Students’ errors in pronouncing English vowel sounds: an acoustic analysis across different levels of ability at UIN Sunan Ampel Surabaya.

ABSTRACT

Wulansari. A93213164. 2017. Students Errors in Pronouncing English Vowel

Sounds: An Acoustic Analysis Across Different Levels Of Ability At

UIN Sunan Ampel Surabaya. English Department, State Islamic

University Sunan Ampel Surabaya.

Advisors: Endratno Pilih Swasono, M.Pd.

Key words: Error Analysis, Acoustic Analysis, Phonology, Pronunciation, Vowel

Sound, Praat Software and Vowel Quality.

This study is conducted on the students errors of English pronunciation of

vowels made by three different groups of semester (second, fourth and sixth) at

English Department, State Islamic University Sunan Ampel Surabaya. This

research focuses on six English vowel quality: / /, /æ/, / /, / :/, / /, / :/, based on

the acoustic analysis through their first formant (F1), formant frequencies and the

correlation between the average formant frequencies of Native America to know

the three different groups of students errors in vowel quality. The research

defines this topic because the writer finds that most of students pronounced error

in pronouncing vowels in English words.

In this research, the writer uses a tool to identify the formant frequency of

data sources. It is called Praat Software that used for analyzing speech sound. This

software is designed by Paul Boersma and David Weenink. The writer uses

descriptive quantitative as the design of the research. Data collections technique

uses in this research are recording, collecting the data, identifying, comparing and

counting.

The result of this research shows that the most difficult vowel or vowel

error made by three different levels (second, fourth, and sixth semester) are vowel

/æ/,

the total of incorrect vowel quality is 75. The average of the students made

those errors was about 28.4%. Based on the data about the sources of students

pronunciation on vowels, it showed the common source of students errors on

vowels was because of voice (low and height the voice), short length of

pronunciation, seriousness factor, and the important thing is about knowledge of

phonetic (long and short vowel).

T

✁✂

LE OF CONTENTS

Inside Cover Page

...

. .i

Inside Title Page

..

.. ..ii

Declaration Page .

...iii

Dedication Sheet

.iv

Thesis Advisor s Approval Sheet

..v

Thesis Examiners Approval Sheet

.vi

Motto

..vii

Acknowledgement

viii

Table of Contents

..x

List of Tables

xii

List of Figure

xii

List of Appendices

..xii

Abstract

.xiii

Intisari

..xiv

CHAPTER I: INTRODUCTION

✄ ☎✄✆✝✞✟ ✠✡ ☛☞ ✌✍☛✎✏✑✒✓✏☞ ✍ ✔

.1

1.2 Statement of Research Problem

...6

1.3 Objective of the Study

6

1.4 Significance of the Study

..7

1.5 Scope and Limitation

7

1.6 Definition of Key Terms

...8

CHAPTER II: REVIEW OF RELATED LITERATURE

Theoretical Framework

..9

2.1 Definition of Phonology

...9

2.2 Pronunciation

11

2.3 Errors of pronunciation

..12

2.4 Acoustic Analysis

..13

2.5 Vowels

15

2.5.1 Short Vowels

...15

2.5.2 Long Vowels

.

..16

2.5.3 Diphthongs

16

2.7 Instrument to vowel Quality

..18

2.8 Previous Study

18

CHAPTER III: RESEARCH METHODOLOGY

3.1Research Design

.21

3.2 Research Instrument

..21

3.3 Subject of the Research

..22

3.4 Data and Data Source

.22

3.5 Technique of Data Collection

.23

3.6 Technique of Data Analysis

24

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

36

1. Description of the Sounds of Vowels

36

2. Description of the Native Pronunciation Data

38

I. The Data Short Vowel / /

.39

II. The Data Short Vowel /æ/

42

III. The Data Short Vowel / /

.45

IV. The Data Short Vowel / /

.48

V. The Data Long Vowel / :/

.51

VI. The Data Long Vowel / :/

.54

3. Description of the three different groups students data

.60

B. Research Discussion

.68

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion

..71

B. Suggestion

...73

REFERENCES

75

CHAPTER I

INTRODUCTION

This chapter presents introduction of the study that explains the reasons

of conducting this research. Besides, it contains the research questions that come

up from some cases, objectives of the study that explain the aims of conducting

this research, significances of the study containing theoretical and practical

benefits. Scope and limitation of the study are also presented in this chapter.

Furthermore, definition of key terms defining the variables used in this research

is also provided in this chapter. The last, this chapter contains the research report

writing organization in which presents the outlines of research report.

1.1 Background of the study

Speaking in a second language involves different skills like grammar,

instruction, vocabulary and pronunciation (Gilakjani, 2011). Goodwin (2001)

said that the most important aspect of language learned by second language and

learners can gain the skill for effective communication in English (Gilakjani,

2011; Ahmadi, 2011). There are many people with strong desire to learn and to

speak English with correct pronunciation (Hassan, 2014). The main problem of

the speakers of other languages who speak English is substitution of sounds

(Hassan, 2014). Many English learners have major difficulties with English

pronunciation even after years of learning the language (Gilakjani, 2011).

This study will investigate pronunciation errors of English vowel sounds

produced by three different levels of student s ability in English Department at

State Islamic University (UIN) of Sunan Ampel Surabaya. By using Pratt

2

software, such comparison will be made between the native speakers

production of vowel sounds and the students .

Some vowels are more difficult to identify than others (Peterson and

Barney, 1952; Harold et al, 1995). In this case, According to Ifon, Hasan,

Hastini (2014) Indonesian people often get confused when producing English

words, because there are differences between Indonesian and English. The

differences are in the number of vowel sounds. Indonesians have six vowel

sounds namely /i/, /u/, /o/, /a/, /e/, and / / (Muslich, 2013) while English has

twelve vowel sounds; /i:/, / /, /e/, /æ/, / /, / :/, / /, / :/, / /, /u:/, / :/, and / /. The

researcher only focuses on Indonesian s vowel sounds because she wants to

know the student ability on Indonesian vowel sound by doing a comparing

English vowel sounds.

In relation to the problems above, Indonesian learners make errors in

producing English sounds as Djajaningrat (2011) stated as consequence of all

the difficulties provided by the English pronunciation. Many English language

learners as well as the Indonesian learners tend to arouse errors in the

articulation of the sounds. Harmer (2001) said that the particular problem of

produced vowel sound in pronunciation teaching and learning in student

hearing. It means that the students have difficulty to hear pronunciation feature

which the teacher wants them to reproduce. Therefore, the writer knows that it

is important to measure English vowel sound. It is known that measuring

English vowel is not enough by using our hearing. It happens because we are

not native speakers of English who can produce sound correctly and clearly.

