Semester Students of IAIN Salatiga) GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Facult

  

THE DIFFERENCES BETWEEN THAI AND INDONESIAN

UNDERGRADUATES IN PRONOUNCING PLURAL NOUN

AND THIRD SINGULAR PRESENT VERB WITH S/ES

SUFFIX DUE TO PROGRESSIVE ASSIMILATION (A Case Study

rd

of English Department 3 Semester Students of IAIN Salatiga)

GRADUATING PAPER

  

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

  

By:

SOFA ZAKIYATUL MUNA

113 11 084

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

  

Motto

“Treat people like you treat yourself. If you treat them

well, then you are deserved to be treated so ”

  (H.R Bukhari Muslim)

  DEDICATION

  This graduating paper is dedicated to: 1.

  My Beloved Parents (Asrori and Siti Malikah). Thanks for your everlasting love and encouragement and for totally shaping me. You are the reason for me to finish this graduating paper.

  2. My brother and sister who always cheer me up and support me.

  3. My big family of Ya Bismillah who has spent the time together whether in happy or difficult time.

  4. My great family in Islamic boarding house, Edi Mancoro.

  

ACKNOWLEDGEMENT

  Thanks to Allah SWT, The Most Gracious and The Most Merciful because of His wonderful blessings and His Mercy, the writer can finish this graduating paper successfully. The writer hopes, as Allah allow, this paper can be blessing in the future. He always gives everything the writer need and makes everything possible. Praise and gratitude always be with Him.

  Peace and salutation always be with our prophet Muhammad SAW, perfect person who has guided as from the darkness to the lightness. Hope we reach his blessing in Judgment day.

  However, this success would not be achieved without supports, guidance, help, advice and encouragement both from individual and institution. Therefore, the writer would like to express the deepest gratitude to: 1.

  Dr. Rahmat Hariyadi, M.Pd. as the Rector of IAIN (State Institute for Islamic Studies) Salatiga.

  2. Mr. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.

  3. Mrs. Noor Malihah, Ph.D. as the Head of English Education Department.

  4. Mr. Ruwandi, S.Pd., M.A. as the writer counselor who has patiently educated, supported, directed, and given the writer countless advices, suggestion and recommendation for this graduating paper from beginning until the end.

  5. All the lecturers in English Education Department (EED).

  6. All the staffs that have helped the writer in processing administration.

  7. All of the respondents who have disposed to be interviewed and let the writer conduct this research.

  8. My beloved parents (Asrori and Siti Malikah) who always pray for my successfulness and my best for the rest of their life. My lovely brother and sisters (Mbak Ul, Hayyik, Ana) who always give me support.

  9. My family in Ya Bismillah (Youth Association of Bidik Misi Limardhatillah) IAIN Salatiga.

  10. My kind and joyful friends (Mbk Umi, Mbk Eky, Fiza, Farrah, A‟yun, Dewi) who always support me to finish this graduating paper as soon as possible. And all of my friends of IAIN Salatiga, especially English Department.

  11. All of ustadz and ustadzah in Edi Mancoro Islamic boarding house and all of my teachers who have spent their life to share their knowledge, without them I am just nobody.

  12. All of figures who cannot be mentioned in this limited paper.

  From the bottom of her heart, the writer truly thanks to all individuals. The writer feels very fortunate because she has been surrounded by such amazing people who have helped her to accomplish her work.

  Salatiga September 12, 2015 The Writer

  Sofa Zakiyatul Muna NIM: 11311084

  ABSTRACT

  Muna, S. Zakiyatul. 2015. The Differences between Thai and Indonesian Undergraduates in Pronouncing Plural Nouns and Third Singular Present Verbs with s/es Suffix Due to Progressive Assimilation (A Case Study of

  rd English Department 3 Semester IAIN Salatiga). A Graduating Paper.

  Teacher Training and Education Faculty. English Department. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Ruwandi, S.Pd., M.A.

  Keywords: plural noun and third singular present verbs, progressive assimilation, case study.

