English mispronunciation produced by radio Masdha announcers

ENGLISH MISPRONUNCIATION

PRODUCED BY RADIO MASDHA ANNOUNCERS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

By

LAKSMI ANINDITA Student Number: 134214012

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

ii

ENGLISH MISPRONUNCIATION

PRODUCED BY RADIO MASDHA ANNOUNCERS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

By

LAKSMI ANINDITA

Student Number: 134214012

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

v

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.

Yogkakarta, April 28, 2017

vi

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma Nama : Laksmi Anindita

Nomor Mahasiswa : 134214012

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

ENGLISH MISPRONUNCIATION

PRODUCED BY RADIO MASDHA ANNOUNCERS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal 28 April 2017

Yang menyatakan,

vii

Ya Allah, give ease to me,

do not make it difficult

viii

Babeh, Ibuk, Masnung, Dekma, Budhe Nuk

This all is for you

My very-best friends

Thank you for inspiring and caring me with love

Thank you for giving me a lot of crazy memories

ix

ACKNOWLEDGMENTS

Alhamdulillah. I praised to Allah SWT because of His helps and blessings I could complete my undergraduate thesis. Thank you for surrounding me with a lot of adorable people so I could learn much from them.

I would like to thank Babeh, Ibuk, Masnung, and Dikma for the material and immaterial support. Thank you for always supporting and praying for my best. Without you, I could not complete my study at all. I know that all the pressure is given to strengthen me.

I would express my gratitude to Scolastica Wedhowerti, S. Pd., M. Hum. who has guided me well and wisely from the beginning until the end of my thesis. I would also show my gratitude to Arina Isti’anah, S.Pd., M. Hum. for giving me a lot of suggestions I needed for my thesis.

I would extend my gratitude to Magdalintan Kalvari as the General Manager of Radio Masdha Jogja for the permission given to do the research to the respondents. I would also give my gratitude to Yohanes Juan Antony Sijabat as the Vice Manager and Bagas Tutuko Suryo Wibowo as the Announcer Coordinator that have helped me do the research. I do not forget to say thanks for Radio Masdha announcers of becoming my respondents all along.

For Budhe Nuk and the other Cik Di Tiro family, thanks for being my inspiration. You always believe me that I can do and finish my study well. You always open up my mind about how beautiful life is and I believe in that. I never regret my decision to be a part of yours in my first year.

x

TABLE OF CONTENTS

TITLE ... ii

APPROVAL PAGE ... iii

ACCEPTANCE PAGE ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v

STATEMENT OF ORIGINALITY ... vi

MOTTO PAGE ... vii

DEDICATION PAGE ... viii

ACKNOWLEDGEMENT ... ix

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

ABSTRACT ... xv

ABSTRAK ... xvi

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 3

C. Objectives of the Study ... 4

D. Definition of Terms ... 4

CHAPTER II: REVIEW OF LITERATURE ... 5

A. Review of Related Studies ... 5

B. Review of Related Theories ... 6

1. Phonetics ... 6

a. English Consonants ... 7

i. Place of Articulation ... 8

ii. Manner of Articulation ... 9

b. English Vowels ... 11

i. Front Vowels ... 11

ii. Central Vowels ... 11

iii. Back Vowels ... 12

c. English Diphthongs ... 12

d. Indonesian Consonants ... 14

i. Place of Articulation ... 14

ii. Manner of Articulation ... 15

e. Indonesian Vowels ... 16

f. Indonesian Diphthongs ... 17

2. Phonology ... 17

a. Rules for Combining Sounds ... 17

b. Variation in Pronunciation ... 18

c. Orthography ... 18

3. Error Analysis ... 20

a. Identification of Errors ... 21

xi

c. Explanation of Errors ... 22

d. Evaluating Errors ... 23

C. Theoretical Framework ... 23

CHAPTER III: METHODOLOGY ... 25

A. Object of the Study ... 25

B. Approach of the Study ... 26

C. Method of the Study ... 26

1. Data Collection ... 26

2. Data Analysis ... 27

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ... 30

A. Announcers’ Mispronounced Words ... 30

1. Consonant Sounds ... 30

a. Labiodental Fricative ... 30

b. Dental Fricative ... 32

c. Alveolar Oral Stop ... 34

d. Alveolar Fricative ... 36

e. Palatal Fricative ... 38

f. Palatal Affricate ... 38

g. Velar Oral Stop ... 38

2. Vowel Sounds ... 39

a. Front Vowel ... 39

b. Central Vowel ... 43

c. Back Vowel ... 43

3. Diphthongs ... 46

B. Possible Reasons of Mispronunciations ... 50

1. Consonant Sounds ... 50

a. Labiodental Fricative ... 50

b. Dental Fricative ... 51

c. Alveolar Oral Stop ... 52

d. Alveolar Fricative ... 52

e. Palatal Fricative ... 53

f. Palatal Affricate ... 53

g. Velar Oral Stop ... 54

2. Vowel Sounds ... 55

a. Front Vowel ... 55

b. Central Vowel ... 55

c. Back Vowel ... 56

3. Diphthongs ... 56

CHAPTER V: CONCLUSION ANDSUGGESTION ... 58

BIBLIOGRAPHY ... 60

APPENDICES ... 62

Appendix 1: Research Permit ... 62

Appendix 2: Questionnaire ... 63

Appendix 3: Questionnaire Results ... 66

Appendix 4: News ... 68

xii

Appendix 6:Announcer’s Phonetic Transcription ... 71 Appendix 7: Mispronunciation Summary ... 81

xiii

LIST OF TABLES

Table 2.1 English Consonants ... 7

Table 2.2 Indonesian Consonants ... 14

Table 2.3 Indonesian Spelling and Orthography ... 19

Table 3.1 Respondents’ Daily Language ... 26

Table 3.2 Respondents’ Study Program ... 27

Table 4.1 Mispronunciation of [v] ... 31

Table 4.2 Mispronunciation of [v] into [f] Word Lists ... 32

Table 4.3 Mispronunciation of [ð] ... 32

Table 4.4 Mispronunciation of [θ] ... 33

Table 4.5 Mispronunciation of [θ] into [t] Word Lists ... 34

Table 4.6 Mispronunciation of [wɪð] or [wɪθ] ... 34

Table 4.7 Mispronunciation of [t] ... 35

Table 4.8 Mispronunciation of [z] ... 36

Table 4.9 Mispronunciation of [z] into [s] Word Lists ... 37

Table 4.10 Mispronunciation of [i:] ... 39

Table 4.11 Mispronunciation of [i:] Word Lists ... 40

Table 4.12 Mispronunciation of [ɪ] ... 40

Table 4.13 Mispronunciation of [ɪ] Word Lists ... 41

Table 4.14 Mispronunciation of [e] ... 42

Table 4.15 Mispronunciation of [e] Words Lists ... 43

Table 4.16 Mispronunciation of [ɔ:] ... 44

Table 4.17 Mispronunciation of [ɔ:] Word Lists ... 44

Table 4.18 Mispronunciation of [ɑ:] ... 45

Table 4.19 Mispronunciation of [ɑ:] Word Lists ... 46

Table 4.20 Mispronunciation of [aɪ] ... 46

Table 4.21 Mispronunciation of [aɪ] Word Lists ... 47

Table 4.22 Mispronunciation of [eɪ] ... 48

Table 4.23 Mispronunciation of [eɪ] Words Lists ... 49

Table 4.24 Mispronunciation of [ju] ... 49

xiv

LIST OF FIGURES

Figure 2.1 English Vowel Chart ... 11 Figure 2.2 Indonesian Vowel Chart ... 16

xv ABSTRACT

ANINDITA, LAKSMI. English Mispronunciation Analysis Produced by Radio Masdha Announcers. Yogyakarta: Department of English Letter, Faculty of Letters, Sanata Dharma University, 2017.

This undergraduate thesis discusses mispronunciation produced by the

Radio Masdha announcers. The researcher chooses the announcers who are not from English Department also do not speak Javanese and Sundanese in their daily language. The researcher only focuses on those who use Indonesian as their daily language.

There are two problem formulations in conducting this research. The first is finding out what sounds which are mispronounced by the announcers. The second is finding out what the causes of the mispronunciation.

There were several steps used in the research. The first step was giving the questionnaires to the announcers. The researcher had eliminated 10 (ten) announcers from English Department also those who speak Javanese and Sundanese. Then, the researcher had asked the 10 (ten) other announcers to read an English news taken from BBC and they have been recorded. Next, the researcher heard the records and transferred it into the phonetic transcription. Last, the researcher analyzed what sounds are often mispronounced by the announcers.

Based on the analysis, the consonant sounds which are mispronounced by the announcers are [v] into [f], [ð] into [d], [θ] into [t], [d] into [n] and [s], [t] into [θ] and [s], [z] into [s], [l] into [r], [ʃ] into [s], [ɡ] into [ʒ], also [ʧ] into [s] and [f]. The vowel sounds which are mispronounced are [i] into [e] and [ə], [ɪ] into [ə], [æ] into [e] and [ʌ], [ə] into [ʌ] and [ɑ], [ʌ] into [ə], [ɔ] into [ɒ], [ʌ], [a], and [e], also [ɒ] into [ɔ] and [ə]. Furthermore, the diphthong sounds which are mispronounced are [eɪ] into [ɪ], [e], [æ], [a], and [ə], [aɪ] into [e] and [ɪ], also [ju] into [u] and [ʌ].

