IT SOUNDS LIKE NATIVE ENGLISH Approaching the Native Speakers' Pronunciation - Digital Library Universitas Muhammadiyah Purwokerto
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IT SOUNDS IIKE NATNE ENGLISH
Approaching the Native Speakers' Pronunciation
by Suwartono
Copyright @ 2008 by Suwaftono
All rights reserved, which includes the rigth to reproduce this book or portions
thereof in any from whatsoever e)cept as provided by the Indonesia Copyright Law.
Published by SPIRIT for education and development
ll. Wates Ktvl.S'tlogo Ambarketawang Gamping Sleman Yogyakafta
phone. (0274) 780 90 36
Printed in Yogyakarta - Indonesia
Book design by NAHL GMFIKA
: Nur Syamsi
Cover
: Saituddin
: Saiful Mu'min
Lay
design
Illustration
out
First Printing
: April, 2008
tsBN 978-979-1068-10
Dean's Preface
First of all, let us thank to Allah, the Almighty, for His blessing and
mercy. welcoming the release of this book, I would like to express my appreciation to the author for his endless positive attempts. It is necessary to
note that this book is his third work made available for the students in the
Department, and the sixth in his collection. Hopefully, this work is of great
value for Indonesian learners of English to achieve better. I must confess that
the book's author is at this moment one of the most productive lecturers the
Faculty has ever had. He has extensively shared article contributions to the
accredited scientific joumals, such as "Lingua" (I-INSRI palembang), o.Kajian Linguistik dan Sastra" (UMSurakarta), "Cakrawala pendidikan,, (Universitas Negeri Yogyakarta), "Fenolingua" (unwidha Klaten), and "Jurnal
Ilmu Pendidikan" of universitas Negeri Malang - too many to mention.
Above all, I am sure that with allhis experiences and trainings, this book has
a reliable qualrry Therefore, let me officially promote this new book for use
in the Departrnent.
Purwokerto, March 2008
Dean
of
Teacher Training and Education Faculty
Muhammadiyah University of Purwokerto
:f+r;L* *::t*.:iia=lsi l[.fi
lE4p].-_-"*ift
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Foreword
Some factors have led to the birth of this book. In relation with the
author's professional experience in research, interference ofnative tongue
has become his first interest. To him, as future teachers - models for their
students - those who attend lectures in the English Language Deparhnent
of Teacher Training College are required to have a good pronunciation of
the language they will teach. He then began with conducting a research that
was intended primarily to examine the pronunciation mastery of the English
sound /I/ written i by students of the English Department of Muhammadiyah
University of Purwokerto, Central Java. Ninety-two sample students (approx. 30% of the population) have been randomly selected. The data were
elicited through questionnaire and speech test. The data have indicated that
the students'promrnciation mastery of the English sound /t/ spelt i was unsatisfactory. The average score was 48.14- Scores 60 and above made up
only 30.760/o of the total. In addition, the students pronounced the nearest
sound /i/ more often than the standard /I/. It is likely that this condition had
something to do with the interference of Banyumas dialect Javanese they
know or use.
Another work has also contributed to the availability of this book' As
a classroom teacher, the author was challenged to create an effective environment for leamers to acquire the target language sound system. Thus, he
conducted an experimental research that was aimed at (1) finding out the
effectiveness of dubbing as a technique for teaching the pronunciation of
English, andQ)to identiff the commonly mispronounced sounds of English.
The research study involved semester I students of the English Language
Deparbnent of Teacher Training Faculty of Muhammadiyah University of
Purwokerto in the Academic Year 200512006. Out of 120 students that had
been split into 5 smaller groups by the management authority for practical
puryose, 2 gfoups have been chosen as the research sample groups on the
basis of equality in the pre-test result. Group 42 has been the Experimental
Group and group A1 has been the control Group. The teaching and lea::ring process in the former employed dubbing system as the main technique,
while the classroom leaming activities in the latter used drill in most of the
t f :.-:5:540 n $,",L!*E:--..,N5r.:I
1|
E.
E ${
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I
S }l
time. After 6 sessions (within 6 weeks) a post-test was administered. Data
collected through the post-test were analyzedusing descriptive statistical operations of mean, frequency distribution, percentage and the t-test inferential statistical tool. Results ofthe research data analyses have revealed that
teaching pronunciation with dubbing technique has not given a satisfactory
outcome and a significant effect on the pronunciation mastery To this finding dubbing is not recommended for use in teaching the pronunciation of
English. This result has confinned the existing theory and research findings
that pronunciation is not a simple study content to learn and teach. Results
of the data analyses have also shown that /al, /aul, lerl, and.leelconstitute
the most commonly mispronounced vowel sounds of English. Based on this
finding, careful attention should be paid to these sounds when we teach the
vowel sounds of English.
Finally, another inspiration has emerged from the author's observations
concerning the Austualian speakers of English. During some intemational
forums he has found that all Aushalian speakers of English he knew consistently pronounced /atl for every /eV sound in the so-called "Received English
Pronunciation (REP)". Some data can be presented here:
REP
Explain
Eight
Changing
Waste
Australian way
l-pleml
l-plaml
lett/
lartl
ltler-l
Itlar-l
/werstl
lwatst/
Communication l-kednl
Main
Day
The same
Saying
S X:::::::*:::
it
l
l-karln/
lmern/
lmam/
ldeil
ldail
/- serrn/
l-
lset-l
lsat-t
,-
i0':l$ri:,,[ L,Ie
f*ATIVE
satmJ
EIV6LISH
Names
lnetmzl
lnatmz
Papers
/pet-l
lpar-r
Based
/berst/
lbarst/
In the case
/- - kets/
I - -katsl
The point inGresting to us lies in the fact that the alteration is systematically sound- rather than spelling-based. Indonesian leamers of English as a foreign
langUage find that no consistency exists between spelling and promrnciation.
You will see some illusffation of this matter soon in the introductory chapter.
This conclusion, though tentative, Seryes as a clue to anticipate for understanding words containing sound /etl used by speakers of the same type. It took the
author for seconds before he finally rcalizedthat, once, Prof. Geoftey ofAus-
talia uttered /stju:dant-b4[st-la:nl n I for the phrase "student-based learning".
The author had thought of the word 'tias" /bales/ or something at first, and
this thinking process along with its contextualization disturbed understanding.
From this experience it is wise to note that leamers should sffive for having a lot
of ear haining, oral practice and infening regularities as well as exceptions.
The author would like to express his gratitude to his attentive students
who considered book on pronunciation of English crucial. Ideas from students'
perspective are quite usefirl to him in designing content of this book. He has
also valued the good deed of his colleague, Mr. Pudiyono of English Depart-
ment, Teacher Training and Education Faculty, Muhammadiyah University of
Purwokerto, Cental Javq who has paid utrnost care at students' and even the
teaching staff's pronunciation. He is a man who does not hesitate correcting
others'pronunciation. Last but not leas! his sincere thanls are due to his wife
and children for the understanding they gave to him. During the writing of this
book he has spent much time being "away''from the family members. He was
veryproudofthem.
ffi ffi
Contents
Dean's preface
11
Forerd
vii
Contents
_l
Chapter One
Sounds vs. Symbolic Representations
Chapter Two
The Internet
Chapter Three
Eat It Up
11
Chapter Four
I'm
l5
Chapter Five
My Heart
t9
Auto Races
23
Chapter Seven
Good Food
28
Chapter Eight
Animal Lover Girl
33
ChapterNine
It's RainingAgain
37
Chapter Ten
Scouting Is Our Hobby
42
Chapter Eleven
Around the Globe
46
Chapter TWelve
Dearest Rina
50
Chapter Thirteen
Environmental Awareness
53
Chapter Fourteen
Peter Pan
56
Chapter Fifteen
Space Shuttles
s9
Chapter Six
:
Sad
7
Chapter Sixteen
Asian Culture
62
65
Chapter Seventeen
Chapter Eighteen
Thirty, Or Thirteen
68
I
Chapter Nineteen
This, Or That
72
@
Chapter Twenty
A Beautiful View
76
Chapter Twenty-One
The Mosque
79
Chapter Twenty-Two
Two Killed, Five Injured
85
Chapter Twenty-Three ReCORD It; The RBcord Shows
Chapter Twenty-Four
References
About The Athor
Connected Speech
91,
95
99
100
;;,,
(hopler
g*ru
Sounds vs.Symbolic
Representations
Specifi c Instructional Objectives:
Having finished studying this chapter, the readers are expected to
be able to;
l.
explain the role of pronunciation acquisition
for
a
language learner or speaket;
2. explain why Indonesian learners of Engtish generally
encounter problems
in pronouncing the souncls of
English,
3. mention the six points suggestedfor gaining success in
learning
the
pronunciation of English.
