],
[n], [s], [z], [l], and [r].
5)
Palatal
The sounds [ʃ], [ʒ], [ʧ], [ʤ], and [j] are palatal because they are produced
by “raising the front part of the tongue to the palate” (Fromkin et al, 2011: 197).
6)
Velar
Sounds which belong to velar class are “produced by raising the back of the
tongue to the soft palate or velum,” (Fromkin et al, 2011: 197). They are [k], [g],
and [ŋ].
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7)
Glottal
The sounds which belong to Glottal class are [h] and [ʔ]. Glottal sounds are
explained as:
The sound of [h] is from the flow of air through the open glottis, and past
the tongue and lips as they prepare to pronounce a vowel sound, which
always follows [h]. If the air is stopped completely at the glottis by tightly
closed vocal cords, the sound upon release of the cords is a glottal stop [ʔ]
(Fromkin et al, 2011: 197).
ii.
Manner of Articulation
English consonants are classified not only by place of articulation. English
consonants are also classified by manner of articulation as Fromkin states
Speech sounds also vary in the way the airstream is affected as it flows from
the lungs up and out of the mouth and nose. It may be blocked or partially
blocked; the vocal cords may vibrate or not vibrate. We refer to this as the
manner of articulation. (2011: 198).
Based on the way the airstream, they are classified into some following classes:
1)
Stops
According to Fromkin “Stops are consonants in which the airstream is
completely blocked in the oral cavity for a short period (tens of milliseconds). All
other sounds are continuants” (2011: 201). The stop consonants are the sounds [p],
[b], and [m] as bilabial stops, the sounds [t], [d], and [n] as alveolar stops, the sounds
[k], [g], and [ŋ] as velar stops, and the sound [ʔ] as glottal stop.
2)
Fricatives
Fricatives are produced when “the airflow is so severely obstructed that it
causes friction,” (Fromkin et al, 2011: 202). The fricatives consonants are the
sounds [f] and [v] as labiodental fricatives, the sounds [θ] and [ð] as interdental
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11
fricatives, the sounds [s] and [z] as alveolar fricatives, the sounds [ʃ] and [ʒ] as
palatal fricatives, and the sound [h] as glottal fricative.
3)
Affricates
Consonants which are affricates because they are produced “by a stop
closure followed immediately by a gradual release of the closure that produces an
effect characteristic of a fricative,” (Fromkin et al, 2011: 202). There are two
English consonants which are affricates, they are [ʧ] and [ʤ].
4)
Liquids
Liquids are produced when “there is some obstruction of the airstream in
the mouth, but not enough to cause any real constriction or friction,” (Fromkin et
al, 2011: 202). Liquids sounds are [l] and [r].
5)
Glides
Glides are produced “with little obstruction of the airstream,” (Fromkin et
al, 2011: 203) and “They are always followed directly by a vowel and do not occur
at the end of words,” (Fromkin et al, 2011: 203). The glide consonants are [j] and
[w].
iii.
Voicing Feature
The condition of vocal cord also becomes a way to distinguish English
consonants, whether it vibrates or not. Therefore, English consonants are also
classified as voiced and voiceless sounds.
1)
Voiceless
Consonant sound is voiceless if the vocal cord does not vibrate in the
production of the sound. According to Fromkin “Sounds are voiceless when the
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12
vocal cords are apart so that air flows freely through the glottis into the oral cavity,”
(2011: 198). The consonants which are voiceless are shown in table 1.
2)
Voiced
Consonant sound is voiced when the vocal cord vibrates in the production
of the sound. Fromkin states “If the vocal cords are together, the airstream forces
its way through and causes them to vibrate. Such sounds are voiced,” (2011: 198).
The examples of voiced consonant are shown in table 1.
iv.
Nasalization
The other way to distinguish English consonants is by using nasalization.
Consonants are also distinguished as nasal sounds and oral sounds. Nasal sound and
oral sound are produced because of the influence of velum.
1)
Nasal
According to Fromkin, nasal sound is produced “when the velum is not in
its raised position, air escapes through both the nose and the mouth,” (2011: 199).
The nasal consonants are shown in table 1.
2)
Oral
Oral sound is produced “with the velum up, blocking the air from escaping
through the nose,” (Fromkin et al, 2011: 199). It means that there is no way for the
air to go through nose because the way is blocked by the velum. The examples of
oral consonant are shown in table 1.
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v.
Obstruents
English consonants are also classified into some classes which is called
major classes, the more general classes. One of the major classes is obstruent. It is
called obstruents because “the airstream may be fully obstructed,” (Fromkin et al,
2011: 210) in the production of the sound. According to Fromkin “The non-nasal
stops, the fricatives, and the affricates form a major class of sounds called
obstruents,” (2011: 210). The other sounds which are not classified as obstruent are
classified as sonorant.