The mispronunciations happened because of the different sound inventory and phonological rules, especially in terms of orthography, between English and Indonesian. It also happened because of the announcers’ incorrect hypotheses and the inconsistent in implementing or using the sounds.

xvi ABSTRAK

ANINDITA, LAKSMI. English Mispronunciation Analysis Produced by Radio Masdha Announcers. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017.

Skripsi ini membahas tentang kesalahan pengucapan oleh penyiar Radio Masdha. Peneliti memilih penyiar yang bukan berasal dari Jurusan Bahasa Inggris serta berbicara Bahasa Jawa dan Sunda dalam kehidupan sehari-hari. Peneliti fokus kepada penyiar-penyiar yang menggunakan Bahasa Indonesia sebagai bahasa sehari-harinya.

Ada dua rumusan masalah yang diangkat di dalam skripsi ini. Yang pertama mencari tahu bunyi apa saja yang disalahucapkan oleh peyiar Radio Masdha. Yang kedua, mencari tahu apa penyebab dari salah pengucapan. Lalu, peneliti akan menyimpulkan kesalahan apa yang mereka hadapi.

Ada beberapa langkah yang dilakukan dalam skripsi ini. Yang pertama memberikan kuesioner kepada para penyiar. Peneliti telah mengeliminasi 10 (sepuluh) penyiar yang berasal dari Jurusan Bahasa Inggris serta berbicara Bahasa Jawa dan Sunda dalam kehidupan sehari-hari. Kemudian, peneliti meminta 10 (sepuluh) penyiar laiunnya untuk membacakan berita dan akan direkam. Setelah itu, peneliti akan mendengarkan rekaman dan mentransfernya ke dalam transkrip fonetik. Terakhir, peneliti akan menganalisis bunyi apa saja yang disalahucapkan oleh para penyiar.

Berdasarkan dari analisis, bunyi konsonan yang disalahucapkan oleh para penyiar yaitu [v] menjadi [f], [ð] menjadi [d], [θ] menjadi [t], [d] menjadi [n] dan [s], [t] menjadi [θ] dan [s], [z] menjadi [s], [l] menjadi [r], [ʃ] menjadi [s], [ɡ] menjadi [ʒ], serta [ʧ] menjadi [s] dan [f]. Bunyi vocal yang disalahucapkan adalah [i] menjadi [e] dan [ə], [ɪ] menjadi [ə], [æ] menjadi [e] dan [ʌ], [ə] menjadi [ʌ] dan [ɑ], [ʌ] menjadi [ə], [ɔ] menjadi [ɒ], [ʌ], [a], dan [e], serta [ɒ] menjadi [ɔ] dan [ə]. Selanjutnya, bunyi diftong yang disalahucapkan yaitu [eɪ] menjadi [ɪ], [e], [æ], [a], dan [ə], [aɪ] menjadi [e] dan [ɪ], serta [ju] menjadi [u] dan [ʌ].

Salah pengucapan terjadi karena perbedaan perbendaharaan bunyi dan aturan fonologi, terutama pada ortografi, antara Bahasa Inggris dan Bahasa Indonesia. Hal ini juga terjadi karena hipotesis yang kurang tepat dan penggunaan yang inconsisten.

1 CHAPTER I INTRODUCTION

A. Background of the Study

Nowadays, people become more aware and enthusiastic in learning English. People are aware that having a good English pronunciation is important because English is a lingua franca. It means that English is used by people with different mother tongues in order to facilitate the communication among them (Wardhaugh, 2006: 59).

Learning English can be everywhere. School is not the only place for learning English. There are some other ways to gain our English capability, especially for speaking skill. One of the examples is by listening an English program in radio. Although only providing sound, radio is still favorite because we can listen to the radio while doing other activities. Almost all radios now provide streaming so the listeners can listen to their favorite radio in a simple, easy, and affective way.

Nowadays, some local radios have English programs. In Swaragama, they have Easy English program by Karlina Kuning. Easy English is only a one-and-a-half-minute program. Here, Karlina shares some knowledge of how to use English in a correct way. The material can be basic grammar, pronunciation, idioms, and many more. MMTC Radio also has an English program named Chat Zone. This program invites the listeners to learn English in a fun way (http://radio.mmtc.ac.id). Sanata Dharma University itself has Radio Masdha. There is an English program

called International Area Special Friday. In this program, the announcers share some news in English. The news is taken from English news portals BBC.

To present the English program, the announcers have to know the materials and also how to pronounce English words well. It is because the announcers are those who communicate with the listeners. Once the announcers make a mistake, the listeners will know it. It can impact the radio station because the announcers are the radio representatives (Triartanto, 2010: 48). The radio station will be judged to be a not-good radio station.

Announcer recruitment in Radio Masdha is different from some big radio stations in Yogyakarta such as Geronimo and Swaragama. In Geronimo and

Swaragama, the announcers are recruited based on their skill and capability. Not in every year do they recruit new announcers. In Radio Masdha, the announcer recruitment is held every academic year. Radio Masdha recruits fresh year students who are interested in being radio announcers. The applicants do not necessary have a broadcasting skill to apply for Radio Masdha. It is because Radio Masdha holds staff regeneration every year, so the staff including the announcers will be changed every year.

Radio Masdha is expected to be a medium for the listeners to learn English in a different way. By listening to English news in International Area Special Friday program, the listeners can learn more about English pronunciation, dialogue intonation, sentence patterns, and many more. This can also help them when having English tests such as TOEFL, IELTS, or even English Capability Test (TKBI)

which is held for non-English students in Sanata Dharma University as their graduation requirement.

However, not all Radio Masdha announcers come from English Department. Thus, only some of them who have knowledge of how English words are pronounced. It is because they have Phonetics and Phonology class in their major. The announcers who do not come from English Department will find difficulties in delivering the English news. Not all announcers are used to be fluent in English. This problem will be the focus of the research about the English pronunciation among Radio Masdha announcers. The writer will contrast both Indonesian and English sound inventories. After understanding it, the writer will analyze the data based on the similarities and the differences in phonetics and phonology. Then the researcher will analyze the causes based on the orthography. Last, the researcher will conduct types of errors for each mispronunciation.

B. Problem Formulation

To help the research of this study, the researcher formulates the problems as follows:

1. What sounds are often mispronounced by Radio Masdha announcers in delivering an English news?

2. What is/are the cause (s) of the mispronunciation made by the announcers based on the types of errors approach?

C. Objectives of the Study

There are two objectives of the study from the problem formulation above. The first is the researcher will analyze what sounds which are often mispronounced by Radio Masdha announcers. The announcers will be asked to present English news and it will be recorded for further analysis.

Second, the researcher will conduct what the causes are from the mispronunciation made by the announcers. The researcher will analyze it based on English and Indonesian Phonology. Then, the researcher will conduct some possible reasons of the mispronunciations.

D. Definition of Terms

There are some terms to be used in this research. The terms will be explained in this section to avoid misunderstanding. The terms are pronunciation and Radio Masdha announcers.

First, pronunciation is a process in producing meaningful speech sound consciously articulated by the controlled friction of airstream. Sound itself is something that we produce by controlling our speech organs, such as lips, teeth, tongue, vocal tracts, and lungs (Kreidler, 2004: 22-3). There are three categories of sounds in English. There are consonant, vowel, and diphthong.

Second, Radio Masdha announcers are those who are listed in Radio Masdha staff branch 2015 and 2016. Not all Radio Masdha announcers will be the respondents. The respondents are chosen based on certain qualification through the questionnaires given to them.

5 CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Studies

In this section, the writer will share several researches and reviews about related studies. The studies are about English mispronunciation in Sundanese, Javanese, and Vietnamese.

In Raharjo’s undergraduate thesis (2010), it is shared how Sundanese native speakers in SMA Negeri 1 Kuningan mispronounce English consonants. At first, Raharjo analyzes the similarities and differences in English and Sundanese phonetic inventory. Then, he shares some mispronunciation by Sundanese speakers. One of them is about the labiodental fricative mispronunciations. There are two kinds of mispronunciation in this thesis. The first one is about consonant [f]. 70% from 20 respondents pronounce the consonant [f] well. However, the rest of them mispronounce it as [p] (Raharjo, 2010: 45). The second one is about consonant [v] mispronunciation. The research states that almost all of the respondents misinterpret [v] as [f]. Only 46,7% of the respondents who pronounce it well (Raharjo, 2010: 48-45).

A similar study is done by Luviya (2016) in her undergraduate thesis. She analyzes about the mispronunciation of English consonants by Javanese students. The respondents are Javanese students in English Letters of Sanata Dharma University. The result is quite similar to Raharjo’s. 53,33% students fail to pronounce [v] correctly. They mispronounce it as [f], such as [fælju] for the

word value[vælju:] and [æfərɪdʒ] for the word average [ævərɪdʒ] (Luviya, 2016:

36).