4. propose another selected description
sound systems along
with
arguments.
of the Engtish
Under normal condifion everybody speaks a language. The language
spoken is expressed through a medium of sounds. So, what a speaker means
to say (message) might be difficult to understand by the listener when the
sounds produced are sfrange to him or her. Indee4 context in most cases
helps the listener interpret the speaker's speech, but precision in the production will help avoid disturbance in the flow of communication, as touched
on previously. It is going to be as bad as the case of a foreigner who says to
*pasat'' in an infl-uent "Saya...mau ...tanya pusar
you "pasit'' or "pusar" for
terdekat". That is not enougb. It is har4 at least for the author, to deny an
idea that as far as spoken language is concemed, better pronunciation gives
prestige to the speaker. If you often notice a foreigner speaking Indonesian,
you would probably have susfu fssling, too.
English and our native tongues (Indonesian, Javanese, or other ethnic
group languages) have different systems. The difference results in learning
difficulties to us, Indonesian learners of English. As far as spoken language is
concerned, pronunciation seelns to be a central issue. The problem is rooted
&om the inconsistency betrreen spelling (the written form) and pronunciation (the soundproduction) inthe Eaglish language. The following are good
examples:
seund lsaondl
sorto
9--
lsu:ol
ggde tgaldl
bsught/bgU
guitar lgra:t
frgit lfrlt:tl
ghemisty l'lremesttl eherck ttleV
flosdfflad/
foqt/fut/
tour ltJal
cuisine lkwrn:nl
maghine lme'li:nl
blood lbl^dl
fssdlfu:dl
In connection with this matte,r, the author suggests that readers:
1. make themselves sure of listening a lot to native speakers as models,
either in penlon or on recording;
2. practrce pronouncing the sounds (br do a kind of "mouth gynnastic'). Do not feel bored of mouth gymnastic, because that is the only
way how you make yourself get accustomed to the sounds quickly;
3. build vocabularies with the similar pronunciation pattern by looking
up a well-devetoped dictionary. "Oxford Advanced Learner's Dictionary of Curent English-'byA.S. Hornby is a good altemative for
your level;
4. go to a reliable teacher or good learners when finding problems;
5. know the meaning of every single word being pronounced. you do
6.
not have to say the source equivalent;
not get confused with the different symbols used in differenJ source
books to represent the same or nearly the same pronunciation. So,
what you really have to acquire is the sound, not the symbols.
As the title on the book cover suggests, the materials presented throughout this book are the sounds that are most probably tooublesome to the attendants of our English Department classes. The sounds include vowels, consonants, cluster, connected speech, etc. - too many to mention. Especially
dealing with vowels and consonants, no consensus has been made about the
number of vowels and consonants in the English language. The following axe
descriptions of English vowels and consonants taken from different sources.
Descriptions B and
c
are somewhat rearranged according to the sound qual-
ity equivalent to that of descriptionA.
Description A
Pure Vowels
l. /i:/feel
lt lbid
3.lelfell
2.
4. la,lhad
5. /r,,/btd
6.la: lpar
7. lolhod.
8. /u:/ paw
9. /u/ hood
10. /u: / do, food
11.
/s:/pur
12. lelsitter, gccept
Description B
Description C
i (sheep)
r (ship)
e (pen)
re (man)
rr(cup)
a: (heart)
o (clock)
o (ball)
u (book)
u:(boot)
/iyl (ieans)
lrlbig
/e/(red)
lal(hat)
/a/ (bus)
lar / (tarm)
lo:l(call)
/u / (put)
/ud (two)
(grl)
e (4 camera)
/srl (word)
le / (!p, cgt,4go)
ei (tail)
ai (fain)
leyl (f:a:ul.)
layl (ice)
s
Diphthongal Glides
13.lerl pay
14.latl pie
.{;.[1ii.f.$ :.r**]fi $:i!SrI H A 1,.S,=r
t
f{ E$ tt.:sr::i6-
!
s
H
15.loil coy
16.lar/ruin
ui (boy)
/uy/ (oin)
17. laallow
(phone)
ao (house)
te (beer)
(chair)
/ow/ (no)
/p/ (pen)
/b/(baby)
Itl (tin)
/d/ (door)
/k/ (key)
lgl (sirt)
ltft (cberry)
tpt@afi
lds/$ari
/ds/rtob)
acr
lS.laalsouth
lg.lrelpeer
20. leelpair
21. /oe I soar
/awl (out)
:r
22. lae / poor
Consonants
l. /plpole
2.lblbowl
3.ltltool
4.ldl doll
5.lW coal
6.
/n goal
7. ltll chap
8.ldsl jam, aged
9.ltrltran,
/b/ (about)
ltl (talk)
/d/ (dance)
N (car)
/el(eive)
/t/
@atch)
footrest
l0.ldrldram, handrail
11. /ts/ cats
/dz/roads
13. lt0/eighth
14.ldg /width
-
15.lfl fell
16.lvlveal
17. lglthigh, earth
lfl (tan)
12.
-
18.16lthy, worthy
19.
lsl racer, seal, peace
20.lzl zeal,razor
21.
/[/
/v/ (van)
/0/ (thin)
/6/ (the)
/s/ (sun)
lzl (zoo)
{/
sheet
22. l1lgigolo, vision
23. lhlheat, behave
24.1$lmight
l;t,,,.1**i
''-'d
/fl (four)
lvl(very)
/0/ (both)
/6/ (other)
/s/ (same)
lzl (easy)
(shoe)
/s (television)
lh/ (hat)
/m/(mouth)
;'ij*;.-
iFW"
{/(push)
/s (usual)
/h/ Oehind)
/m/(make)
iTY' ff.$'I'ir, i
"l
.,* *t* H; @, ,,
*
l+ !.,r
The Internet
6i: 'Intenet
Specific f nstructional Objectives:
Having finished studying this chapter, the readers are expected to
be able to:
l.
identi/t sottnd /I /in the words heard;
2. proncnmce sctund
J. explain
v,h,v
iI / properh,,.
this sound is problematic to
Indonesian leerners of English,. and
4. erploin the simplest way to handle this sottnd
:F :*;'
t=i,',. ::ii:i=t,i
;.-
:::r:.t
It's Rainiii$
arn
Its 'reInIR e'geln
Specific f nstructiona I Objectives:
I#::1":'o
t. identtfi
*o:rt
*is c+pt%
the readers;El
the souyd /et/ in the words
heard;
"*"1'"0'"
..
4. explain the simplest woy to handle this sound
::
This is one of the most difficult vowel sounds to produce by our leamers
of English. It in itself consists of two sounds: lel and lil.The lelis longer than
|il. Aswe are not accustomed to producing this kind of sound, we need time
to adapt. To the author's observation, many Indonesian speakers speaking
English do not differentiate this glide from the sound lt /.They say /mrd/ for
either 'mid'(tengaQ or 'made'(membuat). Of course, it does not sound good
to native speakers or advanced learners of English. To the author's ears, it is
as bad as the alteration of every /ell occurrence to sound latl by some Australian speakers of English he has known so far. The best way for Indonesian
leamers to produce this /e/ sound is to quickly move from /e/ n lil when
uttering it. Now, we begin with list of the English words that have the sound
letl as confronted with those having the sound /I/.
L
Repeat these words after the speaker. Notice how the sound
/er/ is different from |il.
leil
Tail
hl
till
watt
Cake
vrit
kick
Sh4pe
ship
Lake
lick
bit
Bait
E ght
sake
sick
Rald
rid
gnt
Great
II.
it
Now, practice in pairs
Example:
It's the eighth ofApril
A: It's the eighth ofApril.
B: The eighth?
,r:l l i5il:*Iifiii$;"$i,iiirE:a:1i ,{tEiiii :i :if:::*
iifirrr H
ffr$1:I s H
1.It's the eighth of May.
2. Yes, it's Mrs. Grey's birthdaytqday.
3. Yes, she's eightJr-eight.
4. Yes, she's going away for a holiday.
5. That's right. And she's going by plane.
6. Well, it is a bit dangerous at her age, but she wants to go to
Spain.
Be volunteers
for
the class, please.
ilI. With your partner, discuss the sound /erl available
in the words
of the following dialogue. After thaf read the dialogue aloud.
Mr. Grey
Hey, this hain's late! I've been waiting here for
ages.
Porter
Mr. Grey
Porter
Mr. Grey
Which train, sir?
The 8.18 to Baker Street.
The 8.18? I'm afraid you've made a mistake, sir.
Amistake? My timetable says: Baker Street train8.1 8.
