A COMPARATIVE STUDY ON ENGLISH AND INDONESIAN CONSONANT CLUSTERS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

A COMPARATIVE STUDY ON ENGLISH AND INDONESIAN

CONSONANT CLUSTERS

AN UNDERGRADUATE THESIS

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

  

By

MONICA RISKY WIDYA SARI

  

Student Number: 074214040

ENGLISH LETTERS STUDY PROGRAMME

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

A COMPARATIVE STUDY ON ENGLISH AND INDONESIAN

CONSONANT CLUSTERS

AN UNDERGRADUATE THESIS

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

  

By

MONICA RISKY WIDYA SARI

  

Student Number: 074214040

ENGLISH LETTERS STUDY PROGRAMME

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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  Because of You, I was born again Because of You, I can be where I am today Thank you for dying on the cross for me @MerryRiana

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  I dedicate this undergraduate thesis to Jesus Christ and Mother Mary My beloved Mother and Father My lovely Sister and Brother

  My love and My dear friends English Letters Department Class of 2007

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ACKNOWLEDGEMENTS

  I have to thank so many people who have encouraged me with their love, prayer, and support in the completion of writing this thesis. I could not manage my time well and I almost failed to fight against myself. I am very thankful to

  

Jesus Christ and Mother Mary, who always bless my lovable people and me in

  whatever condition we are. They are also never bored to listen to my prayer; give me strength and patience in every second of my wonderful life. Thanks to them my thesis finally is done.

  I am deeply indebted to Dr. Fr. B. Alip, M.Pd., M.A., my advisor who had patiently and wisely helped, guided, and had given me invaluable suggestions for the completion of this thesis. I am sorry that I did not finish my undergraduate thesis like what he expected. I also would like to thank Linda Valentina

  

Budiman, S.S, M.Hum., my co-advisor, and Dra. Bernadine Ria Lestari, M.S.

  for giving me suggestion and correction.

  My deepest love and gratitude goes to my dearest father Paulus

  

Sukardiyono, and my dearest mother Wahyuni Laurentia, S.Pd, who always

  give me their endless love, patience and care. They are my best sponsors in my life, without them I am nobody. Thank you for giving me this opportunity to study in Yogyakarta. Also, I thank my sister Karina Ika Sari S.Si. Apt. and my brother, Fransiskus Lilik Prasetya. Thanks for your jokes and supports that always make me cheer up.

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  I want to say my biggest thank to Wahyu Anggara, my wonderful man. Thank you so much for loving me, giving me strength when I am down, and giving me suggestion and care. The world means everything to me and you are my world.

  My gratitude is also aimed to Hendrikus Rusman, Sri Wartini, and

  

Ferdinand Beni for being my Dad, Mom and my brother in Yogyakarta. Thank

  you for taking care of me, giving me many facilities; support and suggestion during my living in Yogyakarta. For Beni, thank you for your jokes and willingness that makes me cheer up and getting crazy.

  And also I give thank to all my lovely friends in English Letters Department Class of 2007, especially Ganis, Sari, and Puput, members of KKN

  

Alternatif XXXV (Abah, Umi, Mbak Nana, Mbak Tisa) thank you for being

  my

  “Keluarga Cemara”, thank you for Mas Guntur Prasetya English

  Department Class of 2006 and Bang Bend English Department Class of 2004, thanks for the support and help me in doing my thesis, I will always miss you all.

  Thank you for all staff TB dan TK Ceria Demangan, for the job experiences and the support. Thank you for my best friend Maya, thank you for your joke and always make me cheer up.

  I give special thanks to all English Letters Teaching Staff for their guidance during my study here. I also send gratitude to all secretariat staff, especially Mbak Ninik, who helped me with the administration matters. Big

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  thanks also to the all library staff in Sanata Dharma University Library. It is impossible to do this without their help.

  Finally, many thanks are addressed to those who have given me a hand, whose names I cannot mention here one by one but I believe that God always blesses them all.