3

A number of studies about vowel sound have done by some researchers

in many years ago (see Studyawati, 2014; Saito, 2007; Setiorini, 2015;

Wahyuni, 2913; Nadziroh, 2015; Fitria, 2014; Jumrina, 2013). Studyawati

analyzed the comparison of intelligibility on vowel sound by D3 Students of

English Department of Airlangga University which are produced by the

English non-native speakers instead of between non-native speakers and native

speakers. The result shows that there is a significant difference of the D3

student s intelligibility of vowel sounds produced by native and non-native

speaker and there are nine vowel sounds produced by English native speaker

that are recognized by the students incorrectly. Saito (2007) analyzed English

Vowels for Japanese learners, the vowels / / and /a/. This research involved

six Japanese learners of English. The result shows that explicit phonetic

instruction is a useful and effective strategy for improving the pronunciation of

Japanese learners of English in the target language, which ultimately

minimizes the salience of their foreign accent and facilitates more effective

communication with native speakers. Setiorini (2015) analyzed English vowel

/ / and /e/ quality based on the acoustic characteristics through their formant

frequencies and the correlation between the average formant frequency of

native speaker and the articulation of English vowel sound to know their vowel

quality. The result shows that the timbre of EFL university student of UIN

Sunan Ampel Surabaya vowel (vowel quality) /e/ is same as / /. Most of

them make large jaw opening with F1 around 700 Hz like / /. Wahyuni

(2013) she conducted a research under the title Error Analysis of English

4

Students Pronunciation at SMPN I Pamekasan. This research was aimed to

find out what types of errors made by the students on pronouncing English

words and to find out the most dominant errors made by the students in

pronouncing English words. This research was conducted at SMPN 1

Pamekasan and 52 students were taken as the sample. From the research

conducted, it can be concluded that the most dominant in making errors is in

pronouncing vowel sounds. Nadziroh (2015), she analyzed Pronunciation

Errors Made by Fourth Semester Students of English Department at IAIN

Tulungagung. The result shows that fourth semesters of English department at

IAIN Tulungagung have difficulties in pronouncing English vowels rather than

the consonant. Fitria (2014) analyzed the errors of English pronunciation on

vowels made by the second year students at SMPN 2 Menganti, Gresik. The

result shows that majority of the students of SMP N 2 Menganti made

pronunciation errors on diphthong [a ]. The average of the students made those

errors was about 93,33%. Based on the data about the sources of students

pronunciation on vowels, it showed the common source of student s errors on

vowels was because of the interference from mother tongue (Inter language).

Most of the students pronouncing English words as written, substituting short

vowels for long vowels, substituting long vowel for short vowel, and

substituting vowels for diphthong. Jumrina (2013) she analyzes under the title

An Analysis of Students Pronunciation Errors in English. This research was

conducted toward Muna students in English department of Gorontalo state

University. The result of the analysis shows that there are three kinds of errors

5

made by the subjects such as shortening, lengthening and substitutions. The

causes of pronunciation errors made by the subjects are interlingual transfer

that related to the first language interferences and intralingual transfer that

caused by unsuccessfully in learning second language and the lack of

awareness about English phonetics.

Based on the previous studies that have been mentioned, the writer

is interested in analyzing acoustic phonetic in pronouncing vowel sound. Most

previous studies analyzed all kinds of vowel sounds or consonant. They only

used some vowel sounds. The data also are different from previous studies.

Therefore, this research will be different from others because the writer

chooses to analyze in pronouncing of English vowel sounds that have no

Indonesian equivalent. The data will be Indonesian learners as a English

Language especially in the three different level students of English Department

at State Islamic University (UIN) of Sunan Ampel Surabaya, because

according to the handbook of UIN Sunan Ampel Surabaya (2014), the students

of English Department starts learning pronunciation in the second semester.

Therefore, the writer chooses second, fourth and six semesters because she

wants to know whether the students have acquired pronunciation or not. Beside

that, students may not know how to pronounce the sounds or particular sounds

of English in natural speech, sounds combinations with putting particular

sounds in particular positions. They may also have trouble in differentiate two

words which has slightly similar sounds. Those difficulties faced by students

are what become mistakes or errors. The writer knows that reason by

6

measuring vowel sound to know the most difficult vowel sounds and the

percentage of English vowel quality of them using praat software. Praat

software is one of tool for knowing the English students ability in pronouncing

English vowels.

1.2 Research Problems

Based on the background and the scope of the study, this research will

answer the following statement of the problems:

1. How the percentage of vowels sound quality are used by three

different levels students of English Literature at UIN Sunan Ampel

Surabaya?

2. What are the most difficult vowel sounds produced by the three

different levels of students?

1.3 Research Objectives

Based on the problems statement mentioned above, these are the following

objective;

1. To investigate and to find the percentage of English vowel quality of

English literature student at the three different levels students at UIN

Sunan Ampel Surabaya. The vowel sound quality will be analyzed

by using Praat Software.

2. To find the most difficult English vowel words produced by three

different levels of English Literature students at UIN Sunan Ampel

Surabaya which chosen as sample words.

7

1.4 Significances of Research

This study is expected to give valuable contribution theoretically and

practically. Theoretically, the result of this study is expected to contribute on

the development articulation in pronouncing vowel and to development on

phonology and pronunciation theory in linguistics. Practically, the result on

this research is expected to be useful for many people, expecially for three

different levels of students English Department ability. This research will be

useful for the Pronunciation lecturer at UIN Sunan Ampel Surabaya for

knowing the most difficulties pronouncing vowel words and knowing the

influence of pronunciation course in the second semester. Besides, it is hoped

to be useful for other faculty who wants developing the pronunciation in the

vowels sound.

1.5 Scope and limitation Research

This study focuses on analyzing acoustic phonetic of vowels and sound by

three different group students of English Department students at Islamic State

University of Sunan Ampel Surabaya. To avoid a broader and make this research

manageable, the writer limits this study only on the analysis of three different

levels of the students English department ability in pronouncing vowel sound;

/ /, /æ/, / /, / :/, / /, / :/.

1.6 Definition of Key Terms

Pronunciation:

the act or result of producing the sounds speech, including

articulation, stress, and intonation.

8

Acoustic phonetic:

Phonetics is the study of how the language sounds are

formed, in the form of vibration frequency, intensity, and timbre, and how

the sounds of language can be received by the ear (O Grady and

Archibald, 2000).

Vowels:

defined in term of position of the tongue and the shape of lips

(Poole).

Three different level students: those students are from second, fourth and

sixth students from English Department at UIN Sunan Ampel Surabaya.

Formant:

the over one pitches that give its distinctive quality in sound

(Lagefoged and Johnson, 2011).

Spectrogram: the display produces of component of sound in computer

program Ladefoged and Johnson, 2011)

Vowel Quality:

The timbre of a vowel (Ladefoged and Johnson, 2011)

Praat Software:

computer software that is used for analyzing vowel speech

✕✖✗✘✙ ✚ ✛✜✜

LITERATURE REVIEW

Theoretical Framework

This chapter consists of theories that underlie the research topic and previous

study.