English phonetic inventory is not only different from Indonesian local language but also the other languages such as Vietnamese. Bui states in his research that there are some English sounds which do not exist in Vietnamese (2016: 125). It affects Vietnamese speakers in pronouncing English words. The study focuses on the mispronunciation of English interdental sounds [θ] and [ð]. For instance, four out of ten respondents pronounce [θ] as [t‘]. For [ð], it is often changed into [z] (Bui, 2016: 126).

In this study, the writer would like to have a similar study about pronunciation written by Raharjo, Luviya, and Bui. The research will focus not only in the consonant, but also on vowel and diphthong sound. Another difference is that the researcher will compare English phonetics inventory with Indonesians’. The data will be gained from the English news from BBC portal. The writer will also use some same theories about Phonetics, Phonology, and error analysis.

B. Review of Related Theories

Three theories are used in the study. They are Phonetics, Phonology, Error Analysis and Orthography.

1. Phonetics

Phonetics concerns with describing the speech sounds which occur in all languages in the world (Ladefoged and Johnson, 2011: 2). To learn about Phonetics, first we need to know how to identify the speech sounds. We use the

scientific description of speech sounds by Internal Phonetic Association (IPA) symbol. One alphabet symbol refers to only one sound and one sound refers to only one alphabet symbol. However, “each symbol can be used for a range of different but similar sounds” (Port and Leary, 2005: 928). In Phonetics, we will learn more about consonant, vowel, diphthong sounds. We learn the symbols and how to pronounce them.

a. English Consonants

As summarized from Ladefoged and Johnson, English consonant articulation is divided into three parts (2011: 10). The first one is labial articulation which occurs when using the lips. The second one is coronal articulation which uses the tip or blade of the tongue. The last one is dorsal which is occurs by the back of the tongue. Later, bilabial and labiodental include in labial articulation. While dental, alveolar, retroflex, and palate-alveolar include in coronal articulation. Velar includes in dorsal articulation. Palatal can include into coronal or dorsal articulation. It is based on a point to which we shall return.

Table 2.1 English Consonants (Fromkin, Rodman, and Hyams, 2014: 204) Place of Articulation

B il ab ia l L ab iod en tal In te rd en tal A lve ol ar P al atal V el ar G lott al M an n er of A rti cu lati on Oral Stop

Voiced b d ɡ

Voiceless p t k Ɂ

Nasal Stop

Voiced m n ŋ

Fricative

Voiceless f θ s ʃ h Affricate

Voiced ʤ

Voiceless ʧ

Glide

Voiced w j w

Voiceless Liquid (Voiced)

Central r

Lateral l

i. Place of Articulation

Bilabial, labiodental, dental, alveolar, retroflex, palate-alveolar, palatal, and velar are parts of place of articulation. The definition of each part will be explained as a summary from Ladefoged and Johnson (2011: 11-13) also Fromkin, Rodman, and Hyams (2014: 195-197).

Bilabial sounds occur when we made our lips come together. The sounds are [p], [b], and [m] as in the word pie, buy, and my. In labiodental, we raise the lower lip until it nearly touches the upper front teeth. The sounds are [f] and [v]. When we use our tongue tip and upper front teeth to produce sound, we will make dental sounds. Some people have the tip of the tongue protruding between the upper and lower front teeth while others may have it close behind the upper front teeth. For the sounds which the tongue position is between the teeth are called interdental sounds. The sounds are symbolized into [ð] and [θ]. The example is in the word thy[ðaɪ]and thigh[θaɪ].

In alveolar, we use the tip of the tongue or the blade of the tongue. The sounds that we produce are [t], [d], [n], [s], [z], [l], and [r]. We produce it use our tongue tip and the back of alveolar ridge. In palatal, our front part of the tongue is

raised toward the hard palate and makes [ʃ], [ʒ], [ʧ], [ʤ], and [j] sound. We can be able to feel the rush of cold air between the front tongue and the hard palate. These sounds can also be called as post-alveolar because they are made farther back in the mouth than an [s] sound.

In velar, our back part of the tongue is raised so that it touches the velum. The sound is symbolized into [k], [ɡ], and [ŋ]. The sound appears in the final sound of the word hack, hag, and hang. Last, in glottal, although it is classified as consonant, there is no restriction of the airflows. Glottal stands for the sound [Ɂ] and [h].

ii. Manner of Articulation

Manner of articulation is several basic ways in which articulatory gestures can be accomplished. In this term, the articulators may close off the oral tract in certain period, narrow the space considerably, or simply modify the shape of the tract by approaching each other. The theories of manner of articulation below are the summary from Ladefoged and Johnson (2011: 14-16) also Fromkin, Rodman, and Hyams (2014: 198-203).

Manner of articulation is divided into six parts. They are voicing features, stop, fricative, affricate, glide, and liquid. There are voiced and voiceless sound in the voicing features. Voiced sounds will be produced if the vocal cords are together. It makes the airstream forces its way and causes vibrate. It happens in the sound [b], [d], [ɡ], and [z]. On the contrary, voiceless sounds will be produced when the vocal cords are apart. The air can flow freely through the glottis. Voiceless sound is a category for [p], [t], [k], and [s] sounds.

Stop is a condition in which the articulators have a complete closure so that the airstream cannot escape through the mouth. Stop is defined into oral and nasal stop. When we have the oral stop, the soft palate is raised. It makes the nasal tract blocked off so the airstream is completely obstructed. The sounds are [p], [b], [t], [d], [k], and [ɡ]. In nasal stop the air is stopped in the oral cavity but the soft palate is down. Therefore, the airstream can go out through the nose. They are [m], [n], and [ŋ].

Fricative happen when the airstream is partially obstructed and turbulent airflow is produced. The sounds are [f], [v], [θ], [ð], [s], [z], [ʃ] and [ʒ]. For the [s] and [ʃ] sounds, they are sometimes called sibilants because of the higher-pitched sounds with a more obvious hiss. Affricate stands for the sounds which are produced by a stop closure and then followed immediately by a continual release of its closure. It consists of [ʧ] and [ʤ].

Liquids stand for the sounds which are produced by some obstruction of the airstream in the mouth. However, this obstruction is actually not enough to cause any real friction. It divides into lateral [l] and retoflex [r]. The last one is glide. Glide is a gesture in which one articulator is close to another but without the vocal tract being narrowed to such an extent that a turbulent airstream is produced. [j] and [w] are the sounds of approximant. While pronouncing [j] sound, our front tongue is raised toward the palatal area of the roof of the mouth. However, it does not come close enough for a fricative sound to be produced. In [w], we have the approximation between the lips and the velar region.

b. English Vowels

Figure 2.1 English Vowel Chart (Ladefoged and Johnson, 2011: 44)

i. Front Vowels

Front vowels occur when the highest point of the tongue is in the front of the mouth. The examples are heed [hi:d], hid[hɪd], head[hɛd], and had [hæd].

While pronouncing [i] in the word heed, tongue is fairly close to the palate. Since the tongue is close to the upper mouth, [i] is categorized as high front vowel. When the tongue is slightly less close to our palate, we will produce [ɪ] sound such as in the word hid[hɪd]. This sound is called a mid-high vowel.

Last, when we pronounce the word egg, head, and had, the tongue position is lower than those [i] and [ɪ] sounds. The sound [e] in the word egg is a mid-front vowel. [ɛ] in the word head is called a mid-low vowel, while the [æ] sound in the word had is called as a low front vowel. Those who have a lower [æ] may also have a slightly lower [ɛ], thus keeping the distances between [i], [ɪ], [ɛ], and [æ] approximately the same.

ii. Central Vowels

English speakers have [ʌ] sound. The example is in the word bud. In many forms of British English, these vowels maybe a little lower than in American English but still it is a part of low central vowel. Below [ʌ], there is [a]

sound. It is the lowest part of central vowel. The sound occurs in the word

thousand[θaʊzǝnd]. iii. Back Vowels

Back vowels occur when the tongue is close to the back surface of the vocal tract. Back vowels are defined into three categories. They are high back vowel, mid-high back vowel, and low back vowel.

The high back vowel occurs when the back part of the tongue is in the highest position as shown in the sound [u] for the word food. When the back part of the tongue may be near enough to the palate, then we will produce [ʊ] sound such as in the word good. However, in pronouncing a low back vowel, the back part of the tongue is in the lowest position. It occurs when we pronouncing [ɑ] in the word father.

Most of British English speakers have an additional vowel. They distinguish between the vowels [ɑ], [ɒ], and [ɔ] as in balm, bomb, and bought. The sounds are [bɑm], [bɒm], and [bɔ:t]. It results in a different number of vowel qualities. The additional vowel [ɒ] is more back and slightly more rounded than [ɑ].

c. English Diphthongs

Diphthong is a two-vowel comes together and one of them has a change in quality during the syllable (Ladefoged and Johnson, 2011: 306). The difference of the two vowel qualities can be indicated by writing the ‘nonsyllabic’ diacritic symbol under the less one.

All the diphthong explained are the summary from Ladefoged and Johnson (2011: 92-93). The first diphthong is [aɪ]. It moves toward a high front vowel. However, in most forms of English, [aɪ] does not go much beyond a mid -front vowel. Next, there is [aʊ]. [aʊ] usually starts with a very similar quality to that beginning of [aɪ]. These two diphthongs start from more or less low central vowel position, midway between [ӕ] and [ɑ] and also closer to [ʌ] than to any other vowels.