English consonants are classified by some classes and they are different one
another. For the summary from Fromkin, English consonant can be seen as the
following table.
Table 1: English Consonants
MANNER
2.
Fricative
Affricate
Nasal
Central
Lateral
Glide
Liquid
Sonorant
Obstruent
Stop
PLACE
VOICING
BilaBial
Voiceless
Voiced
Voiceless
Voiced
Voiceless
Voiced
Voiced
p
b
LabioDental
f
v
m
Interdental
Alveolar
θ
ð
t
d
s
z
Palatal
Velar
k
Glottal
ʔ
g
ʃ
ʒ
ʧ
ʤ
n
h
ŋ
l
Voiced
r
Voiceless
Voiced
ʍ
w
J
ʍ
w
English Phonology
English phonology is “the study of how speech sounds form pattern,”
(Fromkin et al, 2011: 227). Sounds have their pattern when they are pronounced.
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The pattern of the sounds when they are pronounced can be seen through
phonology.
Sounds are different from one another. In phonology, something that differ
one sound and the other sounds is called distinctive feature. Fromkin explains that
“when a feature distinguishes one phoneme from another, hence one word from
another, it is a distinctive feature,” (2011: 238).
There are some features that become distinctive the feature of English
consonants. One of them is voicing feature. Kreidler states that “Speech has melody
– different melodies or intonation patterns – as a result of these different frequencies
of vibration,” (2004: 21). A good example of voicing feature as a distinctive feature
for English consonants from Fromkin is
The minimal pairs seal [sil] and zeal [zil] show that [s] and [z] represent two
contrasting phonemes in English. They cannot be allophones of one
phoneme because one cannot replace the [s] with the [z] without changing
the meaning of the word…. We know that [s] and [z] differ in voicing: [s]
is voiceless and [z] is voiced. The phonetic feature of voicing therefore
distinguishes the two words. (2011: 238).
Voicing feature is an important feature to differentiate obstruent sounds
because they are really different in terms of voicing. It is stated that “Voicing is a
distinctive feature for English obstruents, in that it serves to distinguish one
phoneme from another,” (Radford et al, 2000: 95). According to him
It is useful to distinguish the plosives, affricates and fricatives, which
usually come in voiced/voiceless pairs from the nasals and approximants,
which are intrinsically voiced. The former are called obstruent (because
their production obstruct the airflow) and the latter are called sonorants
(because they involve a greater degree of resonance) (2000: 37).
It is clear that voicing is very important in differentiating English obstruent sounds.
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3.
Indonesian Phonetics and Phonology
Indonesian Phonetics is similar with English phonetics. Dardjowidjojo
states that “The mechanism for the production of the Indonesian sounds is the same
as that for english,” (2009: 36). Indonesian phonetics also differs sounds into
consonants and vowel.
a.
Indonesian Consonants
Indonesian consonants are similar with English. Indonesian consonants are
produced by considering the point of articulation, the manner of articulation, the
connection between active and passive articulator, and the voicing feature
(Marsono, 2008: 60). Indonesian consonants can be seen in the table 2 according to
Marsono.
Although Indonesian consonants look similar with English consonants, but
there are some differences between them. The first difference is that there is no
sound [ñ] in English consonants. The sound only appears in beginning of the word
or in the medial position as the beginning of the syllable (Marsono, 2008: 77). The
sound is represented by the letter ny. For examples are the word nyewa for initial
position and punya for middle position.
The sound [y] in Indonesian actually has same pronunciation as [j] in
English, but they are different in symbol. Besides, there are no interdental sounds,
and the sound [ʒ] in Indonesian consonants.
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Table 2: Indonesian Consonants
Lateral
Fricative
k
k-
j
g
ñ
ŋ
Glotal hamzah
c
Laringal
Vs
n
Dorso-velar
Affric
ate
ḍ
t t-
Medio-palatal
m
Lamino-palatal
V
Lamino-alveolar
Nasal
Apiko-palatal
b
Apiko-alveolar
V
Apiko-dental
p
p-
Labiodental
Voicing
Stop
Vs
Bilabial
Manner
Place
?
V
V
l
Vs
f
s
V
v
z
Tril
ʃ
x
h
r
semivocal
V
w
*) Vs= Voiceless V= Voiced
There are sound [ʧ] and [ʤ] in English, but there are no those sounds
Indonesian. However, there are two sounds which are similar with those sounds.
The sound [ʧ] is similar with the sound [c] and the sound [ʤ] is similar with [j]. the
sound [c] and [j] in Indonesian are medio-palatal sounds.