Porter
Mr. Grey
Porter
Mr. Grey
Oh no, sir. The Baker Street train leaves at 8.08.
:At
8.08?
You see, sir, they changed the timetable at the end
ofApril. It's the first of May today.
Changed it? May I see the new timetable? What
does
Porter
Mr. Grey
it
say?
It says: Baker Street train - 8.08.
Hm! So the frainisnlt late. I'm late.
Listen to the teacher that will read it aloudfor you. Checkwhat you have
done.
rr ssuHDs LrxE HATIvE exe lrbi
III. Discuss with a partner to determine which word contains
sound leil ta lines of words below.
1. Clean, slave, piece,
&uit
cheat.
2. Study, cheese,lead, fare, delay3. Brealq cas! white,least, moist.
a. Spealq improve, neighbor, think,
5. Rhyme, silk, heat, sweat, wait
III.
Set
ki[.
own
Examples
Spellings
Exception
Compare your workwith those of others.
ll[iitqffi,;;;if--.]il3r!.:y5,. r:X,:lilircirx,s;tl;
j,.-=.-+....
=,tr.:ja:+r$\.N
IV. Write minimum ten other words (excluding those available
above) that contain the sound /e/
No
Words
complamt
I
Phonetic transcription
/kam'plemt/
2
a
J
A
+
5
6
7
8
r"--:-::::l
I i'.ir*i
9
I]
10
ll
IIr::"4'';I
;".
;t
I
lffi.
I -t*"1
II
[".]&" r I
1
t
V. Say the missing words in each of the following sentences.
I :t:'ltit.i: t
l
restaurant.
My mom does not do her domestic works alone because we have a
ho
Ame
is a woman who has a fish' tail instead of leg and lives
in the sea (in stories).
No wonder that the male cat keeps on chasing the female; it is the
season.
people of the world can make contacts easily.
*.
f.l+.
-(:
\,..- -";w
',,'*':
+m
,,;]:
".".
."
Scoutinp
is Our H6bffifr
'skautrr:ffiffi
Like the sound discussed in the previous chapter, this sound also has fwo
sounds - the long sound lal and short /u/. As the author has observed in daill'
user rnany Indonesian speakers of English do not seern to realize the differ".
ence between this diphthong and the short vowel sound /u/ as in "clock",
"shock", "dog", or the ionger sound /u,:l in "naughty", .,ba11,,, ..short,, that exist extensively in English. To advanced learners of English, it does not sounc
nice to hear lnulwhile the speaker really intends to say "no\tr/" inah For example, they tend to say /sund/ for "sound" , or lgnsnd/for "ground". It will be
a bit confusing to the ears of advanced learners of English when you say /dun
/ for "down", because English also has the word "dawfl" ldv:n/. Actually in
Indonesian we have diphthongs like this. But, we usually pronounce it more
closely to the English short sound lol.In other words, we do not get used to
producing the sound with the quality equal to the English /aul. However, it
will take less energy and time to get accustomed to the new habit.
L
Repeat the speaker, and notice how the underlined vowels are
pronounced.
cow
owl!
Bgw
no]il
Brqu
grgund
Grguse
rolpd
Ouch
Deubt
Davm
fqund
house
proud
forfntain
Sound
II.
Read this dialogue aloud, and practice it with friends.
Mrs. Brown : I've found the mouse!
Mr. Brown : Ow! You're shouting too loudly. Sit down and don,t
shout.
Mrs. Brown : I've found a mouse in the house.
Mr. Brown : Abrown mouse?
I+,:rr'sS $
fi S
Lr.f K
E-,,
, f'3
\r::E:r,'?,F*:€ L
I
S:}l
Mrs. Brown
Yes. A little round mouse. It's running around in the
lounge.
On the ground?
Yes. It's under the couch now.
Well, get it out.
Mr. Brown
Mrs. Brown
Mr. Brown
Mrs. Brown
Mr. Brown
How?
Tum the couch upside-down. Get it out somehow.
We don't want a mouse in our house. Ours is the
cleanest house in the tor.vn!
Be volunteers
III.
for
the class.
The sound laal is usually spelled with the
let-
ters......r..
But, you must be aware that not all the same spellings are pronounced
laa/ as found in the words "touch", "low", 'ocaught".
IV. Write minimum ten words (excluding the one you learn in this
chapter) that contains the sound /au/
No
1
Phonetic transcription
Words
l'pnremaari/
paramount
2
J
4
5
6
1
I
T'..r1:*::lr$
U:::.H.:
,,,,,
5
l"I:I(+rrr:l*::
=I
E:::::=
,{ G,1
I
SH
No
Words
Phonetic transcription
8
9
10
l1
E
f:,.::.
$.l f*lgrrll.[i-I,'#r#r!ii{*:,;*ii.{Et- .},18: dlr$liX,
r.Sr..::riii;i-,
{lmotrr
0lr-;
.=t=-t- -
:
,,'at:::]
Around the Globe
e'raun deglecrb
This sound also has two sounds / a/ and,/o/. Based on the authors,teach_
ing experience and research, the students find it the most difficult vowel
sound to master. Quite few class attendants succeed in producing
the sound
with the intended quality. This is perhaps, caused by the tension that occurs
when this two-in-one sound is produced.
r.
Ir.
Repeat the words. Notice this sound of the underlined vowels
2.
3.
4.
5.
6.
7.
8.
9.
Bqne
Phsne
9.
Cake
Wqke
10.or,
I l. Windaw
12. Age
Float
Nqte
14. Hello
Boat
13. Thrqw
Joe
15. Over
Bowl
16. Don't
working in pairs, determine which word contains the sound
laalin this dialogue. Then, read it aloud
Joan
Joe ! Joe ! Joe! Hello
Oh! What is it, Joan?
Joan Look out of the window.
Joe
No. My eyes are closed, and I'm going to go to sleep
Joe
again.
Don't go to sleep, Joe. Look at the snow!
Joe
Snow? But it's only October. I know there's no now.
Joan Come over to the window, Joe.
Joe
You're joking, Joan. There's no snow
Joan OK. I'll put my coat on and go our and make a snowball
and throw it at your nose, Joe Jones!
Joan
Then, listen to the speaker that
please.
@
9.H;
7.:
i.
*
E
'
will read
it. Be volunteers
for the class,
III. Sign with more arrows "B" words that rhyme with
o'A"
words.
A
B
Whole
old
Cold
Sold
Hole
Hold
Told
Bowl
Stole
Gold
IV. Complete the crossword below. The clues are words which
rhyme with the answer but do not have the same meaning.
l#o*[n-* J6*:
,+ru
1 ..
T{A T
,
IVE
'rai
E H G:6d"S
H
\
Clues
Across:
Down:
l. Slow
Only
2. Don't
3. Know
1.
2. Jones
3. Snow
4. Joe
4. No
5. below
5. Hello
V. The sound
leu/ inEngtish includes the spellings .....
VI. Write ten more words with the sounds /eu/
No
I
Words
Remote
Phonetic transcription
/rmaut /
2
3
4
5
6
7
8
9
l0
ll
trt?'iii$':!b'1iffi;idli.l*,riguu:rt-gui*],]ir,U:d ]:
r
t
lUm
:;;;:.1:!rr..4.:=il
ir r t! tt
l.
t$ttl.r,
{wahra
,:::=
:--,a
w
:
':::=:..::
Dearest Rina
dierest rina
Speiifi c InStruation,aI O-bjectives:
, :.:1.
.
Having finished studyi.ng
th--ii:
r:=-
""'
=l:=,.
chaptet,'
e ieaders are'eiptcted to
i-.*1*il$jjio,:
i*n
' , ),
ffi,**,r,;;;;j,r{,a,r"pgu;;*;;:tr;
" affi;: ', *
: 2;i,I_,Eit u;;;"rr,"* ta:rP,y"ii
I
"'
!
""
expbin why tfiis ;,o,und; ii troubles
-
,i;f;';.{:_{{!"sriu14,'*
i'*i:*,y;ir,,*,
way io
u
onqp to
.Indoyes
%, , .'
r1"o*^.,*!i'oiika
iai
;;
,
'
Though this glide is not so difficult to master as the other ones, it needs
time to get used to it, because basically Indonesian learners of English do not
5
$
have a sound of this quality. The best way to produce
it is to smoothly glide
from I to a.
:
$
l
I.
i
Repeat the following words after the speaker. Notice how the
underlined vowels are pronounced.
d
I
11. idea
12. atmosphere
13. mountainqer
14. chggrs!
15. ngarly
16. disappg4red
17. Australia
18. windier
19. easier
20. cashlgr.
-l--ear
I
2.bgBr
3. tgar
a.pl.r
5. bsard
6.Lear
7.hear
8. dsar (Br)
9. cl94r
10.ye.