Most BBC English speakers and many Midwestern Americans have a smaller diphthong [eɪ] starting closer to [ɪ] sound. The diphthong [oʊ] is in the back counterpart of [eɪ]. In most British English forms, the movement is more in the front-back dimension. Some of them make this vowel start near [ɛ] and end little higher than [ʊ].Another is [ɔɪ]. This diphthong does not end in a very high vowel. It often ends with a vowel similar to [ɛ].

The last diphthong is [ju]. It is different from the other diphthongs. Many linguists do not consider [j] as a vowel but a consonant. Ladefoged and Johnson consider [ju] as diphthong because of the way it patterns in English. Historically, it is a vowel. In simple way, in British English, do and due are pronounced differently. Do is pronounced as [du] while due is pronounced as [dju]. However, there are no English sound formation making [pje], [kjӕ], or any combination of stop plus [j] before any other vowel.

d. Indonesian Consonants

Table 2.2 Indonesian Consonants (Chaer, 2012: 116-120) Place of Articulation

B il ab ia l L ab iod en tal A lve ol ar P al atal V el ar G lott al M an n er of A r ti cu lati on Oral Stop

Voiced b d g

Voiceless p t k Ɂ

Nasal Stop

Voiced m n ñ ŋ

Fricative

Voiced v z ʒ*

Voiceless f s ʃ x h

Affricate

Voiced ʤ*

Voiceless ʧ*

Glide

Voiced w j* w

Liquid (Voiced)

Central r

Lateral l

*Note: The quality of English [ʒ], [ʤ], [ʧ], and [j] is different from the Indonesian’s.

i. Place of Articulation

Place of articulation is also called as point of articulation. It is a place where the consonant sounds are produced. Indonesian’s consonants are categorized into six parts.

Bilabial is for the consonants which are produced by the upper and lower lips. The sounds are [b], [p], [m], and [w] as in the Indonesian words pita, baru,

mulut, and wajah. Labiodental is the consonants produced when the upper teeth contact with lower lip. [f] and [v] stand for labiodental.

Another category is alveolar. It is for the sounds which produced by raising the tip of the tongue into the alveolar ridge. The sounds are [t], [d], [s], [z], [n], [r], and [l]. In the palatal, has six sounds. They are [ñ], [ʒ], [ʃ], [ʤ], [ʧ], and [j]. The English sounds of [ʒ], [ʤ], [ʧ], and [j] have different quality with the Indonesian’s. Some Indonesian linguists consider English [ʒ] and [ʤ] as Indonesian [j], English [ʧ] as Indonesian [c], and English [j] as Indonesian [y].

Indonesian velar is quite similar with the English’s. The sounds are produced in the back part of the tongue and the velum. The sounds are [k], [ɡ], and [ŋ]. Indonesian also has [x] sound in the velar inventory. It equals to the English [ks]. The last one is glottal. There are only two sounds appear in this part. They are [Ɂ] and [h].

ii. Manner of Articulation

Manner of articulation is more about how the airstream deals toward the consonant sound production. It is divided into five categories. They are stop, fricative, affricate, liquid, and glide.

Stop is divided into oral and nasal stop. Oral stop is when the air flow is blocked. They are [p], [b], [t], [d], [k], and [ɡ]. The other is nasal stop. It occurs when the air flows is blocked in the mouth but can escape via the nose. The sounds are [m], [n], and [ŋ].

Fricative happen when the airstream is a little obstructed and a soft airflow is produced. The sounds are [f], [v], [s], [z], [ʃ], [ʒ], [x], and [h]. On the other hands, affricate stands for the sounds produced when the oral cavity has a

stop closure followed by a continual release. It consists of [ʧ] and [ʤ] or Indonesian [c] and [j].

Liquid is divided into two categories. They are central and lateral. The sounds are [r] and [l]. Last is glide. It is a gesture when the active and passive articulator create a space which similar to producing vowel sound. It consists of [w] and English [j] or Indonesian [y].

e. Indonesian Vowels

Another Indonesian sound is vowel. Vowel usually classified based on the tongue positions and the mouth shapes. The chart below is a chart of Indonesian vowels.

Figure 2.2 Indonesian Vowel Chart (Chaer, 2012: 114)

Vertically, there are three vowel categorizes. They are close, mid, and open vowel. Close vowel consists of [i] and [u]. In the mid vowel, Indonesian has [e] and [ǝ]. Last, in the open vowel there is [a] sound. On the other hands, horizontally, Indonesian vowels also categorized into three. They are front, central, and back vowel. [i] and [e] are classified into front vowel while [ǝ] is categorized into central vowel. In the back vowel, there are [u] and [o]. The back

vowel can be also named as rounded vowel. It is because the mouth creates a round shape when producing these sounds.

f. Indonesian Diphthongs

In his book, Chaer mentions that Indonesian has a raised diphthong category. It is called a raised diphthong because when the second vowel is pronounced, the tongue position is higher than the first vowel sound. There are only four sounds of Indonesian diphthongs. They are [ai], [əɪ], [oi], and [au] which appear in the word gulai [gulai], esei [esəɪ], sekoi [sekoi], and pulau

[pulau].

2. Phonology

If Phonetics concerns with the sound symbol, Phonology concerns with the symbolic perspective on the sound. It shares the idea behind a transcription which is the variability and continuity of speech. Phonology can be explained further into three points as a summary from Odden (2013: 9-11).

a. Rules for combining sounds

“In any language, certain combinations of sounds are allowed, but other combinations are systematically impossible” (Odden, 2013: 10). The example is English has the word brick pronounced as [bɹɪk] but English does not have [blɪk]

for the word blick. This example states that not every logically possible combination of sounds is found although it follows the rules of English Phonology.

b. Variations in pronunciation

The example of variations in pronunciation occurs in English plural nouns. Basically, to make plural nouns we simply add the suffix –s/es. However, if we take a look into based on Phonology, we will find out certain sound variations in the suffix –s/es. For nouns ended with voiced alveolar fricatives, the suffix –s/es sound will be [z]. For nouns ended with voiceless alveolar fricatives, it will create [s] sound for the suffix –s/es. Lastly, for nouns ended with hissing sounds, the suffix –s/es sound will be [əz].

c. Orthography

In English, the way we pronounce a sound might be different from the letters written. It is because English orthographic system is a morphophonemic system (Sipra, 2013: 117). English orthography can mislead the reader. In English, orthography is divided into five parts. They are same spelling with different pronunciation, different spelling but some vowel pronunciations, different spelling but same pronunciation, same spelling and pronunciation but different meanings, and words with silent consonants.

The example of the words with same spelling but different pronunciations is the words containing ‘ch’. It appears in the word chair,

chemistry, chamber, and champagne. In the word chair and chamber, ‘ch’ is

pronounced as [ʧ]. In the word chemistry, ‘ch’ is pronounced as [k] while in the

word champagne, it is pronounced as [ʃ].

The next is the words with different spelling but same vowel pronunciations. The example of the words are heavy, any, bury, and said. ‘ea’ in

the word heavyis pronounced as [e], ‘a’ in the word any is also pronounced as [e]. It also occurs for the letter ‘u’ in the word burryand ‘ai’ in the word said are also pronounced as [e].

The other case is the words with different spelling but same pronunciations. Hear and here are the examples of two words which have different spelling but the pronunciations are the same. They are pronounced as [hɪə]. It also happens in the words right and write. Both of them are pronounced as [raɪt] even the spellings are different.

Bank is the example of the words which have same spelling and pronunciation but have different meanings. The word bank can refer to the land along the side of a river or a hard substance. Another example is the word left. The first meaning of left is towards the side of your body to west when you face north. The other meaning is went away from a place (past participle of the word

leave).

The last one stands for the words with silent consonants. In the words

subtle, asthma, often, write, and gnaw, the bold letters hardly pronounced. This also happens in the words plumber, wrong, handkerchief, and island. The bold letters in the words are hardly pronounced as well.

However, based on Chaer, the spelling and pronunciation in Indonesian do not have any significant difference. The further analysis will be explained on the table.

Table 2.3 Indonesian Spelling and Orthography (Chaer, 2012: 138-139) Phoneme Allophone Grapheme

/p/ [p] <p>

/m/ [m] <m>

/w/ [w] <w> and <u> /f/ [f] <f> and <v> /d/ [d] and [t] <d>

/t/ [t] <t>

/n/ [n] <n>

/l/ [l] <l>

/r/ [r] <r>

/z/ [z] <z>

/s/ [s] <s>

/f/ [f] <sy> /ñ/ [ñ] <ny> /ʒ/ [ʒ] <j> /ʧ/ [ʧ] <c>

/j/ [j] <y> and <i> /ɡ/ [ɡ] <g> and <k>

/k/ [k] <k>

/ŋ/ [ŋ] <ng>

/x/ [ks] <kh>

/h/ [h] <h>

/Ɂ/ [Ɂ] <k> and <Ø> /i/ [i] and [ɪ] <i> /e/ [e] and [ɛ] <e>

/ə/ [ə] <e>

/u/ [u] and [ʊ] <u> /o/ [o] and [ɔ] <o>

/a/ [a] <a>

/aw/ - <au>

/ay/ - <ai>

/oy/ - <oi>

/ey/ - <ei>

3. Error Analysis

Error in pronunciation may lead into unintelligibility (Hoffmann and Siebers, 2009: 50). It means that the mispronunciation can cause misunderstanding. The listeners may not recognize what the speaker means because of the mispronunciation. Thus, error analysis is a tool to investigate how the learners obtain an L2. Corder states that the errors provide the researcher with

evidence of how language was learnt (in Ellis, 2008: 45). He also states that the errors are served as devices by the learner who discover the rules of the target language (TL).

a. Identification of Errors

Error is a situation when the deviation arises as a result of lack of knowledge or competence. On the other hand, mistake is reflecting processing failures as a result of competing plans, memory limitations, and lack of automaticity. To illustrate, some learners will have no difficulty in making simple sentence such as ‘My sisters are older than me.’ However, they still make mistake when changing the sentence into ‘My three sister are older than me.’