  Monica Risky Widya Sari

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TABLE OF CONTENTS

TITLE PAGE

  ……………………………………………………………………..i

  APPROVAL PAGE

  ……………………………………………………………...ii

  ACCEPTANCE PAGE

  ………………………………………………………….iii

  

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIK

  ……………………………………...iv

  STATEMENT OF ORIGINALITY

  ………………………………………….....v

  MOTTO PAGE

  ……………………………………………………………….....vi

  DEDICATION PAGE

  ……………………………………………….................vii

  ACKNOWLEDMENTS

  …………………………………………..………..…viii

  TABLE OF CONTENTS

  ………………………………………………….…...xi

  LIST OF TABLES

  ………………………………………………………..........xiii

  ABSTRACT

  ……………………………………………………….....................xvi

  ABSTRAK

  …………………………………………..........................................xvii

  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: THEORITICAL REVIEW

  ………………………..…………..6 A. Review of Related Studies…………………………………………………...6 B. Review of Related Theories………………………………………………….7 1.

  Consonant…………………………………………………………….7 2. Arrangement……………………………………………………...…..9 3. Definition of Consonant Clusters…………………………………...10 4. English Consonant Clusters…………………………………………11 a.

  Initial Cluster with Two consonants……………………..……..13 b. Initial Cluster with Three consonants……………………..……13 5. Indonesia Consonant Clusters………………………………………15

  C.

  ……………………………………………………….59 1.

  …………………………………………………………………..69 1. The English Consonant Clusters Data…………………………………....69 2. The Indonesian Consonant Clusters Data………………………………..74

  APPENDICES

  ………………………………………………………………68

  BIBLIOGRAPHY

  61 CHAPTER V: CONCLUSION ………………………………………………..64

  The Differences of English and Indonesian Consonant Clusters……....

  60 2.

  The Similarities of English and Indonesian Consonant Clusters............

  The Similarities and Differences between English and Indonesia Consonant Clusters

  Theoretical Framework……………………………………………………...18

  Two-Member Consonant Clusters in Initial Position…………….52 2. Three-Member Consonant Clusters in Initial Position…………...58 3. Two-Member Consonant Clusters in Final Position……………..58 C.

  The Permissible Indonesian Consonant Clusters………………...............51 1.

  Two-Member Consonant Clusters in Initial Position ……………25 2. Three-Member Consonant Clusters in Initial Position….………..32 3. Two-Member Consonant Clusters in Final Position…….……….34 4. Three-Member Consonant Clusters in Final Position…………....45 5. Four-Member Consonant Clusters in Final Position……………..49 B.

  ……………………………………………………23 A. The Permissible English Consonant Clusters ……………………………23 1.

  CHAPTER IV: ANALYSIS

  Data Collection……………………………………………………....20 2. Data Analysis………………………………………………………...21

  …………………………………………...20 A. Object of the Study………………………………………………………….20 B. Method of the Study………………………………………………………...20 C. Research Procedure………………………………………………………….20 1.

  CHAPTER III: METHODOLOGY

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LIST OF TABLES

Table 2.1 Phonetic Features for English Consonants……………………………...8Table 2.2 Phonetic Features for Indonesian Consonants……………...…………..9Table 2.3 Indonesian Consonant Clusters Beginning with Stop or Fricative

  Followed by /l/ ……………………..………………………………….16

Table 2.4 Indonesian Consonant Clusters Beginning with Stop or Fricative

  Followed by /r/…………………………….…………………………..17

Table 2.5 Indonesian Consonant Clusters Beginning with Stop or Trill Followed by /s

  ……………………………………………………………………17

Table 2.6 Indonesian Consonant Clusters Beginning with Stop Followed by

  Palatal /j/, /y/……………………………………………………………17

Table 2.7 Indonesian Consonant Clusters Beginning with a Stop or a Fricative

  Followed by /w/……………………….……………………………...18

Table 2.8 Indonesian Consonant Clusters Beginning with the Fricative /s/

  …..…18

Table 4.1 Percentages of English Consonant Clus ters…………………………..24Table 4.2 The Examples of Stop Two-Consonant Clusters in Initial Position