Which one do you think contains the sound /re /
l. gear 2.rear 3. fire 4. hemisphere 5. vampire 6. happier
7. earner 8. climber 9. bomber 10, European 11. desire
12.
II.
capture
13.liar
Now, consult a better friend, standard dictionary or your
teacher. when necessary, formulate the occurrence of the
sound / ral.
SiU
ffi
,H
41.#
,
ffi
No
Examples, Phonetic transcription
Spelling
br
%
}.
III. Mention ten other words that you have not learnt in this chap-
I
ter.
1
1.
6.
2.
7.
3.
8.
+":
4.
9.
5.
10.
I'r' souNDS LrK"!'ROTTYE ENGtrsH
'
tttt'",'
.r
,.
tno
.
'
(ltoprur
77"">rt
#*6
ffi%
ryffi
s#
Environffiental
,,,,,.
Specific Instructional Objectives:
Having flnished studying this chapter, the readers are expected to
be able to:
f . identify the sound /ea/ in the words heard;
2. pronounce the sound /ea/
properly;
3. explain why this British English sound is troublesome
to Indonesian learners of English,. and
4. explain the simplest way to hqndle this sound
This glide has two sounds: /e/, which is long and lel.It is only found in
British English pronunciation. In the American English vesion, it is changed
to pure long lel. To us this sound is also not so difficult to make as, let's say /
eil, or /aa/ ,but this new sound is often confused with the sound /Ie/ discussed
earlier. Let's compare these sounds
I.
Repeat the following pairs after the teacher, notice how each
pair is pronounced differently:
Sound
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I.
I
air
ealx
bear
pear
beer
pier
'hear
hair
tear (v)
chairs
tear (N)
dare
Claire
dear
clear
there
they're
share
sheer
cheers
Which one do you think contains the sound /ea /
Scarce
1.
Care
2. Real
3.
5.
Nightmare
6.
T.Blaire
9. Deal
II.
Sound 2
Primary
4. Declare
8. Scared
10. Bar
Now, formulate a rule of the sound /eal occurrence accqrding
to the spelling.
{.\\\w
::
ffi,7
No
Spelling
Examples, Phonetic transcription
III. Provide ten other words that
have the sound /ee/.
l.
6.
2.
7.
3.
8.
4.
9.
5.
10.
ro,in"ffii*'f
.tt ;"*- ' -1" "".-i
E'i
'-;trF+ry; o o'.f"i*'
([utttr
A'ott ?Ae&nt
-*
7
)frr
Peter Pan
pni:tephren
Specific Instructional Objectives:
Haviug flnished sttdying this ehapter, the readers are expected to
be able to:
L tdcntifi the sound /ph/, /td/ and /*/ in thc words
2. ptanounee the
sound /ph/,
N/
and
heard;
/{/ prcperly;
3, explain the oeeurrenee ofthese soands; and
4, explaln the simplest way to handlc these sounds.
Obviously, the nine consonant sounds which we are concerned with include these three sounds because they are pronounced significantly different from those of ours when occurred in certain position. To prod.uce these
sounds properly, you may try by holding a piece of paper in front of your
mouth. Then, make the sounds in aspirated mode (symbolized with h) - the
paper moves as the airflow presses it backward).
III.
Repeat these words after the speaker. Note that the aspirated
consonant sound shifts.
l.pen
11. passenger
2. pencil
12. policeman
3.pin
4.pear
13. pipe
14.
5. Peter
15. pepper pot
6.poppy
16. puppy
7. Paris
lT.piano
8. pocket
18. compact
9. postcard
19. reporter
10. passport
20. departure
porkpie
Do it again and again.
II.
Repeat these words after the speaker. Notice how the aspirated
consonant sound shifts
2. tell
3. tennis
4. telephone
9. twins
5. tomato
12. transporlation
6.
tin
7.w
10. twelve
11. travel
13. unlouchable
14. polatoes
8. twenty
li souNDs lrki
rrnrrve
er,te
lrCn
III.
Repeat these words after the speaker. Notice how the aspirated
consonant sound shifts
1. car
11. chemistry
2. atp of coffee
12. queue
3. ofcourse
13. Christian
4. Cambridge
14. reqord (v)
5. clock
15. taghometer
6. clever
16. proc
laim
7. cream
8. cricket
9. cakes
10. quiet
IV. With the help of a dictionorY, find ten other words with the
sounds lphl, ll{l and' lthlin them. Write also the phonetic transcription.
1.
compatible /kem'phettbV
6.
2.
7.
3.
8.
4.
9.
5.
10.
V. So, the sounds /p% /kh/ and ltnl in English usually exist only
when..................or
=
i(
|110.9
tfl,'=
Sffi
srye=-n'et-atio +
'---I'iu=t,lt=uutn.u
. be able
io:. _..-. :=
:::..=..,::::::;;:jr=.,:1;.==ri.
f . identify the sound
'
j;i=====;itl
tl/ in the words heard;
2 prono"iii tt e sii"ii /t prop,iity; "'
3
:...:,
explain the oc,currence"of tle sound; and,
+
,
==
To those students who are familiar with Arabic phonemes this sound does
not seem a matter. It resembles to the Arabic r-.f. When you say "isyarat" or
"s3rukur" (either one is borrowed from Arabic), you rnill surely expcrience
the sound symbolized as J in the study of English phonology. This sound also
comes up as a result of quick shift from sound /s/ to sound ljl as in questions
"What's your name?" and "It's )zour wallet, isn't it?". This will be discussed
exclusively under "Connected Speech" (Chapter Twenty-Four).
1.
she
shoe
2.
3. ship
4. ash
5. rusb
6. push
7. assure
8.
9.
vacalion
15. milkshake
16. sure
17. benefigial
18. crugial
19. broshure
20. fashion
tisgue
21.
shrunk
demonstration
10.
11.
12.
13.
14.
wish
speqial.
maghine
sue @r)
L Repeat these words after the speaker. Notice how the underlined consonants are pronounced.
So, how will you pronounce this phrase?
"fiy;ashing machine"
"A commercial ship"
"Afashion show"
'A
vacation brochure"
"A special tissue"
IL Workin pairs to ask and answer question like this:
A
B
:
:
Wherewouldyouusuallycatchatain?
At a train station.
III. Where would you
usually
I'..T].'S;:*,U, m B
$
:t.-d
fr't:
......?
$l A ?ri+rgr-.:.E {r, C L
I S !l
At a bus station
1. a:range a vacation
2. wash dishes
In the kitchen
3. cash a check
At the beach
At a travel agency
At a bank
4. find seashells
5. catch a bus
III. Explore your dictionary to find ten other words with the sound
dl in them.
1.
parachute l'phr:ra[u:t/
2.
7.
8.
3.
9.
4.
10.
5.
11.
6.
forthe sound rlr
ll are:
IV. The
No
Spelling variants
Notes
Examples
ff@
ffiffi
{lta,pter
ffi
Asian
Culture
tdfl
m:
I 'r'.;r.)flt
l eil
"'l
[I
l_. 'l
ti-'l
e\Sen'kAlft
'.,1,'ul
.::l:::
;='tu@ fi
$**
;
--'-Q,.!,,
;E=,
=.1;=;!,),].-.,t'=
;tr'
ine
tlii
ctrapter,
rri
i[' i'
to
r,#**iii'=.=5 iE,,
soun( Mpiipeily.fi;:,,;,-=
-*"-,
':'
,.
wan"nEi.)t*e
irs,'
r..,
:-,a
,*,..ffi op7;ii.pliiyrrtestwotJoarli;$,i6iifiE#i,;
r
t::
,li:
To the
author's
, this sound sounds qrpical Flench. While
sormd 2!,/comes up when sound iV meets /j/, the sound /s/ occurs when sor:nd
lzl meets /j/ as in "I don't want to loggaou". To practice producing this
sound, you aan do it be*
I.
Repeat these words after the speaker. Notice how the underIined parts are prlonounced.
1.
2.
3.
4.
5.
6.
7.
8.
II.
vftile looking at amodel's mouth movement
televiqion.
gaxagg.
measr$ing tape
treasurg
Agia (Am)
casual clothes
anunugalcollision
a great leisrne
When somebody says thank you' for doing something, the
Englishman some times says, ait's a pleasure'. Practice this
exercise.
Example:
A : Thank you for lending me your television
B : It'saplesure
1. Thank
you for mending my television
2. Thanks for lending me your measuring tape
3. Thanks for le,nding me "Treasure Island'
4. Thank you for letting me use your garage
5.