  Pronunciation is an important aspect in learning English and it is varied in different area. The geographical dialect is one of differences type. In pronouncing plural verbs and third singular present verbs in English, the differences are happened. This research investigates the differences between Thai and Indonesian undergraduates in pronouncing plural nouns and third singular present verbs with s/es ending. The aim of this research are to find out the differences and similarities between Thai and Indonesian undergraduates in pronouncing plural nouns and third singular present verbs and the factors that influence it. The design of this research is case study by investigating Thai and Indonesian undergraduates in several period of time. Data is collected through documentation and interview. Documentation is conducted by recording respondents‟ pronunciation. The recording is analyzed and combined with interview report. From the analysis, it is found that the differences and similarities of Thai and Indonesian undergraduates are substitution and omission of s/es suffix pronunciation and it is influenced by the geographic dialects.

  

TABLE OF CONTENTS

  TITLE ....................................................................................................................... i DECLARATION ................................................................................................... ii ATTENTIVE CONSELOR NOTES ..................................................................... iii CERTIFICATION PAGE ...................................................................................... iv MOTTO ................................................................................................................... v DEDICATION ....................................................................................................... vi ACKNOWLEDGEMENT ..................................................................................... vi ABSTRACT ........................................................................................................... ix TABLE OF CONTENTS ......................................................................................... x LIST OF TABLE AND FIGURES ...................................................................... xiii

  CHAPTER I INTRODUCTION A. Background of the Research ............................................................................... 1 B. Limitation of the Problem ................................................................................... 5 C. Problems of Study ............................................................................................... 5 D. Object of the Study .............................................................................................. 5 E. Significance of the Study .................................................................................... 6 F. Definition of Key Terms ..................................................................................... 7 G. Literature Review ................................................................................................ 9 H. Outline of Research Paper ................................................................................. 10 CHAPTER II RESEARCH THEORIES

  A.

  Pronunciation Differences ................................................................................ 12 B. Indonesian Phonetics and Phonology ............................................................... 13 1.

  Vowel ............................................................................................................ 14 2. Diphthongs ................................................................................................... 15 3. Consonants .................................................................................................... 16 C. Pattani Malays Phonetics and Phonology ......................................................... 17 1.

  Vowels .......................................................................................................... 18 2. Diphthongs .................................................................................................... 18 3. Consonants ................................................................................................... 18 D. English Phonetics and Phonology .................................................................... 19 1.

  Vowels ......................................................................................................... 20 2. Diphthongs .................................................................................................... 21 3. Consonants ................................................................................................... 22 E. Assimilation ....................................................................................................... 22 1.

  Definition of Assimilation ............................................................................ 22 2. Kind of Assimilation..................................................................................... 23 F. English Parts of Speech .................................................................................... 27 G.

  Plural Nouns ...................................................................................................... 28 H. Third Singular Present Verbs ........................................................................... 29 I. Phonetics Rule of Pronouncing s/es Suffix ......................................................... 3

  CHAPTER III RESEARCH METHODOLOGY A. Research Approach ............................................................................................ 35 B. Type of Research .............................................................................................. 35

  C.

  Research Subject .............................................................................................. 36 D.

  Research Variable .............................................................................................. 37 E. Data Collection .................................................................................................. 37 1.

  Interview ....................................................................................................... 38 2. Documentation .............................................................................................. 39 F. Research Instrument .......................................................................................... 40 G.

  Data Analysis .................................................................................................... 43 H. Assumption ....................................................................................................... 45

  CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS A. Description of IAIN Salatiga ............................................................................ 47 B. Description of Thirds Semester Students .......................................................... 49 C. The Research Conduct ....................................................................................... 50 D. Data Analysis .................................................................................................... 51 E. Discussions ........................................................................................................ 73 F. Research Limitation .......................................................................................... 81 CHAPTER V CLOSURE A. Conclusion ......................................................................................................... 82 B. Suggestion ......................................................................................................... 84 REFERENCES APPENDICES

  

LIST OF TABLE AND FIGURE

Table 2.1 Indonesian Vowel .................................................................................. 14Figure 2.2 Indonesian Diphthongs ........................................................................ 16

  Figure 2.3Indonesian Consonants ......................................................................... 16