  …..25

Table 4.3 The Example of Fricative Two-Consonant Clusters in Initial Position.25

  27 Table 4.4 Sound Types Percentage of the First Member ………………………...

Table 4.5 Sound Types Percentag e of the Last Member………………………...27Table 4.6 The Distribution of Stops in English Clusters………………………...29Table 4.7 The Distribution of Fricative s in English Clusters……………………29Table 4.8 The Distribution of Nasals and Sonorants in English Clu sters……......29Table 4.9 The Distribution of Sonorant in English Clusters…………………......30Table 4.10 The Distribution of Stops, Fricatives, and Nasals in English Cluster..30Table 4.11 The Distribution of Three-Consonant Clusters in English…………...33Table 4.12 The English Clusters Occu rring in Free Morpheme…………………35Table 4.13 The English Clusters Occurring at the Juncture of Free and Bound

  Morpheme…………………………………………………………...36

Table 4.14 The English Clusters Occurring Both Within Free Morphemes and at

  Juncture of Free and Bound Morphemes ……………………………36

Table 4.15 The Distribution of Two-English Consonant Clusters in Final

  Posi tion……………………………………………………………...37

Table 4.16 The Stops as the Second Members of English Cluster

  ………… …..39

Table 4.17 The Fricative as The Second Member of English Cluster

  …………...39

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Table 4.18 The Affricate, Nasal , and Sonorant as The Second Member of English

  Cluster ……………………………………………………………....39

Table 4.19 Table of The Homorganic Alveolar

  ………………………………....42

Table 4.20 Three-Consonant Clusters in Final Position with The Bound Morpheme

  /s/………………………………………………………………………....45 Consonant Clusters The Bound Morpheme

Table 4.21 Three- in Final Position with

  /z/ …………………………………………………………………………46

Table 4.22 Three-Consonant Clusters in Final Position with The Bound Morpheme

  /t/ ………………………………………………………………………….46

Table 4.23 Three-Consonant Clusters in Final Position with The Bound Morpheme /d/.................................................................................................................

  46 Table 4.24 Three-Consonant Clusters in Final Position with The Bound Morpheme

  /ө/………………………………………………………………………….47

Table 4.25 The Structural Pattern of Three-Consonant Clusters in Final Position

  With the bound morpheme /-s/ ……………….……………………...48

Table 4.26 The Structural Pattern of Three-Consonant Clusters in Final Position

  With the bound morpheme /-z/ ……………………….……………...48

Table 4.27 The Structural Pattern of Three-Consonant Clusters in Final Position

  With the bound morpheme /-t/ …………………….…………….......49

Table 4.28 The Structural Pattern of Three-Consonant Clusters in Final Position

  With the bound morpheme /-d/ ………………………….…………..49

Table 4.29 The Structural Pattern of Three-Consonant Clusters in Final Position

  With the bound morpheme /- ө/…………………………….………..49

Table 4.30 Percentage of Indonesian

  Consonant Clusters………………..……...52

Table 4.31 Two-Consonant Clusters Beginnin g with Stop or Fricative Followed by

  /l/…………………………………………………………………………..53

Table 4.32 Two-Consonant Clusters Beginning with Stop or Fricative Followed by

  /r/……………………………………………………………………………53

Table 4.33 Two-Consonant Clusters Beginning with Stop Followed by Palatal

  /y/........................................................................................................53

Table 4.34 Two-Consonant Clusters Beginning with Stop or Fricative Followed by /w/ ………………………………………………………………………….

  54 Table 4.35 Two - Consonant Cluster Beginning with /s/ ………………………...54

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Table 4.36 The Distribution of Stops in Indonesian Clusters

  …………..……......56

Table 4.37 The Distribution of Fricatives in Indonesian Clusters

  ……………….57

Table 4.38 The Distribution of Sonorants in Indonesian Clusters

  ……………….57

Table 4.39 The Distribution of Three-Consonant Clusters in

  Indonesia………...58

Table 4.40 The Example of Two-Consonant Clusters in Final Position in

  Indonesian………………….………………………………..............59

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ABSTRACT

  MONICA RISKY WIDYA SARI (2012). A Comparative Study on English and

  

Indonesian Consonant Clusters. Yogyakarta: Department of English Letters,

Faculty of Letters, Sanata Dharma University.