The final issue is whether infelicitous uses of the L2 should be considered as erroneous or not. The example of this issue is in the sentence taken from Ellis ‘One day an Indian gentlemen, a snake charmer, arrived in England. He was coming from Bombay.’ (2008: 49). The proper grammar choice should be ‘had come’. The word ‘was coming’ is considered as the speaker wishes to emphasize the action duration.

It is important to acknowledge the interpretation. As Corder states that there are three types of interpretation. They are summarized from Ellis (2008: 49). The first one is normal interpretation which occurs when the analyst is able to assign meaning of the utterance on the basis of TL. The second one is an authoritative interpretation. It involves in asking the learner to say what the utterance means so that the researcher creates an authoritative reconstruction. The last one is plausible interpretation. It can be obtained by referring to the context in

which the utterance was produced. It can be also by translating the sentence into the learner’s L1.

b. Description of Errors

The description involves a comparison of the learner’s idiosyncratic utterance with its reconstruction in the TL with a baseline corpus of native-speaker language. Corder distinguishes three types of error according to their systematicity as mentioned in Ellis (2008: 51).

i. Pre-systematic errors happen when the learners do not aware of the existence of certain rule in the TL.

ii. Systematic errors happen when the learner has discovered a rule but it is the wrong one.

iii. Post-systematic errors happen when the learners have already known the correct TL rule but use it inconsistently.

c. Explanation of Errors

Taylor points out that one of the error source may be psycholinguistic, sociolinguistic, epistemic, or may reside the discourse structure (in Ellis, 2008: 53). In psycholinguistics, it concerns with the nature of the L2 knowledge system and the learners’ difficulties while using it in production. Sociolinguistic sources are about the learners’ ability to adjust their language in accordance with the social context. Epistemic sources concern the learners’ lack of knowledge. The last one is discourse sources gain the problems in the organization of information into a clear text.

Dulay and Burt share other opinion about the errors. They classify the errors into three categories as mentioned in Ellis (2008: 53). They are developmental, interference, and unique. Developmental is for the errors that are similar to Li acquisition. Interference is for the errors that reflect the structure of L1. Last, unique is for the errors that are neither developmental nor interference. d. Evaluating Errors

Error evaluation considers the effect that errors have on the addressee. It can be measured from the addressee’s affective response to the errors. The error evaluation studies design involves decisions on “who the addressees will be, what errors they will be asked to judge, and how they will be asked to judge them” (Ellis, 2008: 56).

C. Theoretical Framework

This research investigates the mispronunciations made by Radio Masdha

announcers in pronouncing English news from bbc.com. There are two main discussions in the research. The first is what are the mispronounced sounds made by the announcers and the second is the causes of the mispronunciations.

To solve the first question, the researcher uses the theory of English Phonetics by Ladefoged and Johnson also Fromkin, Rodman, and Hyams to transcribe and analyze the mispronunciations. The researcher uses all of the three sound inventories in English. They are consonant, vowel, and diphthong.

In answering the second question, the researcher uses Phonology in English and Indonesian also the error analysis. The researcher focuses more in the

English and Indonesian orthography. English orthography is not really strong. It means that the grapheme and the phoneme can be different. There is no such a fix rule in between the grapheme and the phoneme. It will not be a problem for native speakers. However, it can be a problem for those who use English as their second or foreign language. In Indonesia, English is included into a foreign language. Indonesian has almost no differentiation between its grapheme and phoneme. Having this issue makes Indonesian speakers face difficulties in pronouncing English words because of the different grapheme and phoneme.

After analyzing by comparing the differentiations, the researcher conducts several possible reasons that makes the announcers mispronounced the English words in delivering the news. It is expected that all theories can be used to answer the research problems.

25 CHAPTER III METHODOLOGY

A. Object of the Study

The object of this study is English mispronunciation produced by Radio Masdha announcers. Radio Masdha is a campus radio which has been formed into a PT. (Inc.). Radio Masdha is chosen although it is a professional company, the employees are still in the first and second year of Sanata Dharma University students. Almost all of the announcers are also not from the English Department.

Radio Masdha also has an English program called International Area Special Friday (IASF). In this program, the announcers will share news and information in English. This can help the listeners to gain their English skill in listening, speaking, and also writing.

The news is taken from bbc.com as a main portal for IASF program material. The headline of the news is ‘The Fate of the Furious breaks global box office record’. The news released on April 17, 2017 as it appears as the newest headline in bbc.com. The phonetic transcriptions are based on Longman Dictionary of Contemporary English for Advanced Learners. The researcher will focus on all mispronunciations in all sounds which appears in all positions. It is noted that some vowels will be changed into schwa in the unstressed syllable. Thus, neither vowel changes into schwa nor schwa changes into vowel are not categorized as a mispronunciation. It is included in intonation and tone which are prosodic or suprasegmental.

B. Approach of the Study

This research about mispronunciation in Radio Masdha uses a phonological approach. The researcher asks the announcers to read an English news which will be analyzed further based on the phonological rules.

In gaining the data, the researcher assumes that the non-English Department announcers would make some mispronunciation in delivering the news. It is because those announcers do not learn English Phonetics. The English Department students are assumed for having no mispronunciation because they have Phonetics in their course. The record and the transcription are the data to support the hypotheses.

C. Method of the Study 1. Data Collection

This study applies a purposive sampling method meaning that the researcher will create certain requirement in choosing the respondents. The researcher asks all of Radio Masdha announcers to fill in the questionnaires, then the researcher goes further with the chosen announcers to record the news.

Table 3.1 and Table 3.2 are the list of the respondents based on their background.

Table 3.1Respondents’ Daily Language No. Language Use Total

1. Indonesian 20

2. Javanese 4

Table 3.2Respondents’ Study Program No. Study Program Total

1. English Letters 6

2. English Language Education 1

3. Management 3

4. Accounting 1

5. Economics Education 1 6. Guidance and Counseling 1

7. Math Education 2

8. Psychology 3

9. Information Technology 1 10. Indonesian Letters 1

The primary data will be the records from Radio Masdha announcers. The news is given to the respondents to be read. The writer will listen and record the news. Next, the writer will analyze the record.

2. Data Analysis

The analysis had been done step by step. The first step was giving the questionnaires to the announcers. The questionnaire contains their broadcasting name, origin, daily language, major, and 10 (ten) questions using Likert scale. The questions were about how often and fluent they use Indonesian and English.

The researcher eliminated 6 (six) announcers from English Letters Department and 1 (one) announcer from English Language Education Study Program. The researcher also eliminated those who speak Javanese and Sundanese in their daily life. They were all 4 (four) announcers. One of them takes English Letters Department for his major, so the researcher eliminated 3 (three) more announcers based on their daily language.

Those who did a recording were 10 (ten) announcers. They were 3 (three) from Management, 1 (one) from Math Education, 3 (three) from Psychology, 1

(one) from Guidance and Counseling, 1 (one) from Economics Education, and 1 (one) from Indonesian Letters.

The purpose of eliminating the English Department students was because they have already known about English Phonetics. They also get used to use English as their daily conversation, at least when they are in the classroom, so that they will know how to pronounce the words well. The purpose of eliminating Javanese and Sundanese speakers was because the researcher does not put in Javanese and Sundanese phonetic and focus more in Indonesian phonetic.

The researcher had asked the announcers to read a news and been recorded. The total words appear in the text is 151 words. The words are grouped into 39 sounds. Each recording process took for about two minutes. The first one minute was for the announcer read the text and the second one minute was for the recording. The researcher focus on the sound mispronunciation in all sound position.

The researcher had transferred the news into the phonetic transcription to make it easier in comparing between the correct and the announcers’ pronunciation. The number and currency form was changed into word form to ease the analysis. The researcher used lingorado.com to help transferring the transcription. Next, the researcher listened to the records and transferred it into the phonetic transcription. To make the transcriptions correct, the researcher tries to compare the sounds produced by the announcers and the sounds from www.ldoceonline.com. Last, the researcher will analyze what sounds are often mispronounced by the announcers and the reason why.

In the Chapter IV, the researcher will show the sounds which are mispronounced by the announcers. Some data will be put in the table. The table consists of the list of announcers, the sound position in the syllable (if the sound appears in more than one position), the mispronunciation frequency, and the mispronunciation percentage.