Table 2.4 Pattani Malays Vowels .......................................................................... 17Table 2.5 Pattani Malays Consonants ................................................................... 19Table 2.6 English Vowel ........................................................................................ 20Table 2.7 English Diphthongs ................................................................................ 21Table 2.8 English Consonants ............................................................................... 22Table 2.9 Example of Voiced and Voiceless ......................................................... 26Table 2.10 Voiced and Voiceless Consonants ....................................................... 31Table 2.11 Phonetic Rule of Plural Noun .............................................................. 31Table 2.12 Phonetic Rule of Verbs ....................................................................... 32Table 3.1 List of Word ........................................................................................... 41Table 4.1 Schedule of Research Conduct .............................................................. 50Table 4.2 Indonesian Respondents ........................................................................ 51Table 4.3 Indonesian Phonetic Transcription......................................................... 51Table 4.4 Thailand Respondents ........................................................................... 55Table 4.5 Thailand Phonetic Transcription ............................................................ 56Table 4.6 Indonesian Phonetic Classification ........................................................ 61Table 4.7 Thailand Phonetic Classification ........................................................... 68Table 4.8 Thai and Indonesian Phonetic Differences ........................................... 74

CHAPTER I INTRODUCTION This chapter focuses on giving introductory explanation of the research. It

  presents background of the research that discusses the importance of pronunciation in learning English, tells how the differences happen are and the causes of pronunciation errors. In detail, it explains the phenomenon in researcher surroundings.

A. Background of the Study

  People speak language as the way to communicate and a tool to express their ideas and whishes. Without language it is hard to imagine how people can cooperate and get along with one another. The signals used to convey message in language are speech sounds and it is produced by speech organs. In English, the study of phones or speech sound is called Phonology. The study of speech sound as sound without regarding their function as signaling unit of language is called Phonetics while the study of speech sound as sounds by regarding their functions as signaling units of language in a given language is called Phonology(Ramelan, 2003:4).

  When someone wants to learn a foreign language, in this case, English, he has to learn to speak it properly as the way the native speakers speak the language. It can be achieved by imita ting and mimicking the native speakers‟ pronunciation. He has to be able to distinguish the contrastive sounds that differentiate one utterance from another. The pronunciation of the sounds of language can be mastered by studying the theories of the ways of producing English sound, so the goals of learning foreign language which is to master, produce and speak it correctly can be achieved.

  Although pronunciation is an important matter in English since it is spoken by people all over the world, it cannot be expected to be homogeneous and it is natural that it varies in time and places. The differences in pronunciation do not matter as long as the language is understandable. There are no people who speak exactly alike. The differences of pronunciation are influenced by some factors, they are geographical, social and historical factors or they may also be influenced by individual peculiarities such as stuttering, lisping, or other speech deficiencies.

  Having difficulties in the process of learning a foreign language can be easily understood since people have been speaking their mother tongue, which has been deeply implanted in them as part of their habits. Pronouncing the speech sounds of foreign language which is completely different from their mother tongue will be difficult because their speech organ has been set to produce the speech sounds of their own language.

  Ramelan (2003:5) states that although people have an inborn skill or potential ability to speak a language called Language Acquisition Device (LAD) as Chomsky‟s theory, the process of learning a new language will be interfered with old established habits in producing the sounds system which is called “habit interference”. In producing the foreign sounds, they used to replace them by similar sounds from their native language.

  Plural nouns and third singular present verbs are often used in daily conversation. In English grammar, the general rule for writing the plural of English noun is to add s to the singular form (e.g. boy-boys, apple-apples), but there are some words that was added by -es for (churches, dishes, classes, etc) (Frank, 1972:3). In present tense, verb for third singular person also added with s/es, based on the root verb. Beside the grammar rule, students should pay attention to the spelling or phonological rules for adding inflectional suffixes too. This rule influences how the pronunciation of plural form and third singular present verbs was. The general rule of the pronunciation is it can be pronounced with three forms, those are /s/, /z/ and /iz/.

  Sometimes students and undergraduates get difficulties in pronouncing word ended with s/es such in plural form and present verb correctly. The common mistakes are substituting the “s” sound where the “z” should be, some words that should be spelled with an “s” sound but pronounced with “z” sound. They also don‟t spell the /iz/ sound properly.