2.1 Phonology

Phonology is one of the component that compose the discipline of

linguistics (Odden, 2005). Peterson (1982) Phonology is the definition of the

system and pattern of sounds that occurs in a language. According Aarts and

McMahon (2006) Phonetic and phonology are concerned with the ways how

human produces and hears speech. The connection between them is correlated

each other. It is strengthened by Odden (2005) that both phonetic and

phonology are the study about sound system of language. In addition, Poole

(1999) argues, phonology studies about sound in the context of language,

and phonetic is focused with the making of sound which is producing in the

speech of language. Besides that, Ramelan (1994) said that phonology is the

study of phones or speech sounds. There are two studies of phonology;

phonetics and phonemics.

Phonemics is the study of speech sounds with a view to finding out

the significant units of sounds in a given language. Phonetics is the study of

speech sounds as sounds without regard to their function as signalling units of

language (Ramelan, 1994).

Phonetics is the study of how the language sounds

✢

0

are formed, in the form of vibration frequency, intensity, and timbre, and how

the sounds of language can be received by the ear. Based on the breadth of

the scope of phonetics study, phonetic is divided into three types namely

organic phonetics, acoustic phonetics, and auditory phonetics (O Grady and

Archibald, 2000). Supported by

Dew and Jensen (1977) says there are three

kinds of phonetics, those are physiology phonetic, acoustic phonetic, and

auditory phonetic. Aarts (2006) explained that a articulatory phonetics is the

proccess that generate an air-stream which carries linguistic content.

Accoustic phonetics is the physical characteristics of the resulting sound

waves that pass between the speaker s vocal tract and the listener s ear, and a

auditory phonetics is the proccess where by the mechanical movements into

the middle and inner ear and perceived at a cortical level as sound.

In other hand, Malmberg (1963) says that whait is learned in the field

of acoustic phonetics is the sound of language in the terms of sound as

phsycal phenomena, such as studying the frequency of vibration, amplitude,

intensity, and timbre.

In this research, the writer concerns with the acoustic phonetic of

vowel sound. In this way concern with the producing vowel sounds between

the speaker s vocal tract and the listener ear.

2.2 Pronunciation

Pronunciation is the study about speech sound and language. Kreidler

(2004) stated that in discussion the pronunciation of English, we can focus on

two aspects namely; speech and language. Brown (2000) stated that language

✣✣

is a system of arbitrary conventionalized vocal, written, or gestural symbols

that allow the members of a given community to communicate intelligibly

one another. Speech is an activity which is carried on in numerous events, and

language is knowledge, a code which is known shared by people who use

their knowledge for transmitting and interpreting massage in these events.

According to Adult Migrant English Program Research Centre journal

(2002), Pronunciation refers to the production of sounds that uses to produce

meaning. It includes attention to the particular sounds of a language

(segments), aspects of speech beyond the level of the individual sound, such

as intonation, phrasing, stress, timing, rhythm.

Christiane Dalton and Barbara Seidlhofer in Pronunciation book

(1994), they stated that pronunciation in general terms as the production of

significant sound in two senses. The first sense is talk about pronunciation as

the production and reception of sound speech. Then the second is talk about

pronunciation with reference to acts of speaking. In the simple word, we can

define pronunciation as a part of speaking skill that related with how to make

correct sounds in order to achieve meaning in context of use. Based on

Corder (1980) Pronunciation is the way in which a word is pronounced.

2.3 Errors of pronunciation

Erdo an (2005) stated that an error is the use of linguistic item in a

way that affluent or native speaker of the language regards it as showing a

mistake or incomplete learning . In other words, Erdogan also explained that

✤ ✥

the errors may occur because the learner does not know what is the correct,

and thus it cannot be self corrected.

The errors in pronouncing English may be viewed as a part of learning

English process for people who speaks English as a foreign language, because

of the errors, they will motivate learn how to correct pronounce well in

English. Lado (1996) stated that common errors in English are usually occur

in every linguistics.

2.4 Acoustic Analyses

Acoustic phonetic is the study that relies on the physical structure of

language sounds and how the human auditory tool to provide reaction to the

sounds of the language (Malmberg, 1963). Acoustic phonetic can analyze

physical of vowel sound of measuring the actual frequencies of the formant

represent graphically (Johnson, 2011). Lagefoged (1982) said that the

average of the number frequencies of the first two formants in American

English vowel.

Johnson (2011) stated that, there is a computer program that can

analyze sounds and shows the components, those components are spectral,

formant, pitch, intensity. The display is called a spectrogram. One of the

webs that can be used to make spectrograms is Praat Software. The praat is

one of computer software that is used to analyze physical properties of

speech and phonetics (acoustic), such as loudness, pitch, and quality.

✦ ✧

Lagefoged and Johnson (2011) stated that the discribing how speech

sound are made, those are the result of the tongue and lips. It means that

these movements as gestures forming particular sound. He also explains that

people can get all of information by gestures of hands that people can see,

but in making speech that people can only hear, people have found a

marvelously efficient way to give information. The gesture of the tongue

and lips are made audible, so that they can be heard and recoqnized.

Making speech gestures audible influences pushing air out of the

lungs while producng a voice in the throut or mouth ( Lagefoged, 2011). He

explains producing air of spech sounds is the respiratory system pushing air

out the lungs.

On the other hand, Lagefoged (2011) explains that the speech

production mechanism shows the four main components. They are the

airstream process, the phonation process, the oro-nasal process, and the

articulatory process. The airstream process includes all the ways of pushing

air out that provide the power for speech. The possibility of the airstream

going out through the mouth. The movements of the tongue and lips

interacting with the roof of the mouth and the pharynx part of the

articulatory prosses.

★ ✩

2.6 Vowels

In English, the most important to learn the sound is vowel. Because

it is difficult to know where to put tongues when people make pronouncing

vowels, they need to experiment with the sounds.

✪ ✫

Vlack (2004) stated that the place of articulation of vowels is made

especially difficult because in vowels the tongue should not actually touch

any particular place in the mouth. That is there is no physical contact

between the tongue and the mouth in vowels sounds. Vowels are usually

found at the center of a syllable and it is rare to find any sound other than a

vowel which is able to stand alone as a whole syllable (Clark and Yallop,

1995). There are various kinds of English vowel sound, they are short

vowel, long vowel and diphtong. Those are short vowel, long vowel, and

diphthong. According O Connor (1973) classified vowel sound are:

2.6.1 Short vowels

Short vowel means that makes short sounds. There are seven short

vowels in English. The symbol for these short vowel are / /, / , /e/, / / /æ/,

/ /, /

/.

/ / lips are spread loosely, the tongue is more relaxed, and the tongue

sides may just touch the upper molars. / / lips are rounded but loosely,

while the tongue is relatively relaxed and the part of the tongue just behind

the center is raised. /e/ lips are loosely spread, the front of the tongue is

between half open and half close position and the sides of the tongue may

touch the upper molars. / / lips are relaxed and neutrally spread. The centre

of tongue is between the half closed and half-open positions. /æ/ lips are

neutrally open and the front of the tongue is raised just below the half open

position.

/ /

lips are neutrally open and the centre of the tongue is raised to

✬

6

just above the fully open position. /

/

lips are lightly and the back of the

tongue is in the fully open position.