In terms of position and voicing rules, there are also some differences
between Indonesian consonants and English consonants. The differences are first,
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17
the sound [z] in English is found in initial, medial, and final position (Marsono,
2008: 88), while in Indonesian the sound only appears in initial and medial position
(Marsono, 2008: 88). The second is that according to Marsono, there is sound [v]
in Indonesian. However, Dardjowidjojo says that the letter v Indonesian word is
pronounced as [f] (2009:41). The letter v on Indonesian words only appears in the
beginning of a syllable, while in English the sound [v] appears in the beginning,
middle, and final position of a word.
4.
Error Analysis
English learners often make mistakes when pronouncing English words.
The mistakes which are systematic are considered as errors and error analysis (EA)
is used “as a tool for investigating how learners acquire a second language (L2),”
(Ellis, 2012: 45) which in this case is English learners.
There are eight types of production errors in speech. They are anticipations,
persevations, addition and deletion, metathesis, spoonerism, shifts, substitutions,
and blends.
Anticipations occur when a later unit is substituted for an earlier unit or
when a later unit is added earlier in an utterance. For example, the phrase splicing
from one tape is pronounced as splacing from one tape. Persevations occur when
an earlier unit is substituted for a later unit or when an earlier unit is added later in
utterance. For example, the phrase splicing from one tape is pronounced as splicing
from one type. Addition and Deletion errors involve the addition of extra units and
the omission of units. The example of addition is when the phrase spic and span is
pronounced as spic and splan, and the example of deletion is when the phrase his
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18
immortal soul is pronounced as his immoral soul. Metathesis is the switching of
two unit which each unit taking place of the other. For example, the phrase fill the
pool is pronounced as fool the pill. Spoonerism is the error when a metathesis
involves the first sounds of two separate words. For example, the phrase dear old
queen is pronounced as queer old dean. Shift occurs when a unit is moved from
one location to another location. When the sentence she decides to hit it is
pronounced as she decide to hits it becomes the example of shift error. Substitution
occur when one unit is replaced with another, and blends occur when two words
“fuse” into a single term. The example of substitution is when the phrase it’s hot
here is pronounced as it’s cold here, and the example of blends is when the phrase
grizzly/ghastly is pronounced as grastly (Dawson, 2016: 376).
C.
Theoretical Framework
In this thesis, the writer would like to observe how English learners
pronounce obstruent sounds. English phonetics help the writer to identify their
pronunciation. The writer observes how English learners produce obstruent sounds
in their pronunciation.
English phonology is helpful in observing how English learners pronounce
voiced and voiceless obstruent sounds using phonological analysis. English
phonology helps the writer to analyze how the respondents produce the obstruent
sounds. English phonology also helps the writer in analyzing how the respondents
apply voicing feature in their pronunciation.
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In this thesis, the writer also tries to find the causes of the errors that appear
in English learners’ pronunciation. The respondents in this thesis are Indonesian
people. Because the respondents are Indonesian, Indonesian phonetics and
phonology are needed to support the phonological analysis.
As second language learners, English learners make errors easily in their
pronunciation. They make errors because they speak in different language which is
not spoken for daily conversation. The errors which are made during observation
are analyzed by the writer using error analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
A.
Object of the Study
The data that are analyzed in this thesis are voiced and voiceless obstruent
sounds in the medial position pronounced by students of SMA Yos Sudarso
Sokaraja. The voiced obstruent sounds are [b], [d], [g], [v], [ð], [z], [ʒ], and [ʤ],
while the voiceless one are [p], [t], [k], [f], [θ], [s], [ʃ], and [ʧ]. All of those sounds
are provided in the Diktat Bahasa Inggris as their English textbook in the speaking
part. The writer does not find the sound [h] and [ʔ] which is in the medial position
in the book. Therefore, the writer does not focus on those sounds.
Because the writer would like to observe English learners, the place where
the writer gains the data is a school. The school is SMA Yos Sudarso Sokaraja.
SMA Yos Sudarso Sokaraja is located in Jl. Letjend Supardjo Rustam, Desa
Sokaraja
Kulon
RT03/RW10,
Sokaraja,
Banyumas,
Central
Java,
(http://ysbs.or.id/id/portfolio_post/sma-yos-sudarso-sokaraja/).
The respondents are the eleven-grade students of SMA Yos Sudarso
Sokaraja. The eleven-grade students are appropriate to be the target respondents
because they have already got more exercises in speaking than the ten grade. They
are also easier to be observed because they are not busy preparing National
Examination as the twelfth grade. Therefore, the writer does not disturb them in the
process of collecting the data.