  Pronunciation problem is also faced by the students in IAIN Salatiga. They do not pay attention to the pronunciation of

• –s or –es ending. They ignore the phonological rule of these suffixes in different words. They only apply the same rule for every word ended with
• –s or –es, adding the sound “s” in the end of the word without knowing the phonological rules. They do not recognize when they have to use “z” sound or “iz” sound.

  Having Thai undergraduates in IAIN Salatiga is completely priding for institute and all part of IAIN Salatiga. It is one of institute‟s efforts to be an international university because the undergraduates are not only from domestic, but also from foreign. At present, IAIN Salatiga consists of Indonesia and some Thai undergraduates. Come from different country means that the undergraduates have different background of languages. Absolutely their native language differences will influence their English pronunciation.

  The writer chooses progressive assimilation as the focus of the research because it is simple but complicated for the undergraduates who learn a foreign language, in this case English. The writer also limits the discussion on the pronunciation of general plural form and third singular present verb because it is pronounce most of the time since the term is present and of course, plural forms are often used in daily conversation.

  The writer is interested to conduct a case study of Thai and Indonesian undergraduates in pronouncing progressive assimilation to find out in what aspects they are different from or similar to each other. Johnson as stated by Mackey and Gass (2005: 171) propounds that from case study, the researcher are able to focus on the individual who is rarely possible in group research such as survey and experimental research. Because the researcher compares two groups, Thai and Indonesian undergraduates, automatically it will contrast two languages. Richard (1974: 154) states that contrastive analysis of the sound systems of the two languages is important for the undergraduates to facilitate them improving their ability of pronouncing foreign language.

  Based on the background above, the writer critically analyze the case deeper to gain the goal improving undergraduates‟ ability by conduct a research entitled: The Differences Between Thai and Indonesian

  Undergraduates in Pronouncing Plural Noun and Third Singular Present Verbs with s/es Suffix Due to Progressive Assimilation (A Case Study of rd English Department 3 Semester IAIN Salatiga).

  B. Limitation of the Problem

  The writer would like to focus the research on the rules of progressive assimilation pronunciation, especially the differences and similarities between Thai and Indonesian undergraduates of IAIN Salatiga in pronouncing plural nouns and third singular present verbs with s/es suffix.

  C. Problems of Study

  In this study, the writer wants to focus on the following problems: 1. What are the differences and similarities between Thai and Indonesian undergraduates of IAIN Salatiga in pronouncing plural nouns and third singular present verbs due to progressive assimilation? 2. What are the factor that influences the differences and similarities of Thai and Indonesian undergraduates of IAIN Salatiga in pronouncing plural nouns and third singular present verbs due to progressive assimilation? D.

   Object of the Study

  From this research, the writer wants to achieve some objectives; they are as follows:

  1. To find out the differences and similarities between Thai and Indonesian undergraduates of IAIN Salatiga in pronouncing plural nouns and third singular present verbs due to progressive assimilation.

2. To find out the factors that influences the differences and similarities of

  Thai and Indonesian undergraduates of

  IAIN Salatiga in pronouncingplural nouns and third singular present verbs due to progressive assimilation.

E. Significance of the Study

  The research can be beneficial as follows: 1.

  Practically a.

  For The Writer The findings of the research can be used as starting point in improving writer‟s comprehension about pronunciation of progressive assimilation especially in plural nouns and third singular present verbs by Thai and Indonesian undergraduates of

  IAIN Salatiga.

  b.

  For The Undergraduates The positive result of this research can support the students in improving their comprehension about the rule of pronouncing progressive assimilation especially in plural nouns and third singular present verbs, so they are able to pronounce the words correctly based on the rule. c.

  For The Educators The findings of this research can be a reference for them to correct students‟ pronunciation and give them information about the rule of correct pronunciation especially s and es endings. After finding the differences and similarity of Thai and Indonesian undergraduates in pronouncing s/es ending in plural nouns and third singular verbs, the educators can identify and implement the appropriate method to teach Thai and Indonesian undergraduates regarding with their comprehension of pronunciation.

2. Theoretically

  The findings of this research can give information about rule of progressive assimilation pronunciation specifically in plural nouns and third singular present verbs.