2.6.2 Long vowels

Long vowels are the vowels which tend to be longer than the short

vowels in similar context.There are five long vowel sounds in English. The

symbol for these long vowel are /i:/ /u:/ / :/

/ :/ / :/.

/i:/ lips are spread the front of the sides of the tongue touches

molars. /u:/ the back of the tongue is raised the lips are rounded and the

tongue is tense. / :/ lips are relaxed and neutrally spread. The centre of the

tongue is between the half-close and half-open position.

/ :/

lips are loosely

rounded and the back of the tongue is raised to between the half-open and

half-closed position.

/ :/

lips are neutrally open and the tongue is between

the centre and the back in the fully open position.

2.6.3 Diphthongs

According to Jones (2003), a diphthong is a sound that there is a

glide from one to another. A diphthong is also defined as a combination of

vowel sounds that acts like long vowels in one syllable. However,

according Hill and Ure (1962) a diphthong can be a combination of two

vowels even they do not belong to the same syllable.

2.7 Vowel Quality

According Lagefoged and Johnson (2011) showed that the speech

sounds can be different in pitch, in loudness an in quality. He stated the

✭ ✮

differences in quality of a vowel depends on its overtime structure. It means

that a vowel sound sound contain a number of different pitches

stimultaneously. There is pitch which s actually spoken and the various

overtone pitches that gives distinctive quality. He also said that one vowel to

anotherr can be distinguished by the differencess in these overtones. Johnson

(2011) said the overtones are called formant.

Ladefoged (2011) said that there are two features of vowel quality.

They are height and backness that are used to contrast one vowel with

another, and there are other features that are used less frequently. In this case,

the feature of vowel quality based on the explanation of Lagefoged can be

concluded the formant frequency has some affects. Such as frequency of

formant one affect height and frequency of formant two affects backness.

2.8 Instrument to vowel Quality

According Sharma and Podesva (2013) said that there are four kinds

of transcribing software. Those are Praat, CLAN, ELAN, TypeCraft. The

writer chooses Praat software because it is easier than others. It makes easier

the writer to analyze and it is also easy to understand for me as beginner.

Praat has been designed for both beginners and expert users (Goldman, 2004).

Praat is a software tool for speech signal edition and labeling, as well

as for various acoustic analyses (spectral, formant, pitch, intensity). The praat

program is designed by Paul Boersma and David Weenik of the Institute of

Phonetic Science of the Amsterdam. The home page is

http://.praat.org

or

http://www.fon.hum.uva.n1/praat/. The praat is one of computer software that

✯

8

is used to analyze physical properties of speech and phonetics (acoustic), such

as loudness, pitch, and quality. It can be operated in UNIX, LINUX, Max and

Microsoft Windows (Wright and Nichols, 2009).

2.9 Previous Study

Hassan (2014) investigated learners whose first language is Sudanese

Spoken Arabic. The subjects for the study were fifty students from University

of Sudan of Science and Technology (SUST), and thirty university teachers

of English language from the same university. The instruments used for

collecting the data were observation, recordings and a structured

questionnaire. The data collected were analyzed both statistically and

descriptively. The findings of the study revealed that Sudanese Students of

English whose language background is Sudanese Spoken Arabic, had

problems with the pronunciation of English vowels that have more than one

way of pronunciation in addition to the consonant sound contrasts e.g. /z/ and

/ð/, /s/ and / /, /b/ and /p/, / / and /t /. Based on the findings, the study

concluded that factors such as Interference, the differences in the sound

system in the two languages, inconsistency of English sounds and spelling

militate against Sudanese Students of English (SSEs) competence in

pronunciation.

Mayasari (2013) analyzed of students errors in pronouncing vowels.

Most of the students may have problems to pronounce English vowels,

although they get English lessons in their school and they can not master

English pronunciation well. Therefore, students often make errors. The

✰

9

problem in this study is kind of errors that students faced in pronouncing

English diphthong and the purpose of this study is to find out the error that

the student faced in pronouncing the English diphthong. Population of this

research is consisted of 7 classes total number 266 students are chosen as the

population, but only 31 students were the subject of research. Instrument that

is used by the writer is a test and recorder to record the pronunciation of

students in conducting tests. In analyzing the data using descriptive analysis

to calculate the percentage of all errors and interpret the results of the data

analysis. There are 3 diphthongs

a

_{the error number is 63,63%, while the}

number of

a

_{30.54%, 6.08% and then}

_{numbers. So, the results of then}

analysis, the most diphthongs that students' errors pronouncing diphthong is

a

_.

This research has similarity with the previous study. Both of them

analyzed pronounce vowel sound. In Hasan s research did not mention the

data fully in his research. In other hand, Mayasari (2013) she mentioned all

the data, but she only analyzed vowel sounds that focused on the diphthong.

In this research, the writer tries to complete the previous study include the

data and analyze vowel sounds (long vowel and short vowel).

✳✴ ✵✶✷✸ ✹✺ ✺✺

✹✸✻✸ ✵✹✳✴

M

✸ ✷✴✼✽

✾✿❀❁ ❂❃❄ ❅❆❀❇ ❀❁ ❈❆ ❈❃ ❈❅❆❉❁ ❈❆ ❊❈❃❉❆ ❂❋❈❊❀❁ ❈●❈❀❁❍ ❊ ❀❁ ❅❀ ■❅❃❏❃ ❈❊❂✿❀❁❂❃

❆ ❈❃ ❈❅❆❉❁ ❑ ▲❁ ❈ ❆ ❈❃ ❈❅❆❉❁❈❆ ❈▼ ❄ ◆❅❂✿❈❊ ❀❁ ❈ ❖ ❈✿❈❆ ❅◆ ❄❆❍❉❈❃ ❃ ❂✿ ❉❍◆◆❈❉❀ ❂✿ ❖ ❅✿❊

❅✿ ❅◆P◗❂✿❖ ❀❁ ❈ ❊❅❀ ❅❑ ✾❀ ❉❍✿❃❂❃❀ ❈❊ ❍ ❘ ❆❈❃❈❅❆❉❁ ❊❈❃ ❂❖✿ ❇ ❆ ❈❃ ❈❅❆❉❁ ❂✿❃❀❆❏●❈✿❀❇

❃❏ ❋❙❈❉❀❍❘❀❁❈❆❈❃ ❈❅❆❉❁ ❇ ❊❅❀ ❅❅✿❊❊❅❀ ❅❃❍❏❆❉❈❇❀ ❈❉❁ ✿ ❂❚❏❈❍ ❘❊❅❀ ❅❉❍◆◆❈❉❀ ❂✿ ❖❇ ❅✿❊

❀ ❈❉❁✿❂❚❏❈❍ ❘❊❅❀ ❅❅✿ ❅◆P❃ ❂❃❑

❯

.