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21
There are nineteen respondents of thirty nine students in the eleven grade
from two classes. There are eleven students come from social class, and eight
students come from science class. The students are chosen based on the agreement
of the writer and the English teacher. At first, there are twenty respondents, but
there is one respondent who does not fulfill the requirements. Therefore, the writer
choses nineteen respondents.
B.
Approach of the Study
Phonological approach is used to analyze the sound pattern in human
language. According to Gussmann “the theory of phonology reflects our current
understanding of the organisation and the working of the sound system of
languages,” (2002: 19). Since the data are sounds, phonological approach is used to
analyze the data. Error analysis approach is also used to analyze the errors which
are produced by the respondents.
C.
Method of the Study
1.
Data Collection
The writer uses the qualitative method with case study strategy in this thesis.
According to Stake in Creswell
Case studies, in which the researcher explores in depth a program, an event,
an activity, a process, or one or more individuals. The cases(s) are bounded
by time and activity, and researchers collect detailed information using
variety of data collection procedures over a sustained period of time. (2003:
150).
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The writer observes the students of SMA Yos Sudarso Sokaraja in a time, means
that the writer observes particular people in particular place and time. Therefore,
case studies strategy is used in this thesis.
The first thing that is done by the writer is studying the English book that is
used by the students. Then, the writer decides to observe voiced and voiceless
obstruent sounds in the medial position because almost all obstruent sounds appears
in the medial position except for the sound [h] and [ʔ].
In the qualitative method, the data is collected in some procedures. Creswell
states that
The data collection steps include setting the boundaries for the study,
collecting information through unstructured (or semi-structured)
observation and interviews, documents, and visual materials, as well as
establishing the protocol for recording information (2003: 185).
In this thesis, the data are audio recording of the respondents’ pronunciations and
information about respondents’ background. The writer uses a sound recorder to
collect the audio material and do the interview to the respondents in order to get
further information about their background. Therefore, the next step is preparing
the instruments including the list of sentences, the list of questions, and the sound
recorder.
To gain the audio material of pronunciation, the respondents are asked to
read some sentences which have been prepared by the writer that are pick from the
respondents’ English textbook at the speaking section. The sentences consist of
voiced and voiceless sounds in the medial position. The respondents read the
sentence and the writer record it using sound recorder.
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23
In order to know further information about respondents’ background, the
writer asks them some questions through an interview. The writer asks every
respondent, one by one, some questions related to their living background, language
background, and educational background right after the writer gets the audio
material of the pronunciations. The writer records the answers using hand writing
and sound recorder.
2.
Data Analysis
First step of analyzing the data is transcribing the audio material of the
students’ pronunciations. The writer transcribes every word that becomes the
writer’s focus which is pronounced by the respondents. The words’ transcriptions
are transcribed based on Oxford Advance Learner’s Dictionary and IPA. Then, the
transcriptions are categorized into some groups based on how the respondents
pronounce voiced and voiceless obstruent sounds in the medial position. The
transcription helps the writer to know the errors that are made by the respondents.
The writer also transcribes the result of the interview with the respondents.
The writer can see the similarity and the difference of one respondent and other
respondents from the interview transcription.
Then, the writer analyzes the errors using phonology and error analysis
theory. The result of the interview also helps the writer in analyzing the errors. By
knowing the respondents’ background, the causes of the errors are easier to be
found by the writer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS RESULT AND DISCUSSION
This chapter consists of two subchapters. The first subchapter is the result
of the respondents’ pronunciations. The second sub-chapter is the analysis of the
errors that appears in the respondents’ pronunciations which consist of
phonological analysis and error analysis. The first subchapter answers the first
question. The second subchapter answer the second question in the problem
formulation.
A.
The Result of Voiced and Voiceless Obstruents Pronunciation Among
the Students of SMA Yos Sudarso Sokaraja
There are nineteen students who become the respondents in this thesis. In
pronouncing voiced and voiceless obstruent sounds in the medial position, the
writer finds some errors in the students’ pronunciations. There are 195 correct
pronunciations and 109 incorrect pronunciations from 304 data. From 109 incorrect
pronunciations, there are 93 correct pronunciations in the voiced sounds
pronunciation, and there are 102 correct pronunciations made by the respondents in
pronouncing voiceless sounds. The errors are found in almost all sounds. The table
below shows the correct pronunciations in every sound.
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Table 3: Result of Respondents’ Pronunciations
Sounds
[b]
Stop
[d]
[ɡ]
[v]
[ð]
Fricative
[z]
[ʒ]
Affricate [ʤ]
[p]
Stop
[t]
[k]
[f]
[θ]
Fricative
[s]
[ʃ]
Affricate [ʧ]
1.
Voicing
Feature
Voiced
Voiceless
Words
About
Reading
Ago
Never
Others
Lazy
Lei