  Nowadays, people in this world not only can speak one language but also can speak more than one language, for example they can speak both English and Indonesian. Therefore English as the international language has taken a part as an important role. Each language has its characteristic consonants and vowel arrangements such as CV, VC, CVC, CCV, VCC, etc. Language differs from each other in their ways of forming a cluster. Consonant cluster is a combination of two or more consonantal phonemes which belong to one syllable. Two languages may have the same consonants, but each has its own rule to form a cluster. Two languages may have the same consonants, but each has its own rule to form a cluster. Indonesian and English, for instance, have the phonemes /p/, /s/, /l/. English allows the cluster /spl/ as in the words split and splash. On the contrary, Indonesian does not have the word which begins with /spl/. English also allows the phonemes /ktst/ occurring at end of a word as in the word texts, but in Indonesia it does not occur.

  This undergraduate thesis has three problems. The first is what the permissible English consonant clusters are. The second is what the permissible Indonesian consonant clusters are, after that the third problem is what the similarities and differences between English and Indonesian consonant clusters are.

  In order to analyze those three problems, the researcher applied the method of contrastive analysis. First both English and Indonesian data were collected, and grouped into the several groups based on the kinds of consonant clusters. Then the researcher analyzed the feature of the data collected.

  The result of this research can be drawn from the comparison of English and Indonesian consonant clusters. The researcher compares the ways of forming cluster to find the similarities and the differences of English and Indonesian consonant clusters. Indonesian consonant clusters have a simpler system than English consonant clusters. Indonesian only has two-consonant clusters in the final position or we can call it coda clusters, but English has three or even four coda clusters. For the consonant clusters in initial position or we called it as onset clusters, Indonesian has the same system as English cluster. Both Indonesian and English have three onset clusters. Indonesian has three onset clusters for example in the word skripsi and English also has three onset clusters for example in the word scream. Indonesian does not have bound morpheme in its clustering system, but English has it. For example in the word texts, the word textscontains free morpheme text combine with plural –sso it becomes bound morpheme texts.

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ABSTRAK

  MONICA RISKY WIDYA SARI (2012). A Comparative Study on English and

  

Bahasa Indonesia Consonant Clusters. Yogyakarta: Jurusan Sastra Inggris,

Fakultas Sastra, Universitas Sanata Dharma.

  Saat ini, orang- orang di dunia tidak hanya dapat berbicara dalam satu bahasa saja, tetapi lebih dari satu bahasa, sebagai contoh mereka dapat berbicara dalam bahasa Inggris atau bahasa Indonesia. Oleh karena itu, bahasa Inggris mempunyai peran yang penting sebagai bahasa internasional. Setiap bahasa mempunyai karakteristik masing-masing dalam susunan konsonan dan vowel seperti CV, VC, CVC, CCV, VCC, dan sebagainya. Satu bahasa berbeda dengan bahasa yang lain dalam hal pembentukan kluster. Konsonan kluster adalah dua atau lebih bunyi konsonan yang berada dalam satu silabel. gabungan dari

  Dua

  mungkin mempunyai persamaan huruf konsonan, tetapi masing-masing bahasa

  bahasa

  

mempunyai caranya sendiri dalam membentuk sebuah kluster. Sebagai contoh, baik

  bahasa Inggris atau bahasa Indonesia mempunyai fonem /p/, /s/, /l/. Bahasa Inggris mempunyai kluster /spl/ seperti kata split dan splash. Sebaliknya, dalam bahasa Indonesia tidak ada kluster yang dimulai dengan /spl/. Bahasa Inggris juga mempunyai fonem /ksts/ di akhir kata seperti dalam kata texts, tetapi bahasa Indonesia tidak ada kluster berakhiran /ksts/.