❱ ✹❲❳❲ ❨❩ ❬❭✽❲❳ ❪❫❴

▲❁❂❃ ❃❀❏ ❊P ❉❍✿❉❈❆✿❈❊ ■❂❀❁ ❀❁❈ ❅❉❍❏❃❀ ❂❉❃❄❁❍✿❈❀ ❂❉ ❍✿❀❁❈❵❍ ■❈◆ ❚❏❅◆ ❂❀P

❃❍❏✿❊❅✿❊❃❁❍ ■❈❊❀❁ ❈● ❍❃❀ ❊❂❘❘❂❉ ❏◆❀❵❍ ■❈◆❄ ❆❍❊❏❉❈❊❋P❀❁ ❆ ❈❈❊❂❘❘❈❆❈✿ ❀ ❖❆❍ ❏❄

❃❀❏ ❊❈✿ ❀ ❃ ❍❘

E

✿❖ ◆❂❃❁

D

❈❄❅❆❀●❈✿ ❀ ❅❀ ❛❀ ❅❀ ❈ ✾ ❃ ◆❅●❂❉ ❜✿ ❂❵❈❆ ❃ ❂❀P ❝❜✾❞❡ ❍❘❛ ❏✿ ❅✿

A

●❄❈◆❛ ❏❆❅❋❅P❅❑ ▲❁ ❈■❆ ❂❀ ❈❆ ●❅❊❈❊❅❀ ❅❅✿❅◆P❃ ❂❃❂✿❀❁ ❈❂❆❄ ❆❍✿❏✿❉❂❅❀ ❂❍✿❑ ▲❁❏❃❇ ❀❁ ❈■❆❂❀ ❈❆❉❍✿❊ ❏❉❀❈❊❀❁❂❃❆ ❈❃ ❈❅❆❉❁■❂❀❁❊❈❃❉❆ ❂❄ ❀ ❂❵❈❚❏❅✿ ❀❂❀ ❅❀ ❂❵❈●❈❀❁❍❊❑

❯❢❣✹❲❳❲ ❨❩ ❬❭✺❴❳ ❤❩ ✐❥❲❴❤

▲❁❈●❅❂✿ ❂✿❃❀❆❏●❈✿❀ ❍❘ ❀❁❂❃ ❆❈❃❈❅❆❉❁ ■❅❃ ❀❁ ❈ ■❆ ❂❀ ❈❆❑ ✾✿ ❀❁❂❃ ❆❈❃❈ ❅❆❉❁

❂✿ ❃❀❆❏●❈✿ ❀ ❁ ❅❊ ❋❈❈✿ ❀❁❈ ■❆❂❀ ❈❆ ❁❈❆ ❃ ❈◆❘ ❅❃ ❀❁❈ ●❅❂✿ ❆ ❈❃❈❅❆❉❁ ❂✿ ❃❀❆❏●❈✿ ❀

❀❁❆❍❏❖ ❁ ❆❈❉❍❆❊❂✿ ❖❇ ❉❍◆◆❈❉❀ ❂✿ ❖ ❀❁❈ ❊❅❀ ❅❇ ❂❊❈✿❀ ❂❘P❂✿ ❖❇ ❉❍●❄ ❅❆ ❂✿ ❖ ❅✿❊ ❉❍ ❏✿❀ ❂✿ ❖❑

▲❁❈❊❅❀ ❅❖❍❀❘❆❍ ● ❈◆❂❉❂❀ ❅❀❂❍✿ ❑▲❁ ❈❃❈❉ ❍✿❊❅❆P❂✿ ❃❀❆❏●❈✿ ❀ ■❅❃❄❆❅❅❀❃❍ ❘❀■❅❆ ❈❑ ✾❀

❂❃ ❉❍●❄❏❀ ❈❆ ❃❍ ❘❀■❅❆ ❈ ❀❁❅❀ ❂❃ ❏❃❈❊ ❘❍❆ ❅✿ ❅◆P ◗❂✿❖ ❄❁P❃ ❂❉❅◆ ❄ ❆❍❄ ❈❆ ❀ ❂❈❃ ❍❘ ❀❁❈

❄❁❍✿❈❀ ❂❉❃❑✾❀❂❃❏❃❈❊❅❃❅❀❍❍◆❀❍ ❂❊❈✿ ❀ ❂❘P❀❁❈❘❍❆●❅✿❀❘❆ ❈❚❏❈✿❉P❍ ❘❊❅❀ ❅❃❍❏❆❉❈❃

❦❦

❧♠ ❧♥♦♣qrst✉✈t✇r①r ②r③ ④s✇

⑤⑥ ⑦ ⑧ ⑨ ⑩❶⑦❷❸ ❹❺ ❸⑥ ❻⑧ ❼⑦⑧ ⑦❽❼❷⑥ ❾❽⑧ ❸⑥⑦

E

❿ ➀➁❻⑧ ⑥ ➂⑦❽❼❿ ⑦❼⑧ ⑦⑧ ➃⑦❷❻❽➁➁ ➄ ➅ ➆ ⑧❸⑨➇⑦❿ ❸⑧ ❹❺ ⑧ ⑦❷ ❹❿➇ ➈❺ ❹⑨❼❸ ⑥ ❽❿➇ ⑧ ❻➉❸⑥⑧ ⑦➊⑦⑧ ❸⑦❼ ❹❺

E

❿ ➀➁❻⑧ ⑥

D

⑦ ➃❽❼❸➊⑦❿❸❽❸ ➋❸❽❸⑦ ➌⑧➁❽➊❻❷ ➍❿ ❻➎⑦ ❼⑧ ❻❸ ➄ ❹❺ ➋⑨❿ ❽❿

A

➊➃⑦➁➋⑨ ❼❽ ⑩❽➄❽ ❽❿➇ ➏ ➐ ➃⑦ ❹ ➃➁⑦ ❸⑥❽❸ ❷❽➊⑦ ❺❼ ❹➊

A

➊⑦❼❻❷❽➑⑤ ⑥⑦❾ ❼❻❸⑦❼➊⑦❸❸⑥⑦➊❻❿⑧ ❹➊⑦❽❷ ❸❻➎ ❻❸❻⑦⑧❾⑥⑦❿❸⑥ ⑦ ➄❾⑦❼⑦❻❿➋⑨❼❽ ⑩❽ ➄❽➑ ⑤⑥ ⑦ ➄❷❽➊⑦ ❸ ❹➋⑨❼❽ ⑩❽➄❽ ⑩⑦❷❽⑨ ⑧ ⑦ ❹❺➁⑦❽❼❿ ❻❿ ➀ ❹❺ ➒⑨ ⑧ ➁❻➊❼ ⑦➁❻➀❻ ❹❿ ❽❿➇ ⑥❹➁❻➇❽ ➄➑

⑤⑥ ⑦❿➈ ❸⑥⑦ ❾❼❻❸⑦ ❼ ❽⑧➓⑦➇ ❸⑥ ⑦➊ ❸ ❹ ⑥ ⑦➁ ➃ ❽ ⑩ ❹⑨ ❸ ❸⑥ ❻⑧ ❼ ⑦⑧⑦❽ ❼❷⑥ ❽❿➇ ❸ ❹ ➃❼ ❹❿❹⑨ ❿ ❷⑦