F. Definitions of Key Terms

  To clarify and keep clear of any mistakes in interpreting this research, it is necessary to explain the terms regarding with the study. To understand this study easier, the writer presents some description and explanation of related terms. They are as follows:

1. Plural Words

  Plural is form of word used with reference to more than one (Hornby: 1974). In this research, the term of plural only focus on the words with s/es as the inflectional suffix.

  2. Present Verbs Hornby (1974: 953) states that verb is word or phrase indicating what somebody or something does, what state somebody or somebody or something is in, what is becoming of something or somebody. In this research what is meant by present verb is the verb in present tense. In detail, the verbs in third singular person those are as he, she, it, name of people or thing, etc.

  3. Suffix According to Oxford dictionary (2008:444), suffix is letter or a group of letters added to the end of a word to change its meaning.

  4. Progressive Assimilation According to Roach (2009:7), assimilation is what happens to sound when it is influenced by one of its neighbors. Progressive assimilation is an assimilation when the features of the phoneme immediately before it(Hamann and Schmitz:2005).

  5. Case Study a.

  Case is particular situation or a situation of particular thing (Oxford, 2008: 62).

  b.

  Study is pieces of research that examines a subject in detail (Oxford, 2008: 441).

  c.

  Mackey and Gass (2005:171) make the definition of the term clearly bytheir statement that case study is kind of research that aim to provide a holistic description of language learning or use within a specific population and setting. In this research, the writer try to investigate pronunciation of people, they are Thai and Indonesian undergraduates.

  6. Thai Undergraduates According to Hornby(1974: 938), undergraduate is university student working for a ba chelor‟s degree, so Thai undergraduate is student from Thailand who reach their bachelor degree in this case IAIN

  Salatiga.

  7. Indonesian Undergraduates Indonesian undergraduate is the original student from Indonesia that reaches their bachelor degree precisely in IAIN Salatiga.

G. Literature Review

  In this research, the writer reviews previous research which discusses the similar topic discussion about pronunciation of progressive assimilation as comparison, those are:

  The research entitled “Systematic Investigation of Voicing Assimilation of Spanish /s/ in Mexico City” conducted by Lauren B. Schmidt and Erik W.

  Willis. The researcher investigates the assimilation of Spanish /s/ to the homogenous informant groups. This research is focus on the pronunciation assimilation of Spanish /s/ in Mexico City. This research focuses on the general assimilation.

  The differences of this research from the previous research are the method and the variable. In this research, the researcher focuses only on progressive assimilation and limits the study in plural nouns and third singular verbs. The writer uses case study which is conducted in a period of time and concern on the pronunciation of progressive assimilation in plural forms and third singular present verbs, so the writer conduct a research which combine contrastive analysis of undergraduates and progressive assimilation. The writer compares the pronunciation between Thai and Indonesian Undergraduates of

  IAIN Salatiga.

H. The Outline of Research Paper

  This graduating paper will consist of five chapters. Each chapter will be discussed as follow: Chapter I presents introduction. In this chapter the researcher explain about the background of this research, which discusses the reasons why the researcher intends to conducting a comparative research of progressive assimilation pronunciation. This chapter also covers the limitation of the problem, statement of the problems, objectives of the study, definition of key terms and organization of the paper.

  Chapter II presents some related theories regarding with pronunciation of progressive assimilation especially about

• –s ending in plural forms and present verbs. The first point is explanation about pronunciation differences; kinds of pronunciation differences and more detail give information about geographic dialect. Another sub point presented in this chapter is the explanation of

Indonesian phonetics and phonology, Pattani Malays phonetics and phonology, English phonetics and phonology, detail information about progressive assimilation, English part of speech, plural nouns, third singular present verbs.

  The last is about phonetic rule of pronouncing s/es suffix that is completed with some tables of phonetic rule.

  Moving to chapter III, presents research methodology. It explains the research approach that is used in this research and the reason why the writer uses interview and documentation as the way to collect the data. Comprehensive explanations are split into research approach, type of research, research subject, research variable, data collection, research instrument, data analysis, and assumption.