Thanls for letting me drive your Peugeot
6. Thanks for letting us watch your telev
\
the Native Speakers' Pronunciation
//
//-/'
/
.4 ./
'
/r'
'/
-,s.-
Fa'>
SUWARlI@N@
SUWARTONO
'
#
cid{ib;r
IT SOUNDS IIKE NATNE ENGLISH
Approaching the Native Speakers' Pronunciation
by Suwartono
Copyright @ 2008 by Suwaftono
All rights reserved, which includes the rigth to reproduce this book or portions
thereof in any from whatsoever e)cept as provided by the Indonesia Copyright Law.
Published by SPIRIT for education and development
ll. Wates Ktvl.S'tlogo Ambarketawang Gamping Sleman Yogyakafta
phone. (0274) 780 90 36
Printed in Yogyakarta - Indonesia
Book design by NAHL GMFIKA
: Nur Syamsi
Cover
: Saituddin
: Saiful Mu'min
Lay
design
Illustration
out
First Printing
: April, 2008
tsBN 978-979-1068-10
Dean's Preface
First of all, let us thank to Allah, the Almighty, for His blessing and
mercy. welcoming the release of this book, I would like to express my appreciation to the author for his endless positive attempts. It is necessary to
note that this book is his third work made available for the students in the
Department, and the sixth in his collection. Hopefully, this work is of great
value for Indonesian learners of English to achieve better. I must confess that
the book's author is at this moment one of the most productive lecturers the
Faculty has ever had. He has extensively shared article contributions to the
accredited scientific joumals, such as "Lingua" (I-INSRI palembang), o.Kajian Linguistik dan Sastra" (UMSurakarta), "Cakrawala pendidikan,, (Universitas Negeri Yogyakarta), "Fenolingua" (unwidha Klaten), and "Jurnal
Ilmu Pendidikan" of universitas Negeri Malang - too many to mention.
Above all, I am sure that with allhis experiences and trainings, this book has
a reliable qualrry Therefore, let me officially promote this new book for use
in the Departrnent.
Purwokerto, March 2008
Dean
of
Teacher Training and Education Faculty
Muhammadiyah University of Purwokerto
:f+r;L* *::t*.:iia=lsi l[.fi
lE4p].-_-"*ift
t,v # :ALlrt l I*i s x.
Foreword
Some factors have led to the birth of this book. In relation with the
author's professional experience in research, interference ofnative tongue
has become his first interest. To him, as future teachers - models for their
students - those who attend lectures in the English Language Deparhnent
of Teacher Training College are required to have a good pronunciation of
the language they will teach. He then began with conducting a research that
was intended primarily to examine the pronunciation mastery of the English
sound /I/ written i by students of the English Department of Muhammadiyah
University of Purwokerto, Central Java. Ninety-two sample students (approx. 30% of the population) have been randomly selected. The data were
elicited through questionnaire and speech test. The data have indicated that
the students'promrnciation mastery of the English sound /t/ spelt i was unsatisfactory. The average score was 48.14- Scores 60 and above made up
only 30.760/o of the total. In addition, the students pronounced the nearest
sound /i/ more often than the standard /I/. It is likely that this condition had
something to do with the interference of Banyumas dialect Javanese they
know or use.
Another work has also contributed to the availability of this book' As
a classroom teacher, the author was challenged to create an effective environment for leamers to acquire the target language sound system. Thus, he
conducted an experimental research that was aimed at (1) finding out the
effectiveness of dubbing as a technique for teaching the pronunciation of
English, andQ)to identiff the commonly mispronounced sounds of English.
The research study involved semester I students of the English Language
Deparbnent of Teacher Training Faculty of Muhammadiyah University of
Purwokerto in the Academic Year 200512006. Out of 120 students that had
been split into 5 smaller groups by the management authority for practical
puryose, 2 gfoups have been chosen as the research sample groups on the
basis of equality in the pre-test result. Group 42 has been the Experimental
Group and group A1 has been the control Group. The teaching and lea::ring process in the former employed dubbing system as the main technique,
while the classroom leaming activities in the latter used drill in most of the
t f :.-:5:540 n $,",L!*E:--..,N5r.:I
1|
E.
E ${
&L
I
S }l
time. After 6 sessions (within 6 weeks) a post-test was administered. Data
collected through the post-test were analyzedusing descriptive statistical operations of mean, frequency distribution, percentage and the t-test inferential statistical tool. Results ofthe research data analyses have revealed that
teaching pronunciation with dubbing technique has not given a satisfactory
outcome and a significant effect on the pronunciation mastery To this finding dubbing is not recommended for use in teaching the pronunciation of
English. This result has confinned the existing theory and research findings
that pronunciation is not a simple study content to learn and teach. Results
of the data analyses have also shown that /al, /aul, lerl, and.leelconstitute
the most commonly mispronounced vowel sounds of English. Based on this
finding, careful attention should be paid to these sounds when we teach the
vowel sounds of English.
Finally, another inspiration has emerged from the author's observations
concerning the Austualian speakers of English. During some intemational
forums he has found that all Aushalian speakers of English he knew consistently pronounced /atl for every /eV sound in the so-called "Received English
Pronunciation (REP)". Some data can be presented here:
REP
Explain
Eight
Changing
Waste
Australian way
l-pleml
l-plaml
lett/
lartl
ltler-l
Itlar-l
/werstl
lwatst/
Communication l-kednl
Main
Day
The same
Saying
S X:::::::*:::
it
l
l-karln/
lmern/
lmam/
ldeil
ldail
/- serrn/
l-
lset-l
lsat-t
,-
i0':l$ri:,,[ L,Ie
f*ATIVE
satmJ
EIV6LISH
Names
lnetmzl
lnatmz
Papers
/pet-l
lpar-r
Based
/berst/
lbarst/
In the case
/- - kets/
I - -katsl
The point inGresting to us lies in the fact that the alteration is systematically sound- rather than spelling-based. Indonesian leamers of English as a foreign
langUage find that no consistency exists between spelling and promrnciation.
You will see some illusffation of this matter soon in the introductory chapter.
This conclusion, though tentative, Seryes as a clue to anticipate for understanding words containing sound /etl used by speakers of the same type. It took the
author for seconds before he finally rcalizedthat, once, Prof. Geoftey ofAus-
talia uttered /stju:dant-b4[st-la:nl n I for the phrase "student-based learning".
The author had thought of the word 'tias" /bales/ or something at first, and
this thinking process along with its contextualization disturbed understanding.
From this experience it is wise to note that leamers should sffive for having a lot
of ear haining, oral practice and infening regularities as well as exceptions.
The author would like to express his gratitude to his attentive students
who considered book on pronunciation of English crucial. Ideas from students'
perspective are quite usefirl to him in designing content of this book. He has
also valued the good deed of his colleague, Mr. Pudiyono of English Depart-
ment, Teacher Training and Education Faculty, Muhammadiyah University of
Purwokerto, Cental Javq who has paid utrnost care at students' and even the
teaching staff's pronunciation. He is a man who does not hesitate correcting
others'pronunciation. Last but not leas! his sincere thanls are due to his wife
and children for the understanding they gave to him. During the writing of this
book he has spent much time being "away''from the family members. He was
veryproudofthem.
ffi ffi
Contents
Dean's preface
11
Forerd
vii
Contents
_l
Chapter One
Sounds vs. Symbolic Representations
Chapter Two
The Internet
Chapter Three
Eat It Up
11
Chapter Four
I'm
l5
Chapter Five
My Heart
t9
Auto Races
23
Chapter Seven
Good Food
28
Chapter Eight
Animal Lover Girl
33
ChapterNine
It's RainingAgain
37
Chapter Ten
Scouting Is Our Hobby
42
Chapter Eleven
Around the Globe
46
Chapter TWelve
Dearest Rina
50
Chapter Thirteen
Environmental Awareness
53
Chapter Fourteen
Peter Pan
56
Chapter Fifteen
Space Shuttles
s9
Chapter Six
:
Sad
7
Chapter Sixteen
Asian Culture
62
65
Chapter Seventeen
Chapter Eighteen
Thirty, Or Thirteen
68
I
Chapter Nineteen
This, Or That
72
@
Chapter Twenty
A Beautiful View
76
Chapter Twenty-One
The Mosque
79
Chapter Twenty-Two
Two Killed, Five Injured
85
Chapter Twenty-Three ReCORD It; The RBcord Shows
Chapter Twenty-Four
References
About The Athor
Connected Speech
91,
95
99
100
;;,,
(hopler
g*ru
Sounds vs.Symbolic
Representations
Specifi c Instructional Objectives:
Having finished studying this chapter, the readers are expected to
be able to;
l.
explain the role of pronunciation acquisition
for
a
language learner or speaket;
2. explain why Indonesian learners of Engtish generally
encounter problems
in pronouncing the souncls of
English,
3. mention the six points suggestedfor gaining success in
learning
the
pronunciation of English.