The mispronunciation percentage of each sound position will be formulated as below:

=Ʃ _Ʃ � _� � %

Later, the researcher will show the mispronunciation total percentage. The total percentage will be taken as the formulation below:

=Ʃ _Ʃ � %

To support the data recording and analysis, the writer used a pair of Skullcandy Ando headset with a microphone, a Windows 10 Enterprise 64-bit Dell Inspiron 3442 and Western Digital Elements SE 500GB Portable USB 2.0 Hard Drive as the data mass storage, also Voice Recorder Version 20.1.81-16 in Samsung Galaxy J5 to record the data.

30 CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

In this chapter, the researcher shares the data taken from Radio Masdha

announcers. The researcher will divide this chapter into two main parts based on the problem formulation. The first is about the list of mispronunciation sounds made by Radio Masdha announcers. The researcher will list what sounds mispronounced by each announcer. The second is about some possible reasons which create mispronunciations. The researcher will conduct why the announcers mispronounced the sounds.

There are 10 (ten) announcers who did a recording. The news given to the announcers can be seen in Appendix 4: News. The news’s transcription can be seen in Appendix 5: News’s Phonetic Transcription. The summary of the announcers’ pronunciation can be seen in Appendix 7: Mispronunciation Summary. In the recording, there is no mispronunciation of [b], [p], [m], [w], [n], [r], [l], [k], [ŋ], [f], [u:], [ʊ], [aʊ], and [ɔɪ].

A. Announcers’ Mispronounced Sounds 1. Consonant Sounds

a. Labiodental Fricative

There are two sounds in the labiodental fricative. [v] is the voiced labiodental fricative and [f] is the voiceless labiodental fricative. In producing [f], there was no announcer who did a mistake in pronouncing the sound. [v] appears

in the initial position nine times and in the final position three times. The data can be seen in the table below.

Table 4.1 Mispronunciation of [v]

Announcer Sound

Position Frequency Percentage

Total Percentage

A Initial 1 11.11% 5.56%

Final - 0%

B Initial - 0% 0%

Final - 0%

C Initial - 0% 0%

Final - 0%

D Initial - 0% 0%

Final - 0%

E Initial - 0% 0%

Final - 0%

F Initial - 0% 50%

Final 3 100%

G Initial 1 11.11% 55.56%

Final 3 100%

H Initial - 0% 0%

Final - 0%

I Initial 1 11.11% 5.56%

Final - 0%

J Initial - 0% 0%

Final - 0%

From the data above, it can be concluded that six announcers did not make any mispronunciation. From the data, it can also be seen that almost two announcers mispronounced all of [v] sound which appears in the final position into [f] and three announcers mispronounced it in the initial position.

The word contained [v] which is mispronounced by Announcer F and G is

five [faɪv]. Both Announcer A and G mispronounced one if the word seven

[sevən] in the news. Last, Announcer I mispronounced [v] into [f] in the word

previous [priːviəs]. The list of the mispronunciation words can be seen in the Table 4.2.

Table 4.2 Mispronunciation of [v] into [f] Word Lists

Words IPA Notes

previous [pri:viəs] Mispronounced by one announcer.

five [faɪv] Mispronounced by two announcers.

seven [sevən] Mispronounced by two announcers. b. Dental Fricative

The first dental fricative sound is [ð]. It is included in the voiced dental fricative. In the news, [ð] only appears in the initial position. It appears 16 times. [ð] appears in the word the [ðǝ], or [ðɪ] if it is followed by vowel sounds. There were some announcers who mispronounced [ð] into [d]. The data are listed in the table below.

Table 4.3 Mispronunciation of [ð]

Announcer Frequency Total

Percentage

A - 0%

B - 0%

C - 0%

D 8 50%

E 16 100%

F 16 100%

G 16 100%

H 3 18.75%

I - 0%

J - 0%

There were five announcers who did not make any mispronunciation. Then, there was one announcers which the mispronunciation equals to 18.75% and one equals to 50%. Last, there were three announcers who mispronounced all [ð] into [d].

The other dental fricative sound is [θ] which stands for the voiceless one. [θ] appears three times in the initial position and once in the final position. Some announcers mispronounced [θ] into [t]. The data are in the table below.

Table 4.4Mispronunciation of [θ]

Announcer Sound

Position Frequency Percentage

Total Percentage

A Initial 3 100% 50%

Final 0 0%

B Initial 2 66.67% 33.33%

Final 0 0%

C Initial 2 66.67% 33.33%

Final 0 0%

D Initial 2 66.67% 33.33%

Final 0 0%

E Initial 1 33.33% 16.67%

Final 0 0%

F Initial 2 66.67% 33.33%

Final 0 0%

G Initial 1 33.33% 16.67%

Final 0 0%

H Initial 1 33.33% 16.67%

Final 0 0%

I Initial 0 0% 0%

Final 0 0%

J Initial 1 33.33% 16.67%

Final 0 0%

From the data above, there was one announcer who did not make any mispronunciation. The other four announcers’ mispronunciation equals to 16.67%. Four announcers’ mispronunciation equals to 33.33% and the last one equals to 50%. From the data, it can also be seen that the announcers only mispronounced [θ] which appears in the initial position into [t]. There were no announcer who mispronounced [θ] when it is in the final position.

Table 4.5Mispronunciation of [θ] into [t] Word Lists

Words IPA Notes

30 (thirty) [θɜ:ti] Mispronounced by three announcers.

thriller [θrɪlə] or [θrɪlər] Mispronounced by five announcers.

thousand [θaʊzand] Mispronounced by seven announcers.

This mispronunciation also happened in the word with which appears twice in the news. Based on Longman Dictionary of Contemporary English the word could be pronounced as [wɪð] or [wɪθ]. However, some announcers pronounced into [wɪt]. It can be seen in the table below.

Table 4.6 Mispronunciation of [wɪð] or [wɪθ]

Announcer Frequency Total

Percentage

A 2 100%

B 2 100%

C 0 0%

D 2 100%

E 1 50%

F 1 50%

G 2 100%

H 0 0%

I 0 0%

J 0 0%

From the data above, there were two announcers who mispronounced the sound into [t] once. There were also four announcers who mispronounced it for the whole times. On the contrary, there were four announcers who did not mispronounce the sound.

c. Alveolar Oral Stop

The voiced alveolar stop [d] appears in the initial position 13 times and final position 23 times. While reading the news, only Announcer I who mispronounced [d]. Announcer I mispronounced [d] into [n] and [s]. Both of the

mispronunciations occurred in the final position of [d]. First, in the word

worldwide [wɜ:ldwaɪd]. The announcer mispronounced the second [d] into [n]. The second is in the word podcast [pɒdkɑ:st]. The announcer mispronounced the [d] into [s].

The voiceless alveolar stop [t] appears in the initial position 25 times, middle position 6 times, and final position 15 times. The data is listed in the table below.

Table 4.7 Mispronunciation of [t]

Announcer Sound

Position Frequency Percentage

Total Percentage A

Initial - 0%

2.22%

Middle - 0%

Final 1 6.67%

B

Initial - 0%

0%

Middle - 0%

Final - 0%

C

Initial - 0%

2.22%

Middle - 0%

Final 1 6.67%

D

Initial - 0%

0%

Middle - 0%

Final - 0%

E

Initial - 0%

0%

Middle - 0%

Final - 0%

F

Initial - 0%

0%

Middle - 0%

Final - 0%

G

Initial - 0%

0%

Middle - 0%

Final - 0%

H

Initial - 0%

0%

Middle - 0%

Final - 0%

I

Initial 2 8%

9.33%

Middle - 0%

J

Initial - 0%

0%

Middle - 0%

Final - 0%

From the table, it can be seen that there were three announcers mispronounced [t] when it appears in the final position. There was also one announcer who mispronounced [t] when it appears in the initial position twice. Announcer A mispronounced [t] which appears in the word eight. The word should be pronounced as [eɪt]. However, Announcer A pronounced it into [θ]. On the other hands, Announcer C mispronounced [ɪt] into [ɪs].

The announcer who often made mispronunciation in the sound [t] is Announcer I. In the initial position, Announcer I mispronounced the second [t] sound in the word estimated [estɪmeɪtɪd] into [n]. Announcer I also mispronounced the first [t] sound in the word latest[leɪtɪst] into [s]. Not only [t] which appears in the initial position but also in the final position did Announcer I mispronounce. Announcer I mispronounced eight [eɪt] into [eɪks] and podcast

[pɒdkɑːst] into [s]. d. Alveolar Fricative

In alveolar fricative, there are [z] and [s] sounds. The most mispronounced sound among another is [z]. The sound only appears in the final position eight times. Almost all of the announcers mispronounced [z] into [s]. The data are listed in the next table.

Table 4.8 Mispronunciation of [z]

Announcer Frequency Total

Percentage

A - 0%

C 1 12.5%

D 2 25%

E 2 25%

F 1 12.5%

G 5 62.5%

H 2 25%

I - 0%

J 5 62.5%

From the data above, it can be concluded that there were two announcers who did not make any mispronunciation. Announcers who often made the mispronunciation were Announcer G and J. Their pronunciation equals to 62.5%. It was followed by Announcer B whose mispronunciation equals to 50%. Announcer D and E’s mispronunciation equals to 25 %. Last, Announcer DC anf F’s mispronunciation equals to 12.5%. The list of the mispronunciation words can be seen in the table below.