  Chapter IV consists of research findings and discussion, reports the findings and discussionwhich is obtained from all collected data from both documentation and interview. This chapter is aimed to give detailed information of the Thai and Indonesian undergraduates‟ in pronouncing progressive assimilation. From the discussion, the researcher is able to draw the conclusion of the research.

  Chapter V, the last part of this outline is closure that consists of conclusion and suggestion for the development of the pronunciation of progressive assimilation.

CHAPTER II RESEARCH THEORIES A. Pronunciation Differences Pronunciation is one of complicated aspect is English. In speaking English, people have differences because the spread of language in different

  places will create the differences. Some English vocabularies are spoken differently by different speakers of English.

  According to (Kreidler, 2004:2), there are three kinds of differences in speaking English; they are geographic dialects, social dialects, age dialects and sex dialects. Regarding with geographic dialects, Kreidler (2004:2) says:

  “People who live in different areas speak different geographical dialects. The geographic differences in English reflect the different times in which speakers of English settled in an area, how diverse they were in the origins, how much contact they have had with other speakers of the language and what influence there has been from speakers of other languages”.

  It means that people‟s original areas will influence their English pronunciation. The interaction of people with other speaker and other language will influence English pronunciation too.

  Social dialect is the differences between educated and less educated people. Educated people will be considered more prestigious than less educated people. Age dialect is the differences that occur in different ages, teenagers will speak different talk from their grandma. Sex dialect is the differences between male and female in speaking the language.

  In speaking English, there are some pronunciation errors faced by the learner. According to Astuti Pulukadang (2013:15), there are two kinds of pronunciation error causes, those are: 1.

  Interlingual error Interlingual error is a pronunciation error caused by the influence of mother tongue with the foreign language which is being learned.

2. Intralingual and development error

  Intralingual error is an error caused by students‟ ability, this pronunciation error focus on students‟ process in learning foreign language. Development error is caused by the students‟ hypothesis of foreign language based on their previous experience.

B. Indonesian Phonetics and Phonology

  Indonesian language (Bahasa Indonesia) is a language which is spoken by more than 230 million people throughout the Indonesian archipelago. This language has similar dialect with Malay, language which is used in Malaysia, Singapore, Brunei and Southern Thailand. The origin of Indonesia and Malay is from Old Malay that was used in Srivijayan Empire during the seventh century and later in the powerful trading kingdom of Malacca. It is declared as the national language on 1928. Along with Indonesian independence, Bahasa Indonesia was adopted as the new nation‟s official language, education, business and the media.

  Bahasa Indonesia has been and continues to be shaped (for example in term of lexicon, grammatical structures and idiomatic usage) by other languages, most significantly Javanese, Dutch, Arabic and English. It is written in Roman alphabet. There is a clear correlation and degree of consistency between its sound and its written form (ACARA, 2014:1-2).

  According to Jones as quoted by Marsono (1999:16), language can be classified into three parts based on the obstruction (articulation process) in the speech organs; those are vowel, consonant and diphthong.

1. Vowel

  As quoted by Marsono(1999:36), Soebardi states that Bahasa Indonesia has ten vowels. It can be explained clearly through the following table (Table 2.1).

  Indonesian vowel No Vowel Position of Structure Mouth Example tongue shape 1 [i] Front Closed Unrounded i ni, ibu, kita, cari, lari

  2 Front Half- Unrounded Pinggir, [І] closed kerikil, kelingking 3 [e] Front Half- Unrounded e kor, e ja, closed e nak 4 [ Front Half- Unrounded Nenek, leher,

  ɛ] closed geleng, dendeng

  5 [a] Front Open Unrounded da, pa,

  a a

  pada 6 [ Central Half- Unrounded e mas, elang, ə] open sela, iseng

  7 [ Back Half- Rounded otot, tokoh, ↄ] open dorong, roti

  8 [o] Back Half- Rounded o to, toko, closed kado, prangko 9 [U] Back Half- rounded Ukur, urus, closed turun 10 [u] Back Closed Rounded u dara, utara, bulan, paku

  (Marsono, 1999:37) 2. Diphthongs

  Diphthong is sound which consist of movement or glide from one vowel to another (Roach, 2000:20). As stated by Marsono (1999:50) there are two kinds of diphthong, those are rising and falling diphthong. Rising diphthongs occur when the second vowel is uttered with higher position of tongue than the previous vowel. Falling diphthongs occur when the tongue position of second vowel is lower than the first vowel. In Bahasa Indonesia, there only rising diphthongs and there are no falling diphthongs.