4. propose another selected description
sound systems along
with
arguments.
of the Engtish
Under normal condifion everybody speaks a language. The language
spoken is expressed through a medium of sounds. So, what a speaker means
to say (message) might be difficult to understand by the listener when the
sounds produced are sfrange to him or her. Indee4 context in most cases
helps the listener interpret the speaker's speech, but precision in the production will help avoid disturbance in the flow of communication, as touched
on previously. It is going to be as bad as the case of a foreigner who says to
*pasat'' in an infl-uent "Saya...mau ...tanya pusar
you "pasit'' or "pusar" for
terdekat". That is not enougb. It is har4 at least for the author, to deny an
idea that as far as spoken language is concemed, better pronunciation gives
prestige to the speaker. If you often notice a foreigner speaking Indonesian,
you would probably have susfu fssling, too.
English and our native tongues (Indonesian, Javanese, or other ethnic
group languages) have different systems. The difference results in learning
difficulties to us, Indonesian learners of English. As far as spoken language is
concerned, pronunciation seelns to be a central issue. The problem is rooted
&om the inconsistency betrreen spelling (the written form) and pronunciation (the soundproduction) inthe Eaglish language. The following are good
examples:
seund lsaondl
sorto
9--
lsu:ol
ggde tgaldl
bsught/bgU
guitar lgra:t
frgit lfrlt:tl
ghemisty l'lremesttl eherck ttleV
flosdfflad/
foqt/fut/
tour ltJal
cuisine lkwrn:nl
maghine lme'li:nl
blood lbl^dl
fssdlfu:dl
In connection with this matte,r, the author suggests that readers:
1. make themselves sure of listening a lot to native speakers as models,
either in penlon or on recording;
2. practrce pronouncing the sounds (br do a kind of "mouth gynnastic'). Do not feel bored of mouth gymnastic, because that is the only
way how you make yourself get accustomed to the sounds quickly;
3. build vocabularies with the similar pronunciation pattern by looking
up a well-devetoped dictionary. "Oxford Advanced Learner's Dictionary of Curent English-'byA.S. Hornby is a good altemative for
your level;
4. go to a reliable teacher or good learners when finding problems;
5. know the meaning of every single word being pronounced. you do
6.
not have to say the source equivalent;
not get confused with the different symbols used in differenJ source
books to represent the same or nearly the same pronunciation. So,
what you really have to acquire is the sound, not the symbols.
As the title on the book cover suggests, the materials presented throughout this book are the sounds that are most probably tooublesome to the attendants of our English Department classes. The sounds include vowels, consonants, cluster, connected speech, etc. - too many to mention. Especially
dealing with vowels and consonants, no consensus has been made about the
number of vowels and consonants in the English language. The following axe
descriptions of English vowels and consonants taken from different sources.
Descriptions B and
c
are somewhat rearranged according to the sound qual-
ity equivalent to that of descriptionA.
Description A
Pure Vowels
l. /i:/feel
lt lbid
3.lelfell
2.
4. la,lhad
5. /r,,/btd
6.la: lpar
7. lolhod.
8. /u:/ paw
9. /u/ hood
10. /u: / do, food
11.
/s:/pur
12. lelsitter, gccept
Description B
Description C
i (sheep)
r (ship)
e (pen)
re (man)
rr(cup)
a: (heart)
o (clock)
o (ball)
u (book)
u:(boot)
/iyl (ieans)
lrlbig
/e/(red)
lal(hat)
/a/ (bus)
lar / (tarm)
lo:l(call)
/u / (put)
/ud (two)
(grl)
e (4 camera)
/srl (word)
le / (!p, cgt,4go)
ei (tail)
ai (fain)
leyl (f:a:ul.)
layl (ice)
s
Diphthongal Glides
13.lerl pay
14.latl pie
.{;.[1ii.f.$ :.r**]fi $:i!SrI H A 1,.S,=r
t
f{ E$ tt.:sr::i6-
!
s
H
15.loil coy
16.lar/ruin
ui (boy)
/uy/ (oin)
17. laallow
(phone)
ao (house)
te (beer)
(chair)
/ow/ (no)
/p/ (pen)
/b/(baby)
Itl (tin)
/d/ (door)
/k/ (key)
lgl (sirt)
ltft (cberry)
tpt@afi
lds/$ari
/ds/rtob)
acr
lS.laalsouth
lg.lrelpeer
20. leelpair
21. /oe I soar
/awl (out)
:r
22. lae / poor
Consonants
l. /plpole
2.lblbowl
3.ltltool
4.ldl doll
5.lW coal
6.
/n goal
7. ltll chap
8.ldsl jam, aged
9.ltrltran,
/b/ (about)
ltl (talk)
/d/ (dance)
N (car)
/el(eive)
/t/
@atch)
footrest
l0.ldrldram, handrail
11. /ts/ cats
/dz/roads
13. lt0/eighth
14.ldg /width
-
15.lfl fell
16.lvlveal
17. lglthigh, earth
lfl (tan)
12.
-
18.16lthy, worthy
19.
lsl racer, seal, peace
20.lzl zeal,razor
21.
/[/
/v/ (van)
/0/ (thin)
/6/ (the)
/s/ (sun)
lzl (zoo)
{/
sheet
22. l1lgigolo, vision
23. lhlheat, behave
24.1$lmight
l;t,,,.1**i
''-'d
/fl (four)
lvl(very)
/0/ (both)
/6/ (other)
/s/ (same)
lzl (easy)
(shoe)
/s (television)
lh/ (hat)
/m/(mouth)
;'ij*;.-
iFW"
{/(push)
/s (usual)
/h/ Oehind)
/m/(make)
iTY' ff.$'I'ir, i
"l
.,* *t* H; @, ,,
*
l+ !.,r
The Internet
6i: 'Intenet
Specific f nstructional Objectives:
Having finished studying this chapter, the readers are expected to
be able to:
l.
identi/t sottnd /I /in the words heard;
2. proncnmce sctund
J. explain
v,h,v
iI / properh,,.
this sound is problematic to
Indonesian leerners of English,. and
4. erploin the simplest way to handle this sottnd
:F :*;'
t=i,',. ::ii:i=t,i
;.-
:::r:.t
It's Rainiii$
arn
Its 'reInIR e'geln
Specific f nstructiona I Objectives:
I#::1":'o
t. identtfi
*o:rt
*is c+pt%
the readers;El
the souyd /et/ in the words
heard;
"*"1'"0'"
..
4. explain the simplest woy to handle this sound
::
This is one of the most difficult vowel sounds to produce by our leamers
of English. It in itself consists of two sounds: lel and lil.The lelis longer than
|il. Aswe are not accustomed to producing this kind of sound, we need time
to adapt. To the author's observation, many Indonesian speakers speaking
English do not differentiate this glide from the sound lt /.They say /mrd/ for
either 'mid'(tengaQ or 'made'(membuat). Of course, it does not sound good
to native speakers or advanced learners of English. To the author's ears, it is
as bad as the alteration of every /ell occurrence to sound latl by some Australian speakers of English he has known so far. The best way for Indonesian
leamers to produce this /e/ sound is to quickly move from /e/ n lil when
uttering it. Now, we begin with list of the English words that have the sound
letl as confronted with those having the sound /I/.
L
Repeat these words after the speaker. Notice how the sound
/er/ is different from |il.
leil
Tail
hl
till
watt
Cake
vrit
kick
Sh4pe
ship
Lake
lick
bit
Bait
E ght
sake
sick
Rald
rid
gnt
Great
II.
it
Now, practice in pairs
Example:
It's the eighth ofApril
A: It's the eighth ofApril.
B: The eighth?
,r:l l i5il:*Iifiii$;"$i,iiirE:a:1i ,{tEiiii :i :if:::*
iifirrr H
ffr$1:I s H
1.It's the eighth of May.
2. Yes, it's Mrs. Grey's birthdaytqday.
3. Yes, she's eightJr-eight.
4. Yes, she's going away for a holiday.
5. That's right. And she's going by plane.
6. Well, it is a bit dangerous at her age, but she wants to go to
Spain.
Be volunteers
for
the class, please.
ilI. With your partner, discuss the sound /erl available
in the words
of the following dialogue. After thaf read the dialogue aloud.
Mr. Grey
Hey, this hain's late! I've been waiting here for
ages.
Porter
Mr. Grey
Porter
Mr. Grey
Which train, sir?
The 8.18 to Baker Street.
The 8.18? I'm afraid you've made a mistake, sir.
Amistake? My timetable says: Baker Street train8.1 8.