  Skripsi ini mempunyai tiga permasalahan. Pertama, konsonan apa saja mungkin terjadi di konsonan kluster dalam bahasa Inggris. Kedua, konsonan apa saja mungkin terjadi di konsonan kluster dalam bahasa Indonesia, kemudian permasalahan yang ketiga adalah apakah persamaan dan perbedaan antara konsonan kluster dalam bahasa Inggris dan konsonan kluster dalam bahasa Indonesia.

  Dalam menganalisa permasalahan diatas, peneliti menerapkan metode analisis kontrastif. Pertama, data konsonan kluster dalam bahasa Inggris dan bahasa Indonesia dikumpulkan dan dikelompokan sesuai dengan jenis konsonan klusternya. Kemudian peneliti menganalisa ciri-ciri data yang telah dikumpulkan.

  Hasil penelitian dapat digambarkan dari perbandingan konsonan kluster dalam bahasa Inggris dan bahasa Indonesia. Peneliti membandingkan bagaimana kluster itu terbentuk sehingga menemukan persamaan dan perbedaan dari kedua konsonan kluster tersebut. Konsonan kluster dalam bahasa Indonesia lebih sederhana daripada konsonan kluster dalam bahasa Inggris. Konsonan kluster dalam bahasa Indonesia hanya mempunyai dua kluster di akhir atau kita menyebutnya dengan kluster koda, tetapi konsonan kluster dalam bahasa Inggris mempunyai tiga atau lebih dalam kluster koda. Sedangkan untuk konsonan kluster yang terdapat di awal disebut kluster onset. Untuk hal ini, bahasa Indonesia mempunyai system yang sama dengan bahasa Inggris. Baik bahasa Indonesia dan bahasa Inggris mempunyai tiga onset kluster. Bahasa Indonesia mempunyai tiga onset kluster seperti pada kata skripsi. Bahasa Inggris juga mempunyai tiga onset kluster sebagai contoh pada kata scream. Bahasa Indonesia tidak mempunyai morfem terikat dalam sistem pengklusteran, tetapi bahasa Inggris punya. Sebagai contoh pada kata texts, kata texts berasal dari morfem bebas text yang digabungkan dengan sufiks jamak -s menjadi morfem terikat texts.

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CHAPTER I INTRODUCTION A. Background of the Study Human beings need to associate with one another so they can talk to each other. As human beings, they need to talk and talk with a language. When people know a language, they can speak and be understood by others

  who know the language. This means they have the capacity to produce sounds that signify certain meanings and to understand or interpret the sound produced by others (Fromkin, Victoria and Robert Rodman, 1974:4). Nowadays, people in this world not only can speak one language but also can speak more than one language, for example they can speak both Indonesia and English. Therefore English as the international language has taken part as an important role.

  Effective foreign language teaching requires knowledge of the significant sounds in the foreign language as well as those in the native language of the student. These sounds are often further classified into consonant and vowels, represented as “C” and “V”. Each language has its characteristic consonants and vowel arrangements such as CV, VC, CVC, CCV, VCC, etc. For the foreign language teacher, it is essential to know all the significant in the students‟ native language.

  A combination of two or more consonantal phonemes which belong to one syllable is called a consonant cluster. The English [sp] in spirit is a consonant cluster because the sound [s] and [p] belong to one

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  syllable, that is [spi-]. The same combination of sounds is [sp] as in the word

  ɪ aspire , because the sound [s] and [p ] belong to one syllable /ә/ + /spa ә/.

  Language differs from each other in their ways of forming a cluster. Two languages may have the same consonants, but each has its own rule to form a cluster. Indonesian and English, for instance, have the phonemes /p/, /s/, /l/. English allows the cluster /spl/ as in the words split and splash. On the contrary, in Indonesian there is no word which begins with /spl/. English also allows the phonemes /ktst/ occurring at end of a word as in the word texts, but in Indonesia it does not occur.