  Marsono quotes from Soebardi(1999:51) that Bahasa Indonesia has three kinds of rising diphthongs, those are: a.

  Front-closed-rising diphthongs [aІ], e.g. pakai, lalai, pandai, nilai, tupai, sampai.

  b.

  Front-closed-rising diphthongs [oi], e.g. amboi, sepoi-sepoi.

  c.

  Back-closed-rising diphthongs [aU] e.g. saudara, saudagar, lampau, surau, pulau, kacau.

Figure 2.2 3.

  Consonants Here is the chart of consonants in Bahasa Indonesia according to Cf. Aminoedin etal as cited by Marsono (1999:101).

  Bahasa Indonesia Consonants (Table 2.3)

  Place of Articulation Way of Voiced/v

  Lamino Lamin Dors

articulat Bilabia Labio- Apico- Apico- Apico- Apico- medio- Larin Glo

oiceless

  Uvular - o- ovela ion l dental dental alveolar prepalatal palatal palatal gal ttal alveolar palatal r

  Voiceless p t c k Stop

  ? Voiced b d j g Nasal Voiced m n ń ŋ Affricat Voiceless ive Voiced Lateral Voiced l

  Voiceless f s x Fricativ ʃ h es Voiced v z Trill r r*) Tap r*)

  Flap r*) Semivo Voiced w y wel

  Note: *) Does not exist in Bahasa Indonesia C.

   Pattani Malays Phonetics and Phonology

  Tarling, as cited by Rappa and Wee(2006:117) states that as a result of the various historical waves of cultural and religious influence since the onset of Thailand‟s pre-modern period, the Thai Malay communities are primarily located around the southernmost provinces of Narathiwat, Pattani, Yala, and Satun, with the majority of them being Muslims. Among this area, Pattani is the most dominant of Thai Malays speakers in Thailand. There are approximately one million Malay speakers in Thailand and over 800.000 are Pattani Malay speakers.

  Because southern Thailand shares its border with Malaysia, most of Pattani Malays send their children to get Malay education in Malaysia and one where Islam is not merely a school subject, but part of a larger cultural world view. This is not to say that no linguistics differences exist between Pattani Malays and Standard Malay, those are the pronunciation and grammatical structure (Rappa & Wee, 2006:118).

  1. Vowel Yupho(1989:126-127) asserts that there are 12 simple vowels in

  Pattani Malay: they are 8 single non-nasalized vowels /i, e, ɛ, ɨ, a, u, o, ↄ/ and 4 simple nasalized vowels /έ, ã, ũ, ↄ/.

  Vowel length is predictable. That is, in closed syllables the vowel are short, but they are long in open syllables, except / ɨ/, which is relatively short even in open syllables. The following chart is about the vowel of Pattani Malays (PM). (Table 2.4)

  Height of Position of Tongue Tongue Front Central Back

  High i ɨ u, ũ

  Mid e o Low

  a, ã ɛ, έ ↄ 2.

  Diphthongs Diphthongs in PM are vowel clusters, each vowel being the nucleus of as syllable. In other words, they are considered in this paper as phonemically clusters of two vowels; for example, /ai, ae, aέ, ao, au/ are two syllables each(Yupho, 1989:127).

  3. Consonants Pattani Malays(PM) has the following consonant phonemes: /p, b, t, d, c, Ɉ, k, g, ?, s, ˠ, h, m, n, ɲ,ŋ, r, l, w, y, z/ as presented in the following chart.

  PM Consonants (Table 2.5) Manner of Bilabial Alveolar Palato- Palatal Velar Glottal Articulation Alveolar Voiceless p t c k ?