➎ ❹❾⑦➁ ⑧ ❹⑨❿➇⑧➑ ➌❸ ❾❽⑧ ❺ ❹❷⑨ ⑧ ⑦➇ ❹❿

E

❿ ➀➁❻⑧ ⑥ ⑧❸⑨➇⑦❿ ❸⑧ ➔ ❽❸ ➍➌→ ➋⑨ ❿❽❿

A

➊➃⑦➁ ➋⑨❼ ❽ ⑩❽ ➄❽❽ ⑩❻➁❻❸➄❹❺➃❼❹❿❹⑨ ❿❷⑦

E

❿ ➀➁❻⑧⑥➎❹❾⑦➁⑧➑

❧♠➣↔③t③③ ↕➙↔③t ③♥ ✉♦④sr ②

➌❿❸⑥❻⑧❼⑦⑧ ⑦❽❼❷⑥➈❸⑥⑦ ➃❼ ❻➊❽❼➄➇❽❸❽❾❽⑧ ❼⑦❷ ❹❼➇❻❿ ➀ ❹❺❾ ❹❼➇⑧❸⑥ ❽❸ ❷ ❹❿ ❸❽❻❿⑦➇

❹❺➎❹❾⑦➁⑧➛➜➛➈ ➛➝➛➈ ➛➞ ➛➈ ➛➟➠ ➛➈ ➛➡ ➛➈ ➛➢➠ ➛➑ ⑤ ⑥⑦⑧ ⑦❷ ❹❿➇❽❼ ➄❾❽⑧❽➁❻⑧ ❸ ❹❺❽➎⑦❼ ❽➀⑦❿❽❸❻➎ ⑦

E

❿ ➀➁❻⑧⑥ ❺❹❼➊❽❿❸⑧➑ ⑤⑥❹⑧ ⑦ ➎ ❹❾⑦➁⑧ ❾⑦❼⑦ ❷⑥ ❹⑧ ⑦❿ ⑩⑦❷❽⑨ ⑧ ⑦ ❸⑥❹⑧ ⑦ ➎❹❾⑦➁ ⑧ ➇❻➇ ❿❹❸ ❷ ❹❿ ⑧❻⑧ ❸❻❿➌❿➇❹❿⑦⑧ ❻❽❿➑

➇❽❸❽ ❾⑦❼ ⑦ ❾ ❹❼➇⑧ ❾⑥❻❷⑥ ❾⑦❼⑦ ❸❽➓⑦❿ ❺❼ ❹➊ ➃⑥ ❹❿⑦❸❻❷⑧ ❾ ❹❼➇⑧ ❸⑥❽❸ ❷⑥❹⑧ ⑦❿

⑩➄❸⑥⑦ ❾ ❼❻❸⑦❼➑ ⑤⑥ ❹⑧ ⑦❾ ❹❼➇⑧ ❾⑦❼⑦⑧ ⑥ ❹❾❿ ❻❿ ❸⑥ ⑦ ❽ ➃ ➃⑦❿➇❻➉ ❸⑥❽❸ ❾❽⑧ ➇⑦❼❻➎ ⑦➇ ⑩ ➄

➤➆ ➃⑦ ❹ ➃➁⑦ ❻❿ ❸⑥❼⑦⑦ ➇❻❺❺ ⑦❼⑦❿❸ ➀ ❼ ❹⑨➃ ⑧ ❸⑨➇⑦❿ ❸⑧ ❹❺

E

❿➀➁❻⑧ ⑥ ➂❻❸⑦❼ ❽❸⑨❼ ⑦ ❽❸ ➋❸❽❸⑦ ➌⑧➁❽➊❻❷ ➍❿ ❻➎⑦ ❼⑧ ❻❸➄ ❹❺ ➋⑨ ❿❽❿

A

➊➃⑦➁ ➋⑨ ❼❽ ⑩❽ ➄❽➑ ⑤⑥⑦ ❾❼❻❸⑦❼ ❷⑥ ❹⑧ ⑦ ❸⑥ ⑦➊

➥ ➦

➧➨➩ ➫➭ ➯➲ ➳➵

B

➸➺ ➻➫➸➺ ➼➽➸ ➾➧➻➼➸➧➨➲➺ ➭ ➨➺ ➚➸➫

A

➯➸➧➻ ➪➨ ➼➭ ➶➧ ➭➩ ➭ ➹➩➪➸ ➼➽➸➯➵ ➘➽➭ ➺ ➸ ➾➸➧➸ ➯ ➳ ➴➧➻➸➩ ➫➺ ➴➧➭ ➯

A

➯➸➧ ➻➪➨ ➵

A

➴➼➸ ➧ ➷➸➼➼➻➩➷ ➼➽ ➸ ➫➨➼➨ ➴➧➭ ➯ ➼➽➸

A

➯➸➧➻➪➨➩ ➺➬ ➼➽➸ ➾➧ ➻➼➸➧ ➪➭ ➯➶ ➨➧➸➫ ➾➻➼➽ ➼➽➸ ➫ ➨➼➨ ➴➧ ➭➯ ➼➽➸

E

➩➷➲➻➺ ➽ ➺ ➼ ➹➫ ➸➩➼➺ ➵ ➮➼ ➾➨➺ ➪➽➭ ➺ ➸➩ ➱➸➪➨ ➹➺➸➼➽➸➧➸➺ ➸➨➧ ➪➽➸➧➾➨➩ ➼➸➫ ➼➭➚➩ ➭➾➼➽➸➯➭ ➺➼➫➻➴➴➻➪ ➹➲➼✃➭➾➸➲➨➩➫➯ ➸➨➺ ➹➧➸ ➫

➼➽➸✃➭➾➸➲❐ ➹➨➲➻➼ ➳➭➴ ❒❮ ❒➬ ❒❰ ❒➬ ❒Ï ❒➬ ❒ÐÑ ❒➬ ❒Ò ❒➬ ❒ÓÑ ❒➭➴ ➹➩ ➻✃➸➧ ➺➻➼ ➳➺➼ ➹➫➸➩ ➼ ➵➘ ➽➸➾➧ ➻➼➸➧

➨➲➺➭ ➪➭ ➩➺ ➻➫➸➧ ➺ ➼➽➨➼ ÔÕ ➶ ➸➭➶ ➲➸ ➴➧ ➭➯

E

➩➷➲➻➺ ➽ ➺➼ ➹➫➸➩ ➼➺ ➨➩➫ Ö × ➶➸➭ ➶➲➸ ➴➧➭ ➯

A

➯➸➧➻➪➨ ➾➸➧ ➸ ➯ ➨➫➸ ➨➪➪ ➹➧➨➼➸ ➨➩➫ ➼➽ ➸ ➳ ➾➨➩ ➼➸➫ ➼➭ ➱➸ ➼➽ ➸ ➺ ➹➱Ø➸➪➼ ➭➴ ➼➽ ➸ ➧➸➺ ➸➨➧➪➽➵

Ù

.