  Originally Indonesian has simpler system of consonant clusters than English. Indonesian had the phoneme /r/ which can be preceded by /p/, /t/, /k/, /b/, /d/, /s/, or /g/. Thus Indonesian has words such as praja, trasi, krupuk,

  drama, sri, and graha . Some words are borrowed from foreign languages (Aminoedin, 1984: 54).

  With modernization and contact with the Western languages Indonesian now have other clusters as well. Using “C” for consonants and “V” for vowels, the structure of a syllable in Indonesian is now as follows: V a-bu, a-bang CV pa-di, su-ci

  VC am-pun, um-pan CVC kan-cah, mam-pu CCV pra- ja, pri-a CCVC prak-tik, tram-pil

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  CCCV stri-ka, stra-tegi CCCVC struk-tur

  From the description and examples above we can see that the Indonesian syllables with two or more initial consonants are foreign in origin; they come from Sanskrit, Dutch, or English. There is no consonant cluster occurring at the end of a syllable or a word. This syllable structure will influence the mastery of the English consonant clusters, because the English consonant cluster is more complex than Indonesian consonant cluster.

  Here English and Indonesian Consonant Clusters are chosen as the topic because the writer would like to explore the similarities and differences between English and Indonesian consonant cluster especially for English learners. Among the languages, there can be similar and different sound- sequences in similar sound-arrangements. In the other words, two different languages can have similar sound arrangements, with similar and different sound-sequences in each of the similar sound arrangement. For example, both English and Indonesian have C-, CC-, and CCC-. This description tells us nothing about which specific sound sequences occur as C-, CC-, and CCC-.

  By analyzing the data and finally finding the answer, this research is aimed to give guidance and explanation for Indonesian students who learn English. In other words, it is expected that Indonesian student can understand the similarities and differences between English and Indonesian especially in their consonant cluster system.

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B. Problem Formulation

  Based on the above explanation, the problems of this study can be formulated as follows:

1. What are the permissible English consonant clusters? 2.

  What are the permissible Indonesian consonant clusters? 3. What are the similarities and differences between English and Indonesian consonant clusters?

  C. Objectives of the Study

  This chapter explains some objectives that are related to the problem formulation. According to the first problem above, the first objective is to explain English consonant clusters. The second is to explain Indonesian consonant clusters, and the last objective is to contrast English and Indonesian consonant clusters.

  D. Definition of Terms

  In order to avoid misleading interpretation in the process of analyzing the data, it is important to know some definition of linguistics terminologies.

  The terms that will be used in this analysis are consonant, cluster and consonant cluster.

  The first term is consonant, consonant according to Dr H. Schreuder in

  English Phonetics and Pronunciation is a speech-sound produced in such a

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  way that the air-stream on its way through the air channel meets with narrowing or complete closure.

  The second term is consonant cluster. According to Muslich (2008: 71), a combination of two or more consonantal phonemes which belong to one syllable is called a consonant cluster. Language differs from each other in their ways of forming a cluster. Two languages may have the same consonants, but each has its own rule to form a cluster.

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CHAPTER II THEORETICAL REVIEW A. Review of Related Studies Many scholars have conducted a study on consonant cluster. For

  example Eddy Goenarto analyzed part of English consonant and consonant cluster production, entitled

  “Differences in English Consonant and Consonant Cluster Production between Middle and Lower Socio Economic Class of The Elementary Schoo l in Surakarta”. The problem shows how the middle and the

  lower economic class students pronounce English consonant and clusters differ from the English of native speaker, the differences between middle and lower socio economic class students in their English pronunciation, and the factors that cause those differences. In doing his analysis he used data collection and data analysis. The data analysis used T-test for independent sample and he also needed an instrument to collect the data.

  In his study, for the first and second problems, he wanted to find out how the middle and lower socio economic class students pronounce the English consonant and clusters, and how their pronunciation differ from native English speaker. For the third problem, he tried to find out the differences between the middle socio economic and lower socio economic class students in their English pronunciation. And then in the last problem he tried to find out the possible problem causing those differences.

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  This current study is almost similar to the above since this study also discusses consonant cluster, but this study does not discuss how to pronounce the consonant and consonant clusters, it will discuss deeply and completely about consonant clusters especially in English and Indonesian including the comparison between English and Indonesian consonant clusters.