Porter
Mr. Grey
Porter
Mr. Grey
Oh no, sir. The Baker Street train leaves at 8.08.
:At
8.08?
You see, sir, they changed the timetable at the end
ofApril. It's the first of May today.
Changed it? May I see the new timetable? What
does
Porter
Mr. Grey
it
say?
It says: Baker Street train - 8.08.
Hm! So the frainisnlt late. I'm late.
Listen to the teacher that will read it aloudfor you. Checkwhat you have
done.
rr ssuHDs LrxE HATIvE exe lrbi
III. Discuss with a partner to determine which word contains
sound leil ta lines of words below.
1. Clean, slave, piece,
&uit
cheat.
2. Study, cheese,lead, fare, delay3. Brealq cas! white,least, moist.
a. Spealq improve, neighbor, think,
5. Rhyme, silk, heat, sweat, wait
III.
Set
ki[.
own
Examples
Spellings
Exception
Compare your workwith those of others.
ll[iitqffi,;;;if--.]il3r!.:y5,. r:X,:lilircirx,s;tl;
j,.-=.-+....
=,tr.:ja:+r$\.N
IV. Write minimum ten other words (excluding those available
above) that contain the sound /e/
No
Words
complamt
I
Phonetic transcription
/kam'plemt/
2
a
J
A
+
5
6
7
8
r"--:-::::l
I i'.ir*i
9
I]
10
ll
IIr::"4'';I
;".
;t
I
lffi.
I -t*"1
II
[".]&" r I
1
t
V. Say the missing words in each of the following sentences.
I :t:'ltit.i: t
l
restaurant.
My mom does not do her domestic works alone because we have a
ho
Ame
is a woman who has a fish' tail instead of leg and lives
in the sea (in stories).
No wonder that the male cat keeps on chasing the female; it is the
season.
people of the world can make contacts easily.
*.
f.l+.
-(:
\,..- -";w
',,'*':
+m
,,;]:
".".
."
Scoutinp
is Our H6bffifr
'skautrr:ffiffi
Like the sound discussed in the previous chapter, this sound also has fwo
sounds - the long sound lal and short /u/. As the author has observed in daill'
user rnany Indonesian speakers of English do not seern to realize the differ".
ence between this diphthong and the short vowel sound /u/ as in "clock",
"shock", "dog", or the ionger sound /u,:l in "naughty", .,ba11,,, ..short,, that exist extensively in English. To advanced learners of English, it does not sounc
nice to hear lnulwhile the speaker really intends to say "no\tr/" inah For example, they tend to say /sund/ for "sound" , or lgnsnd/for "ground". It will be
a bit confusing to the ears of advanced learners of English when you say /dun
/ for "down", because English also has the word "dawfl" ldv:n/. Actually in
Indonesian we have diphthongs like this. But, we usually pronounce it more
closely to the English short sound lol.In other words, we do not get used to
producing the sound with the quality equal to the English /aul. However, it
will take less energy and time to get accustomed to the new habit.
L
Repeat the speaker, and notice how the underlined vowels are
pronounced.
cow
owl!
Bgw
no]il
Brqu
grgund
Grguse
rolpd
Ouch
Deubt
Davm
fqund
house
proud
forfntain
Sound
II.
Read this dialogue aloud, and practice it with friends.
Mrs. Brown : I've found the mouse!
Mr. Brown : Ow! You're shouting too loudly. Sit down and don,t
shout.
Mrs. Brown : I've found a mouse in the house.
Mr. Brown : Abrown mouse?
I+,:rr'sS $
fi S
Lr.f K
E-,,
, f'3
\r::E:r,'?,F*:€ L
I
S:}l
Mrs. Brown
Yes. A little round mouse. It's running around in the
lounge.
On the ground?
Yes. It's under the couch now.
Well, get it out.
Mr. Brown
Mrs. Brown
Mr. Brown
Mrs. Brown
Mr. Brown
How?
Tum the couch upside-down. Get it out somehow.
We don't want a mouse in our house. Ours is the
cleanest house in the tor.vn!
Be volunteers
III.
for
the class.
The sound laal is usually spelled with the
let-
ters......r..
But, you must be aware that not all the same spellings are pronounced
laa/ as found in the words "touch", "low", 'ocaught".
IV. Write minimum ten words (excluding the one you learn in this
chapter) that contains the sound /au/
No
1
Phonetic transcription
Words
l'pnremaari/
paramount
2
J
4
5
6
1
I
T'..r1:*::lr$
U:::.H.:
,,,,,
5
l"I:I(+rrr:l*::
=I
E:::::=
,{ G,1
I
SH
No
Words
Phonetic transcription
8
9
10
l1
E
f:,.::.
$.l f*lgrrll.[i-I,'#r#r!ii{*:,;*ii.{Et- .},18: dlr$liX,
r.Sr..::riii;i-,
{lmotrr
0lr-;
.=t=-t- -
:
,,'at:::]
Around the Globe
e'raun deglecrb
This sound also has two sounds / a/ and,/o/. Based on the authors,teach_
ing experience and research, the students find it the most difficult vowel
sound to master. Quite few class attendants succeed in producing
the sound
with the intended quality. This is perhaps, caused by the tension that occurs
when this two-in-one sound is produced.
r.
Ir.
Repeat the words. Notice this sound of the underlined vowels
2.
3.
4.
5.
6.
7.
8.
9.
Bqne
Phsne
9.
Cake
Wqke
10.or,
I l. Windaw
12. Age
Float
Nqte
14. Hello
Boat
13. Thrqw
Joe
15. Over
Bowl
16. Don't
working in pairs, determine which word contains the sound
laalin this dialogue. Then, read it aloud
Joan
Joe ! Joe ! Joe! Hello
Oh! What is it, Joan?
Joan Look out of the window.
Joe
No. My eyes are closed, and I'm going to go to sleep
Joe
again.
Don't go to sleep, Joe. Look at the snow!
Joe
Snow? But it's only October. I know there's no now.
Joan Come over to the window, Joe.
Joe
You're joking, Joan. There's no snow
Joan OK. I'll put my coat on and go our and make a snowball
and throw it at your nose, Joe Jones!
Joan
Then, listen to the speaker that
please.
@
9.H;
7.:
i.
*
E
'
will read
it. Be volunteers
for the class,
III. Sign with more arrows "B" words that rhyme with
o'A"
words.
A
B
Whole
old
Cold
Sold
Hole
Hold
Told
Bowl
Stole
Gold
IV. Complete the crossword below. The clues are words which
rhyme with the answer but do not have the same meaning.
l#o*[n-* J6*:
,+ru
1 ..
T{A T
,
IVE
'rai
E H G:6d"S
H
\
Clues
Across:
Down:
l. Slow
Only
2. Don't
3. Know
1.
2. Jones
3. Snow
4. Joe
4. No
5. below
5. Hello
V. The sound
leu/ inEngtish includes the spellings .....
VI. Write ten more words with the sounds /eu/
No
I
Words
Remote
Phonetic transcription
/rmaut /
2
3
4
5
6
7
8
9
l0
ll
trt?'iii$':!b'1iffi;idli.l*,riguu:rt-gui*],]ir,U:d ]:
r
t
lUm
:;;;:.1:!rr..4.:=il
ir r t! tt
l.
t$ttl.r,
{wahra
,:::=
:--,a
w
:
':::=:..::
Dearest Rina
dierest rina
Speiifi c InStruation,aI O-bjectives:
, :.:1.
.
Having finished studyi.ng
th--ii:
r:=-
""'
=l:=,.
chaptet,'
e ieaders are'eiptcted to
i-.*1*il$jjio,:
i*n
' , ),
ffi,**,r,;;;;j,r{,a,r"pgu;;*;;:tr;
" affi;: ', *
: 2;i,I_,Eit u;;;"rr,"* ta:rP,y"ii
I
"'
!
""
expbin why tfiis ;,o,und; ii troubles
-
,i;f;';.{:_{{!"sriu14,'*
i'*i:*,y;ir,,*,
way io
u
onqp to
.Indoyes
%, , .'
r1"o*^.,*!i'oiika
iai
;;
,
'
Though this glide is not so difficult to master as the other ones, it needs
time to get used to it, because basically Indonesian learners of English do not
5
$
have a sound of this quality. The best way to produce
it is to smoothly glide
from I to a.
:
$
l
I.
i
Repeat the following words after the speaker. Notice how the
underlined vowels are pronounced.
d
I
11. idea
12. atmosphere
13. mountainqer
14. chggrs!
15. ngarly
16. disappg4red
17. Australia
18. windier
19. easier
20. cashlgr.
-l--ear
I
2.bgBr
3. tgar
a.pl.r
5. bsard
6.Lear
7.hear
8. dsar (Br)
9. cl94r
10.ye.