ÚÛ ÜÝÞßàáâÜãäåæ çæèã ééÜÝç àã ß

➘➽➸➫➨➼➨➪➭ ➲➲➸➪➼➸➫➼➽➧➭➹➷➽➺ ➭➯➸➺➼➸➶ ➺ Ñ

Ö➵ ➘➽ ➸ ➾➧➻➼➸➧ ➯ ➨➫➸ ➨ ➲➻➺ ➼ ➭➴ ➾➭ ➧➫➺ ➼➽➨➼ ➱➸ ➹➺ ➸➫ ➻➩ ➧➸➪➭ ➧➫ ➻➩➷➵ ➘ ➽➭ ➺ ➸ ➾➸➧ ➸

➺ ➽➭ ➾➩➻➩➼➽ ➸➨➶➶ ➸➩➫ ➻ê ➸➺ ➵

ë➵ ➘➽ ➸➾➧➻➼➸➧ ➨➺ ➚➸➫ ➼➽ ➸➶ ➨➧➼➻➪➻➶ ➨➩➼ ➴➧➭ ➯➼➽➸

A

➯➸➧➻➪➨➺ ➼➭➧➸➨➫➭➧➶ ➧➭➩ ➭ ➹➩➪➸ ➼➽➸➾➭➧➫ ➺➼➽➨➼➽➨✃➸➱➸➸➩➫➸➼➸➧➯ ➻➩➸➫➱➳➼➽ ➸➾➧➻➼➸➧➨➩ ➫➧ ➸➪➭➧ ➫➼➽ ➸➯ ➵

ì➵ ➘➽ ➸ ➾➧➻➼➸➧ ➲➭➭➚➸➫ ➴➭ ➧ ➼➽ ➸ ➶➨➧ ➼➻➪➻➶ ➨➩➼ ➴➧➭ ➯ ➼➽ ➧➸➸ ➫➻➴➴➸➧➸➩ ➼ ➷➧ ➭ ➹➶➺ ➭➴

➺ ➼ ➹➫ ➸➩➼➺ ➾➽ ➭ ➪➭➯ ➸ ➴➧➭ ➯

E

➩➷➲➻➺ ➽ í➻➼➸➧ ➨➼➹➧➸ ➪➲➨➺ ➺ ➧➨➩ ➫➭ ➯➲ ➳➵ ➘➽ ➸➩ ➼➽➸ ➧➸➺ ➸➨➧➪➽ ➸➧➨➺ ➚➸➫➼➭➯ ➸➩➼➻ ➭➩➼➽➭ ➺➸➾➭➧➫ ➺➨➩➫➧ ➸➪➭➧ ➫➼➽ ➸➯ ➵

î ➵

B

➸➴➭➧ ➸ ➧➸➪➭ ➧➫ ➻➩➷

E

➩➷➲➻➺ ➽➺ ➼ ➹➫➸➩ ➼➺ ï ✃➭ ➾➸➲ ➺ ➭ ➹➩➫ ➺➬ ➼➽➸ ➾➧➻➼➸➧➨➺ ➚➸➫ ➼➽ ➸➯ ➨➱➭ ➹➼➾➽➸➼➽ ➸➧ ➼➽➸➳➾➸➧ ➸ ➪➲➭ ➺➸➫ ➼➭

A

➯ ➸➧➻➪ ➨➩➭ ➧ ➭➼➽ ➸➧➺ ➻➩ ➼➽ ➸➻➧ ➺ ➶➸➨ ➚➻➩➷

E

➩➷➲➻➺ ➽➬➱➸➪➨ ➹➺ ➸➺ ➽➸➭ ➩➲➳➧ ➸➪➭➧➫ ➸➫➴➭➧

A

➯ ➸➧➻➪➨➩➨➪➪➸➩ ➼ ➵

×➵ ➘➽ ➸➾➧ ➻➼➸➧➲➭➭➚➸➫➴➭➧❐➹➻➸➼➶➲➨➪➸➼➭➧ ➸➪➭➧➫➼➽➸➾➭ ➧➫➺➱➸➪➨ ➹➺➸➺ ➽➸➾➨➩ ➼➸➫

ñ ò

ó ô õö÷ øùúû÷ù üý þ÷ÿ ûö÷ ü ùûú✁ ú ü ✂ ûý û✄ ☎÷ ✂ ûú✄✂ ûö✄ý ÷ ø✄ ùÿ ý ✁ ✆÷ü ù ✆✝ ü ✂ÿ

ù÷✁ ✄ ùÿûö÷☎ô

✞ ô õö÷ øùúû÷ ùý ü✟ ÷ÿ ûö÷ ù÷✁ ✄ ùÿ ú✂✠ýû✄ ûö÷☎✄✡ ú✆÷ ö✄ ✂÷ü ✂ÿ☎✄✟ ÷ÿ ûö÷ÿü ûü

☛ù ✄☎☎ ✄ ✡ú✆÷ ö✄ ✂÷ û✄ûö÷✆ü û✄ ü ✂ÿù÷ ✂ü☎ ÷ÿ☛ú✆÷øúûöü✂☞☎✡÷ ùô

✌ ô õö÷øùúû÷ ù☎÷üý☞ù÷ÿûö÷ ù÷✁ ✄ ùÿ ú✂✠ü ✆ù÷üÿ✝ý ü✟ ÷ÿú✂ûö÷✆ü û✄ ô

✍ô

A

☛û÷ ù☎÷üý☞ùú✂✠ûö÷ù÷✁ ✄ ùÿú✂✠✎ûö÷ øùúû÷ ùü ✂ü ✆ ✝✏÷ÿü ✆✆✄☛ûö÷ÿü ûü ô

✑ ✒✓✔ ✕✖✗✘✙✚✛✕✜✢✣✤✥ ✤✦ ✘✤✧★✩ ✙✩

✪✄☎÷ ý û÷ ý ø÷ ù÷ ûü þ÷ ✂ ú✂ ü ✂ü ✆✝✏ú✂✠ ûö÷ ü✁ ✄☞ý ûú✁ ✁ öü ùü✁ û÷ ù úý ûú✁ û✄

þ ✂✄ øûö÷☎ ✄ý ûÿ ú☛☛ú✁☞✆û✟✄ø÷ ✆ü ✂ÿ ûö÷✟✄ø÷ ✆✫☞ü ✆úû✝✬

✭ ô õ ö÷ øù úû÷ ùÿ ✄ ø✂✆✄üÿ÷ÿ ùüü ûý ✄☛ûøü ù÷ ☛ù✄☎ øøøô ùüü ûô✄ ù✠ ü ✂ÿ ý ü✟÷ÿ

úûú✂ûö÷ý ✄☛ûøü ù÷ú✂ûö÷✆✄✁ü ✆ÿúý þ✮

D

✯ô

✰ô õ ö÷øùúû÷ ùù÷ ✂ü☎ ÷ÿûö÷☛✄✆ÿ ÷ ùô

✱ ô ✲☞ûûú✂✠ü ✆✆✄☛ûö÷ÿü ûüù÷✁ ✄ùÿ÷ÿ ú✂û✄ûö÷✆ü û✄ ô

✳ô

C

öü ✂✠ ú✂✠ ûö÷ ÿü ûü ù÷✁ ✄ ùÿú✂✠ û✄ûö÷ ☛✄ù☎ ✄☛ý ÷✁ ûù✄✠ ùü☎ ü ✂ÿ ✠ü✟ ÷ ûö÷ ý ÷✁ ûù ✄✠ùü☎☞ý ú✂✠✂☞☎✡÷ ù ô