Table 4.9 Mispronunciation of [z] into [s] Word Lists

Words IPA Notes

$ (dollars) [dɒləz] Mispronounced by three announcers.

franchise [frænʧaɪz] Mispronounced by seven announcers.

strongest [strɒŋgəz] Mispronounced by one announcer.

was [wɒz] or [wəz] Mispronounced by two announcers.

Another alveolar fricative sound is [s] which stands for the voiceless one. [s] appears 16 times in the initial position, five times in the middle position, and 23 times in the final position. The mispronunciation itself only occurs once in each initial and middle position. Announcer B mispronounced [s] in the word

seven [sevən] into [z] while Announcer I mispronounced [z] in the word podcast

e. Palatal Fricative

[ʃ] and [ʒ] are included in palatal fricative. The mispronunciation of palatal fricative occurred only for the [ʃ] sound. The sound only appears in the initial position twice. Announcer C mispronounced it into [s] once in the word

sharply [ʃɑ:pli].

f. Palatal Affricate

Both [ʤ] and [ʧ] in the palatal affricate are seldom mispronounced by the announcers. [ʤ] appears once in the news. It occurs in the initial position in the word marginally [mɑːʤɪnəli]. There were two announcers who mispronounced the sound [ʤ]. Announcer A mispronounced [ʤ] into [ʒ] and Announcer B mispronounced [ʤ] into [ɡ].

On the other hands, the sound [ʧ] appears twice in the news. Both of them are in the word franchise [frænʧaɪz]. Announcer H mispronounced [ʧ] into [s] twice while Announcer I and J mispronounced it once. Whereas, Announcer I mispronounced the other [ʧ] in the word franchise into [f].

g. Velar Oral Stop

In alveolar fricative, there are [ɡ] and [k] sounds. The mispronunciation of alveolar fricative appears in the sound [ɡ]. The sound appears only in the initial position four times. There were three announcers who mispronounced [ɡ] sound. Announcer A and C mispronounced [ɡ] in the word strongest [strɒŋɡəz] into [ʒ].

2. Vowel Sounds a. Front Vowel

The first front vowel mispronunciation is the high front vowel [i]. The sound appears in the initial position once, middle position six times, and final position 21 times. There were two mispronunciations in this sound. The data are listed in the table below.

Table 4.10 Mispronunciation of [i:]

Announcer Sound

Position Frequency Percentage

Total Percentage A

Initial - 0%

1.59%

Middle - 0%

Final 1 4.76%

B

Initial 1 100%

40.48%

Middle 1 16.67%

Final 1 4.76%

C

Initial - 0%

12.7%

Middle 2 33.33%

Final 1 4.76%

D

Initial - 0%

1.59%

Middle - 0%

Final 1 4.76%

E

Initial - 0%

1.59%

Middle - 0%

Final 1 4.76%

F

Initial - 0%

0%

Middle - 0%

Final - 0%

G

Initial - 0%

0%

Middle - 0%

Final - 0%

H

Initial - 0%

7.14%

Middle 1 16.67%

Final 1 4.76%

I

Initial - 0%

7.14%

Middle 1 16.67%

Final 1 4.76%

J

Initial - 0%

1.59%

Middle - 0%

From the table, it can be seen that there were two announcers who did not make any mispronunciation. There were four announcers whose mispronounced equals to 1.59% followed by two announcers whose mispronounced equals to 7.14%. Announcer C and B often mispronounced [i:]. Their mispronunciations equal to 12.7% and 40.48%. The summarized of the mispronunciation sounds can be also seen in the table below.

Table 4.11 Mispronunciation of [i:] Word Lists

Words IPA Notes

previous [pri:viəs] 8 announcers pronounced the 1st _{[i] into [e].}

Easter [i:stə] 1 announcer pronounced it into [e].

appeal [əpi:l] 2 announcers pronounced it as [e].

BBC [bi:bi:si:] 1 announcer pronounced the 1st _{and 2}nd _{[i] into [e].}

released [rɪli:s] 2 announcers pronounced it into [ɜ:].

The second front vowel mispronunciation is the mid-high front vowel [ɪ]. The sound appears in the initial position nine times, middle position 17 times, and final position 13 times. The mispronunciations are shared in the table below.

Table 4.12 Mispronunciation of [ɪ]

Announcer Sound

Position Frequency Percentage

Total Percentage

A

Initial - 0%

2.56%

Middle - 0%

Final 1 7.69%

B

Initial - 0%

2.56%

Middle - 0%

Final 1 7.69%

C

Initial - 0%

0%

Middle - 0%

Final - 0%

D

Initial - 0%

0%

Middle - 0%

E

Initial - 0%

0%

Middle - 0%

Final - 0%

F

Initial - 0%

0%

Middle - 0%

Final - 0%

G

Initial - 0%

0%

Middle - 0%

Final - 0%

H

Initial - 0%

5.13%

Middle - 0%

Final 2 15.38%

I

Initial - 0%

2.56%

Middle - 0%

Final 1 7.69%

J

Initial - 0%

1.96%

Middle 1 5.88%

Final - 0%

From the data above, it can be seen that there were five announcers who did not mispronounced [ɪ] into any other sound. Five other announcers mispronounced the sound not until 10%. From all the words which contain [ɪ] sound, the researcher summed the mispronunciation list. The data are listed in the table below.

Table 4.13 Mispronunciation of [ɪ] Word Lists

Words IPA Notes

film [fɪlm] 1 announcer pronounced it into [e].

thriller [θrɪlə(r)] - 1 announcer pronounced it into [aɪ].

- 1 announcer pronounced it into [e].

figure [fɪɡə] 1 announcer pronounced it into [ju].

release [rɪliːs] - 1 announcer pronounced it into [e]. - 1 announcer pronounced it into [ɜ:].

The third front vowel mispronunciation is the mid front vowel [e]. [e] appears three times in the initial position, eight times in the middle position, and four times in the final position. The data are listed in the table below.

Table 4.14 Mispronunciation of [e]

Announcer Sound

Position Frequency Percentage

Total Percentage A

Initial - 0%

8.33%

Middle 2 25%

Final - 0%

B

Initial - 0%

4.17%

Middle 1 12.5%

Final - 0%

C

Initial 1 33.33%

11.11%

Middle - 0%

Final - 0%

D

Initial - 0%

0%

Middle - 0%

Final - 0%

E

Initial - 0%

0%

Middle - 0%

Final - 0%

F

Initial - 0%

0%

Middle - 0%

Final - 0%

G

Initial 1 33.33%

11.11%

Middle - 0%

Final - 0%

H

Initial - 0%

0%

Middle - 0%

Final - 0%

I

Initial - 0%

4.17%

Middle 1 12.5%

Final - 0%

J

Initial - 0%

8.33%

Middle - 0%

Final 1 25%

There are four announcers who did not mispronounced the vowel [e]. Announcer C and G made one mispronunciation when [e] appears in the first position of the syllable. Announcer A mispronounced [e] twice in the middle position while Announcer B and I mispronounced it once. Last, Announcer J was the only announcer who made mispronunciation in the final position. The list of the mispronunciation words are shown in the table below.

Table 4.15 Mispronunciation of [e] Word Lists

Words IPA Notes

Ever [evə] 2 announcers pronounced it into [ɪ].

blessed [blesɪd] 1 announcer pronounced it into [eɪ].

Said [sed] 3 announcers pronounced it into [eɪ].

The last one is low front vowel [æ]. [æ] appears in initial position once and in the middle position twice. There were two announcers who mispronounced the sound [æ]. Announcer F mispronounced one [æ] in the initial position into [e]. It appears in the word action [ækʃən]. Another one is announcer G who mispronounced all [æ] sounds in the word franchise [frænʧaɪz]into [ʌ].

b. Central Vowel

The first central vowel mispronunciation is the [ɜ:] sound. The sound appears twice in each middle and final position. Only one mispronunciation appears in this sound. Announcer H mispronounced sound [ɜ:] in the word were

[wɜː] into [er].

The second central vowel mispronunciation is the mid-low central vowel [ʌ]. [ʌ] appears seven times in the middle position only. One announcer mispronounced [ʌ] into [eɪ]. Announcer B changed the sound [ʌ] in the word

some [sʌm]. c. Back Vowel

The first back vowel mispronunciation is the mid-low back vowel [ɔ:].The sound appears four times in the middle position and once in the final position. The data are listed in the table below.

Table 4.16Mispronunciation of [ɔ:]

Announcer Sound

Position Frequency Percentage

Total Percentage

A Middle 1 25% 12.5%

Final - 0%

B Middle 1 25% 12.5%

Final - 0%

C Middle 1 25% 12.5%

Final - 0%

D Middle - 0% 0%

Final - 0%

E Middle - 0% 0%

Final - 0%

F Middle 1 25% 12.5%

Final - 0%

G Middle - 0% 0%

Final - 0%

H Middle - 0% 0%

Final - 0%

I Middle - 0% 0%

Final - 0%

J Middle 2 50% 25%

Final - 0%

From the table, it can be seen that a half of the announcers made mispronunciation for the sound [ɔ:]. The mispronunciation itself only appears when [ɔ:] is in the middle position. Each of Announcer A, B, C, and F mispronounced the sound once. However, Announcer J mispronounced the sound twice. The list of the words which are mispronounced by the announcer is shown in the table below.