Which one do you think contains the sound /re /
l. gear 2.rear 3. fire 4. hemisphere 5. vampire 6. happier
7. earner 8. climber 9. bomber 10, European 11. desire
12.
II.
capture
13.liar
Now, consult a better friend, standard dictionary or your
teacher. when necessary, formulate the occurrence of the
sound / ral.
SiU
ffi
,H
41.#
,
ffi
No
Examples, Phonetic transcription
Spelling
br
%
}.
III. Mention ten other words that you have not learnt in this chap-
I
ter.
1
1.
6.
2.
7.
3.
8.
+":
4.
9.
5.
10.
I'r' souNDS LrK"!'ROTTYE ENGtrsH
'
tttt'",'
.r
,.
tno
.
'
(ltoprur
77"">rt
#*6
ffi%
ryffi
s#
Environffiental
,,,,,.
Specific Instructional Objectives:
Having flnished studying this chapter, the readers are expected to
be able to:
f . identify the sound /ea/ in the words heard;
2. pronounce the sound /ea/
properly;
3. explain why this British English sound is troublesome
to Indonesian learners of English,. and
4. explain the simplest way to hqndle this sound
This glide has two sounds: /e/, which is long and lel.It is only found in
British English pronunciation. In the American English vesion, it is changed
to pure long lel. To us this sound is also not so difficult to make as, let's say /
eil, or /aa/ ,but this new sound is often confused with the sound /Ie/ discussed
earlier. Let's compare these sounds
I.
Repeat the following pairs after the teacher, notice how each
pair is pronounced differently:
Sound
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I.
I
air
ealx
bear
pear
beer
pier
'hear
hair
tear (v)
chairs
tear (N)
dare
Claire
dear
clear
there
they're
share
sheer
cheers
Which one do you think contains the sound /ea /
Scarce
1.
Care
2. Real
3.
5.
Nightmare
6.
T.Blaire
9. Deal
II.
Sound 2
Primary
4. Declare
8. Scared
10. Bar
Now, formulate a rule of the sound /eal occurrence accqrding
to the spelling.
{.\\\w
::
ffi,7
No
Spelling
Examples, Phonetic transcription
III. Provide ten other words that
have the sound /ee/.
l.
6.
2.
7.
3.
8.
4.
9.
5.
10.
ro,in"ffii*'f
.tt ;"*- ' -1" "".-i
E'i
'-;trF+ry; o o'.f"i*'
([utttr
A'ott ?Ae&nt
-*
7
)frr
Peter Pan
pni:tephren
Specific Instructional Objectives:
Haviug flnished sttdying this ehapter, the readers are expected to
be able to:
L tdcntifi the sound /ph/, /td/ and /*/ in thc words
2. ptanounee the
sound /ph/,
N/
and
heard;
/{/ prcperly;
3, explain the oeeurrenee ofthese soands; and
4, explaln the simplest way to handlc these sounds.
Obviously, the nine consonant sounds which we are concerned with include these three sounds because they are pronounced significantly different from those of ours when occurred in certain position. To prod.uce these
sounds properly, you may try by holding a piece of paper in front of your
mouth. Then, make the sounds in aspirated mode (symbolized with h) - the
paper moves as the airflow presses it backward).
III.
Repeat these words after the speaker. Note that the aspirated
consonant sound shifts.
l.pen
11. passenger
2. pencil
12. policeman
3.pin
4.pear
13. pipe
14.
5. Peter
15. pepper pot
6.poppy
16. puppy
7. Paris
lT.piano
8. pocket
18. compact
9. postcard
19. reporter
10. passport
20. departure
porkpie
Do it again and again.
II.
Repeat these words after the speaker. Notice how the aspirated
consonant sound shifts
2. tell
3. tennis
4. telephone
9. twins
5. tomato
12. transporlation
6.
tin
7.w
10. twelve
11. travel
13. unlouchable
14. polatoes
8. twenty
li souNDs lrki
rrnrrve
er,te
lrCn
III.
Repeat these words after the speaker. Notice how the aspirated
consonant sound shifts
1. car
11. chemistry
2. atp of coffee
12. queue
3. ofcourse
13. Christian
4. Cambridge
14. reqord (v)
5. clock
15. taghometer
6. clever
16. proc
laim
7. cream
8. cricket
9. cakes
10. quiet
IV. With the help of a dictionorY, find ten other words with the
sounds lphl, ll{l and' lthlin them. Write also the phonetic transcription.
1.
compatible /kem'phettbV
6.
2.
7.
3.
8.
4.
9.
5.
10.
V. So, the sounds /p% /kh/ and ltnl in English usually exist only
when..................or
=
i(
|110.9
tfl,'=
Sffi
srye=-n'et-atio +
'---I'iu=t,lt=uutn.u
. be able
io:. _..-. :=
:::..=..,::::::;;:jr=.,:1;.==ri.
f . identify the sound
'
j;i=====;itl
tl/ in the words heard;
2 prono"iii tt e sii"ii /t prop,iity; "'
3
:...:,
explain the oc,currence"of tle sound; and,
+
,
==
To those students who are familiar with Arabic phonemes this sound does
not seem a matter. It resembles to the Arabic r-.f. When you say "isyarat" or
"s3rukur" (either one is borrowed from Arabic), you rnill surely expcrience
the sound symbolized as J in the study of English phonology. This sound also
comes up as a result of quick shift from sound /s/ to sound ljl as in questions
"What's your name?" and "It's )zour wallet, isn't it?". This will be discussed
exclusively under "Connected Speech" (Chapter Twenty-Four).
1.
she
shoe
2.
3. ship
4. ash
5. rusb
6. push
7. assure
8.
9.
vacalion
15. milkshake
16. sure
17. benefigial
18. crugial
19. broshure
20. fashion
tisgue
21.
shrunk
demonstration
10.
11.
12.
13.
14.
wish
speqial.
maghine
sue @r)
L Repeat these words after the speaker. Notice how the underlined consonants are pronounced.
So, how will you pronounce this phrase?
"fiy;ashing machine"
"A commercial ship"
"Afashion show"
'A
vacation brochure"
"A special tissue"
IL Workin pairs to ask and answer question like this:
A
B
:
:
Wherewouldyouusuallycatchatain?
At a train station.
III. Where would you
usually
I'..T].'S;:*,U, m B
$
:t.-d
fr't:
......?
$l A ?ri+rgr-.:.E {r, C L
I S !l
At a bus station
1. a:range a vacation
2. wash dishes
In the kitchen
3. cash a check
At the beach
At a travel agency
At a bank
4. find seashells
5. catch a bus
III. Explore your dictionary to find ten other words with the sound
dl in them.
1.
parachute l'phr:ra[u:t/
2.
7.
8.
3.
9.
4.
10.
5.
11.
6.
forthe sound rlr
ll are:
IV. The
No
Spelling variants
Notes
Examples
ff@
ffiffi
{lta,pter
ffi
Asian
Culture
tdfl
m:
I 'r'.;r.)flt
l eil
"'l
[I
l_. 'l
ti-'l
e\Sen'kAlft
'.,1,'ul
.::l:::
;='tu@ fi
$**
;
--'-Q,.!,,
;E=,
=.1;=;!,),].-.,t'=
;tr'
ine
tlii
ctrapter,
rri
i[' i'
to
r,#**iii'=.=5 iE,,
soun( Mpiipeily.fi;:,,;,-=
-*"-,
':'
,.
wan"nEi.)t*e
irs,'
r..,
:-,a
,*,..ffi op7;ii.pliiyrrtestwotJoarli;$,i6iifiE#i,;
r
t::
,li:
To the
author's
, this sound sounds qrpical Flench. While
sormd 2!,/comes up when sound iV meets /j/, the sound /s/ occurs when sor:nd
lzl meets /j/ as in "I don't want to loggaou". To practice producing this
sound, you aan do it be*
I.
Repeat these words after the speaker. Notice how the underIined parts are prlonounced.
1.
2.
3.
4.
5.
6.
7.
8.
II.
vftile looking at amodel's mouth movement
televiqion.
gaxagg.
measr$ing tape
treasurg
Agia (Am)
casual clothes
anunugalcollision
a great leisrne
When somebody says thank you' for doing something, the
Englishman some times says, ait's a pleasure'. Practice this
exercise.
Example:
A : Thank you for lending me your television
B : It'saplesure
1. Thank
you for mending my television
2. Thanks for lending me your measuring tape
3. Thanks for le,nding me "Treasure Island'
4. Thank you for letting me use your garage
5.
Thanls for letting me drive your Peugeot
6. Thanks for letting us watch your telev