  Plosives

  Voiced b d g Ɉ

  Voiceless s h

  Fricatives

  Voiced z ˠ

  Nasals m n

  ɲ ŋ

  Trill r Lateral l Semivowels w y h h h h

  Other sounds, such as [k , p , t , c , ð] may be borrowed sounds, in which case they would normally occur in free variation with [k, p, t, c, d]

  h h

  respectively. Some sounds, such as [f, p , t ], may also occur as the result of fast speech, and thus may occur as free variants of other sounds, or they may occur in loanwords(Yupho, 1989:126). [z] is found in loan words.

D. English Phonetics and Phonology

  Most human used sound for linguistics signaling and the structure of the human vocal cord organs allows a particularly wide range of sound to be used, and they are also put together in an extraordinarily sophisticated way. There are two studies of linguistics which deal with sound, namely phonetics and phonology (McMahon, 2002:1). Clark and Yallop(1990:1) states that phonetics and phonology are concerned with speech-with the ways in which human produce and hear speech.

1. Vowels

  In English phonetics and phonology, vowels are categorized by their height (high, mid, low), frontness (front, central, back) and rounding (rounded, unrounded, spread). In addition, vowels can be characterized as tense or lax (Reetz and Allard, 2009:31). According to Roach (2000:18), English vowel can be divided into long and short vowels.

  Short vowels are relatively short; vowels can have quite different length in different context. Long vowels consist of five vowels which tend to be longer than the short vowels in similar context. The symbol of long vowel consists of one vowel symbol plus a length mark made of two dots (:).Table 2.6 is the chart of English vowels!

  Category Vowel Example Short Sit, bit, pin, fish

  ɪ i Happy e Ten, bet, men, yes

  Had, bat, man ӕ

  Dog, pot, gone, cross ɒ

  Book, put, pull, push ʊ u Actual Cup, but, some, rush

  ʌ Away, about,

  ə Long i: Beat, mean, peace

  Bird, fern, purse з:

  Card, half, pass ɑ:

  Board, torn, horse ↄ: u: Food, soon, loose

  (Roach, 2000:14-18).

2. Diphthongs

  The total number of diphthongs is eight (Roach, 2000:20). The easiest way to recognize the diphthongs of English can be explained trough Table 2.7 as follows!

  Kinds Diphthongs

  Centering Diphthongs Ending in ə Іə e

  ə ʊə

  Closing Diphthongs Ending in І eІ aІ

  ↄІ Ending in e

  ʊ ʊ a ʊ

3. Consonants

  The list of English consonants can be simply explained by this following table (Table 2.8) as stated by Roach (2000:52).

  Bilabial Labiod Dental Alveola Palate- Palatal Velar Glottal entals r alveolar

Plosive p b t d k g

Fricative f v s z h

  θ ð ʃ Ʒ Affricative t ʃ dƷ Nasal m n

  Ŋ Lateral l Approxim w r j ant

E. Assimilation 1.

  Definition of Assimilation In English phonetics and phonology, we can find many connected speech phenomena and it is usually described in terms of some kind of process or change. The connected speech phenomena can be in the level of syllable, morpheme and word. According to Lodge(2009:145), it is possible to find alternations in any of parametric features, but perhaps the most common is variation in the place of articulation. This phenomenon is commonly known as assimilation.

  In the glossary of phonetic term by Lodge (2009:226), assimilation is a term that refers to cases where there are alternative pronunciations of the same lexical item and where a phonetic feature is shared by a number of contiguous syllable places, for example, place of articulation, nasality. There will be various sound of a lexical item because it is influenced by its surrounding sound of the lexical item. Ramelan (1977:172) defines assimilation as the process in which one phoneme is replaced by another phoneme as the result of combining one morpheme with another.

  We can conclude that assimilation is a process that occurs when a word‟s pronunciation is affected by sounds in a neighboring word. It is concerned with one sound becoming phonetically similar to the neighboring sound. Sounds that belong to one word can cause changes in sound of other words. In rapid and casual speech, the assimilated form is more typical of connected speech.

  Assimilation is something which varies in extent according to speaking rate and style; it is more likely to be found in rapid, casual speech and less likely in slow, careful speech. Sometimes the difference caused by assimilation is very noticeable and sometimes it is very slight.

  Generally speaking, the cases that have most often been described as assimilation affecting consonants (Roach, 2000:124).