B. Review of Related Theories

  In this part the writer includes several theories from some linguists to analyze the object of the study in order to give limitation and help the writer to process the data and to draw a conclusion.

1. Consonant

  Consonant is a sound in speech, other than vowel, produced by a complete momentary stop page or constriction of the air stream in some part of the mouth cavity or by the lips as it passes from the lungs. (The mechanism for the production of the Indonesian sound is the same as that for English.

  The descriptions of the manner of forming consonants should take into account the following particulars: (i) the place of articulation, (ii) the manner of articulation, (iii) the state of vocal folds. The place of articulation refers to the articulatory mechanism which moves in our mouth thus playing a role in the production of the sound. (Daniel Jones, 1972:23)

  And then manner of articulation refers to the way the airstream is released. If it is released through the nose, the sounds are called nasals. If it is through the mouth, they are oral. If the oral sounds cause the emergence of an

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  air friction, they are called fricatives. If they are a combination of a stop and a fricative, they are referred to as affricates.

  The vocal folds have an important role as they determine whether a sound is voiced or voiceless. A sound is voiced when in its production, the vocal folds vibrate. Otherwise, the sound is voiceless. For example the sound such as [b] and [g] are voiced, while [p] and [k] are voiceless. Let see the table of English and Indonesia consonants.

  Table 2.1: Phonetic Features for English Consonants Source: English Phonetics & Phonology for Indonesians (Soenjono Dardjowidjodjo 2009: 103)

  Labial Inter- Alveolar Alveo- Palatal Velar Glotta Bilabi Labio- Dental palatal l al dental

Stops p t k ?

b d g Fricatives f θ s

  ʃ h v ð z ʒ

  Affricates t ʃ dʒ

  Nasals m n ŋ Lateral l Approxi w r y mant

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  Table 2.2: Phonetic Feature for Indonesian Consonants Source : English Phonetics & Phonology for Indonesians (Soenjono Dardjowidjodjo 2009: 50)

  Labial Alveo- Alveolar palatal Palatal Velar Glottal Bilabial Labio- dental Stop p t k b d g Fricatives f s x h

  ʃ z Affricates t

  ʃ dʒ Nasals m n ñ ŋ Lateral l Flap r Approximant w y

  From the table above, compared to English, there are English sounds which are not found in Indonesian. The English phonemes / and / ð/, for

  θ/

  instance, are not found in Indonesian. The English phonemes /f/ and /v/ are also problematic as they are not found in contrast in Indonesian. Although the letter <v> is found in Indonesian, the pronunciation is like /f/ or even /p/.

  /

  The English phonemes / and although found in Indonesian,

  ʧ/ ʤ/,

  are somewhat difficult for Indonesians learning English because these two sounds are not made in exactly the same way as their counterparts in English.

2. Arrangement

  According to Fries in English Phonetics has pointed out that “Each language has not only its own set of distinctive sound features; it also has a limited number of characteristic sequences of consonants and vowels which make up the structur al pattern of syllables words” (1969: 127).

  Fries was referring to the sound-sequence relations between

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  the consonant and vowel arrangements-sound-arrangements, such as are the abstractly symbolized in formulas like CV, CVC, etc.

  Arrangement is a formula notating all similar sequences in terms of “C” and “V” like the English CV- (in pit, knife, shut); CCVC- (in split, string, squirrel); -VC (in less, pit, splash); -VCCC ( in text, grasped, wisps).

3. Definition of Consonant Cluster

  According to Aminoedin, A.et.al. in his book Fonologi Bahasa

  Indonesia: Sebuah Studi Deskriptif. A consonant cluster can be defined as

  follows: A group or sequences of that appear together in a syllable without a vowel between them consist of the combination of two or three consonants (1984: 69).

  According to Soenjono Dardjowidjodjo in his book English

  Phonetics & Phonology for Indonesians , a consonant cluster is a combination of two or more consonantal phonemes which belong to one syllable.