Table 4.17Mispronunciation of [ɔ:] Word Lists

Words IPA Notes

Wars [wɔːs] 1 announcer pronounced it into [ɑr].

instalment [ɪnstɔːlmənt]

- 1 announcer pronounced it into [ɒ]. - 2 announcers pronounced it into [ʌ]. - 1 announcer pronounced it into [a].

89 Five [faɪv]

[faɪv] [faɪv] [faɪv]

[faɪv] - [faɪv]

[faɪv] [faɪv] [faɪv] Hundred _[hʌndrəd][hʌndrɪd]

[hʌndrɪd] [hʌndrɪd] [hʌndrɪd] [hʌndrɪd]

[hʌndrəd] [hʌndrəd] [hʌndrəd] [hʌndrəd]

[hʌndrɪd] [hʌndrɪd] [hʌndrɪd] [hʌndrɪd]

Thirty [θɜ:ti] - [θɜ:rti] [θɜ:rti]

Two [tu:]

[tu:] [tu:] [tu:] [tu:] [tu:] - [tu:] - [tu:] [tu:] [tu:] [tu:] Point [pɔɪnt]

[pɔɪnt] [pɔɪnt] [pɔɪnt]

- - -

[pɔɪnt] [pɔɪnt] [pɔɪnt] Million [mɪljən]

[mɪljən] [mɪljən] [mɪljən] [mɪljən]

[mɪljən] [mɪljən] [mɪljən] [mɪljən]

[mɪljən] [mɪljən] [mɪljən] [mɪljəns] Dolars [dɒləz]

[dɒləz] [dɒləz] [dolʌr] [dolʌrs]

- - - -

[dɒlars] [dɒlars] [dɒlars] [dɒlar] Globally [gləʊbəli] [ɡləʊbəli] [ɡləʊbəli] [ɡləʊbəli]

Over [əʊvə] [əʊvə] [əʊvər] [əʊvər] Easter [iːstə] [iːstə] [iːstər] [iːstər]

90 The

(followed by consonant)

[ðə]

[ðə] [ðə] [ðə] [ðə] [də] [ðə] [də] [də] [ðə] [ðə] [ðə]

- [ðə] [ðə]

[ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðæt]

[ðə]

[ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] [ðə] Figure [fɪgə] [fɪɡʊr] [fɪɡər] [fɪʒər]

Makes [meɪks] [meks] [meɪks] [meɪks]

It [ɪt] [ɪt]

[ɪt]

[ɪt] [ɪt]

[ɪt] [ɪt] Strongest [strɒŋgəz] [strɒŋəs] [strɒŋɡəz] [strɒŋɡər] Worldwide [wɜːldwaɪd] [wɜːrldwaɪd] [wɜːldwaɪn] [wɜːrdwaɪd]

Debut [deɪbju]

[debju] [debut] [debut] [debut]

Ever [evə] [evə] [evər] [evər]

Marginally [mɑːʤɪnəli]

[mɑːʤənəli] [mærʤɪnəli] [mɑːrʤɪnəli] [mɑːrʤɪnəli] Overtaking [əʊvəteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ]

Twenty [twenti] [tu: taʊzand] [twenti] [twenti]

91 Taken [teɪkən] [teɪkən] [teɪkən] [teɪkən]

By [baɪ] [baɪ] [baɪ] [baɪ]

Star [stɑ] [stɑr] [stɑ] [stɑr]

Wars [wɔːs] [wɔːrs] [wɔːrs] [wɑrs]

Force [fɔːs] [fɔːrs] [fɔːs] [fɔːrs]

Awakens [əweɪkns] [əweɪkn] [əweɪknəs] [ɑwɑkəns] However [haʊevə] [haʊevə] [haʊevə] [haʊevər]

Film’s [fɪlmz] [fɪlm] _{- [f}[fɪ_ɪlmz] _lmz] [f_[fɪ_ɪlmz] _lms]

US [juː es] [ʌs]

[jus]

[juː es] [juː es]

[juː es] [juː es] Takings [teɪkɪŋs] [teɪkɪŋ] [teɪkɪŋs] [teɪkɪŋ]

Were [wɜː]

[wə] [wer] [wɜː] [wɜːr]

Down [daʊn] [daʊn]

[daʊn]

[daʊn] [daʊn]

[daʊn] [daʊn] Sharply [ʃɑːpli] [ʃærpli] [ʃɑːrpli] [ʃærpli]

On [ɒn] [ɒn] [ɒn] [ɒn]

Previous [priːviəs] [prevəs] [pefrəs] [previəs]

Movie [muːvi] [muːvi] [muːvi] [muːvi]

Furious [fjʊəriəs]

[fjʊəriəs] [fʊəriəs] [fʊəriəs] [fʊəriəs]

[fəriəs] [fariəs] [fariəs] [fəriəs]

[fjʊəriəs] [fjʊəriəs] [fjʊəriəs] [jfʊəriəs] Seven [sevən] [sev_[sevən] ən] [sev_[sevən] ən] [sev_[sevən] ən] Opened [əʊpənəd] [əʊpən] [əʊpənəd] [əʊpən]

92 With [wɪð]

[wɪθ]

[wɪθ] [wɪθ]

[wɪθ] [wɪθ]

[wɪð] [wɪð] One [wʌn] [wʌn]_[wʌn] [wʌn]_[wʌn] [wʌn]_[wʌn] Forty [fɔːti] [fɔːrti:n] [fɔːrti] [fɪfti]

When [wen] [wen] [wen] [wen]

Was [wɒz]_[wəz] [wɒz] [wɒz] [wɒs] Released [rɪliːs] [relɜːs] [rɜlɜːsəd] [rɪliːs] Thousand [θaʊzand] [taʊzǝnd] [θaʊzand] [θaʊzand]

Fifteen [fɪfti:n] [fɪfti:n] [fɪfti:n] [fɪfti:n]

But [bʌt] [bʌt] [bʌt] [bʌt]

Latest _[leɪtəst][leɪtɪst] [les] [lesən] _[leɪtəst][leɪtɪst] Instalment [ɪnstɔːlmənt] [ɪnstlemənt] [ɪnstɔːlmət] [ɪnstɜːlmənt]

Of [ɒv]

[əv]

[ɒv] [ɒv] [ɒv] [ɒv]

[ɒv] [ɒv] [ɒv] [ɒv]

[ɒv] [ɒv] [ɒv] [ɒv] Series [sɪəriːz] [səriːəz] [sɪəriːz] [sɪəriːz] Debuted

[deɪbjutɪd] [deɪbjutəd] [debjutɪd] [debjutəd]

[debjutɪd] [debjut] [debut]

Fate [feɪt] [fet] [feɪt] [feɪt]

93

Fast [fɑːst] [fest]

[fɜ:st]

[fɑːst] [fɑːst]

[fɑːst] [fɑːst] And [ænd] _[ənd]

[ænd] - - [ænd] [ænd]

[ænd] [ænd] [ænd] [ænd] [ənd]

[ənd] [ænd] [ænd] [ænd] [ənd]

Eight [eɪt] [eɪt] [eɪks] [eɪt]

Some [sʌm]

[səm] [sʌm] [sʌm] [sʌm]

Territories _{[terətəris]}[terɪtəris] [terɪtəris] - [terɪstəris]

Stars [stɑs] - [stɑr] [stɑr]

Who [huː] - [huː] [huː]

Said [sɛd] -

[sed]

[seɪd] [seɪd]

[sed] [sed]

He [hiː] - [hiː] [hiː]

Felt [felt] - [felt] [fel]

Grateful [greɪtfʊl] - [ɡreɪtfʊl] [ɡreɪtfʊl] Humbled [hʌmbəld] - [hʌmbəld] [hʌmbəld]

Blessed [blesɪd] - [blesɪd] [bleɪsd]

After [ɑːftə] - [ɑːftər] [ɑːftər]

Success [səkses] -

[səkses]

[səkses] [sʌkses]

[sʌkses] [sʌkses] Critic [krɪtɪk] [krɪtɪk] [krɪtɪk] [krɪtɪk] Host [həʊst] [həʊst] [həʊst] [həʊst] BBC [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] Radio [reɪdiəʊ] [reɪdiəʊ] [reɪdiəʊ] [rʌdiəʊs]

94

4’s [fɔ:s] [fɔ:r] [fɔ:r] [fɔ:rs]

Seriously [sɪəriəsli] [seriəsli] [sɪəriəsli] [sɪəriəsli] Podcast [pɒdkɑːst] [pɒdkɑːst] [pɒskɑːts] [pɒdkɑːst]

Is [ɪz] _[ɪs] [ɪs] [ɪs] [ɪs]

To

[tuː] [tə]

[tʊ] [tuː] [tuː] [tuː]

Its [ɪts] [ɪts] [ɪts] [ɪt ɪs]

Universal _{[juːnəvɜːsəl]} [juːnɪvɜːsəl] [juːnɪvɜːsəl] [ʌːnɪvɜːsəl] [juːnɪvɜːsəl] Appeal [əpiːl] [ɜpəl] [əpiːl] [əpiːl]