✴ô ✲ùüü û ý ûü ù û÷ÿ ☛ù✄☎ ûø✄ øú✂ÿ✄øý✬ ùüü û ✄ ✡✵÷✁ ûü ✂ÿ ùüü û ú✁ û☞ù÷ ô

A

✂ÿ ☛✄ùü ✂ü ✆✝✏ú✂✠ý ✄☞✂ÿ✁ ö✄ý ÷ûö÷✡✆☞÷✄ ✂÷øüý ùüü û✄✡✵÷✁ ûô

✶ ✷

✸✹

C

✺✻✼✽✾✿❀❁ ❂❃❄❀ ❅❆❇

> Read from file > Choose file spectrogram

1 > Ok.

7. After that click Edit > process editing with choosing the

important words > saved it.

❈

6

❉ ❊

9. Block and then click View & Edit Alone. It would be shown

like this picture above.

❋

8

❍

0

11. For the last click < sel and out > it would be shown picture above.

■ ❏

13. After knowing all the frequency, firstly the writer made the table of all

the frequency of Native.

❑ ▲

14. The second, the writer made table of Native to be the standard

research for comparing with the three different groups of students.

▼▼

15. Then the writer made table for making easy to know all the percentage

of every data in the three different groups.

16. The writer made the table for second, fourth and six semester

17. Then the writer made the table of the data value and to know the percentage

of incorrect vowel quality through using formula:

◆ ❖

X 100 =

50

18. After making the table and wrote all of the value frequency between sound

native speaker and sound subject, the writer compared both of them.

19. The writer was made by circle of the incorrect vowel words.

20. The writer counted all of the lower percentage every participant s vowel, and

then found the most difficult vowel.

21. The writer made table for knowing the low percentage of vowel quality and

the most difficult vowels that produced by three different groups of semester

and to know the percentage of incorrect vowel quality through using formula:

P ◗

X 100 =

264

CHAPTER IV

FINDINGS AND DISCUSSION

❙❚ ❯❱❲❚ ❳❨ ❩❬❭❱❚ ❪ ❫❱❳❴❪ ❵ ❩❩❚❬❭❬❱❵ ❛ ❩❪ ❜❪❴❱ ❬❭❝❳ ❩❯❪ ❞ ❩❪❡❞❪❫❩❚❬❜ ❭❬❢❵❬❞ ❲❣

❪❜❤✐❬❭❯❲❳❞❳❞❥❩❚❬❩❚ ❭ ❬❬❥❯❜❜❬❭ ❬❞ ❩❛ ❬❝❬❛ ❱❱ ❩❵❥❬❞ ❩❱❦❩❚ ❪ ❱ ❬❳ ❭❬ ❱❬ ❲❪❞❥❧❜❪❵❭❩❚❳❞❥

❜ ❯❜ ❩❚❱ ❬✐❬❱❩❬❭♠❙ ❚ ❬❭ ❬❱❵ ❛ ❩❪❜❩❚❬❩❚❭❬❬❥❯❜❜❬❭ ❬❞ ❩❛ ❬❝ ❬❛ ❱❱❩❵❥❬❞❩❱❨ ❬❭❲❬❞❩❳ ♥ ❬❪❜❝ ❪ ❫❬❛

❱❪❵ ❞❥❢ ❵❳❛ ❯❩❣❵ ❱ ❯❞ ♥❨❭❳❳ ❩❱❪❜❩❫❳ ❭❬❳❞❥❩❚ ❬ ❭❬❱❵❛ ❩❪❜❩❚❬✐❪ ❱ ❩❥❯❜❜❯❲❵❛ ❩❝❪❫❬❛

❱❪❵ ❞❥❱❨ ❭❪❥❵ ❲❬❥❴ ❣❩❚❭❬❬❥❯❜❜❬❭ ❬❞ ❩❛ ❬❝ ❬❛ ❱❱ ❩❵❥❬❞ ❩ ❱❪ ❜♦❞ ♥❛ ❯❱❚♣❬❨ ❳ ❭❩✐❬❞ ❩❳ ❩q rs

t❵ ❞❳❞ ❤✐❨❬❛t❵❭❳❴❳ ❣❳♠❙❚❬❞❜ ❯❞ ❳❛❛❣❳ ❩❩❚ ❬❬❞❥❪❜❩❚❯❱❲❚❳❨❩❬❭❩❚❬❭❬❱ ❬❳ ❭❲❚❬❭

❥❯❱❲❵❱ ❱❬❱❩❚❬❜❯❞❥❯❞♥❱❪❜❩❚❬❥❳ ❩❳♠

A. FINDINGS

✉ ✈ ❙ ❚ ❬❥❬❱❲❭ ❯❨ ❩❯❪ ❞❪❜❩❚❬❱❪ ❵❞❥❱❪❜❝ ❪ ❫❬❛ ❱

❙ ❚ ❬❱❪✐❬❞ ❪ ❩❬❱❜❳ ❲❩❱❳❴❪ ❵ ❩❝ ❪ ❫❬❛ ❱❪❵ ❞❥❱♠ ❙ ❚❪❱❬❳ ❭ ❬❝ ❪ ❫ ❬❛ ❱❧❨❯❩❲❚❧

❳❞❥ ❪❝❬❭❩❪ ❞ ❬♠ ✇❪❫❬❛ ❱❧ ❛ ❯❡❬ ❳❛❛ ❱❪ ❵❞❥❱ ❬①❲❬❨❩ ❩❚❬ ❨ ❵ ❭ ❬ ❩❪ ❞ ❬ ❪❜ ❳ ❩❵ ❞ ❯❞♥

❜❪ ❭❡❧ ❚ ❳❝ ❬ ❲❪✐❨ ❛ ❬① ❱ ❩❭❵ ❲❩❵❭❬❱♠ ❙ ❚ ❬ ❨❯❩❲❚ ❳ ❩ ❫❚ ❯❲❚ ❩❚❬ ❝❪❫❬❛ ❯❱ ❳ ❲❩❵❳❛❛ ❣

❱❨❪❡❬❞❧ ❫❚❯❲❚ ❥❬❨ ❬❞❥❱ ❪ ❞ ❩❚❬ ❨❵ ❛❱ ❬❱ ❴ ❬❯❞♥ ❨❭❪❥❵ ❲❬❥ ❴ ❣ ❩❚❬ ❝ ❯❴❭❳ ❩❯❞♥

❝ ❪ ❲❳❛ ❜❪❛❥❱② ❳❞❥ ❧ ❢ ❵ ❯❩❬ ❱ ❬❨ ❳ ❭❳ ❩❬ ❜❭❪✐ ❩❚❯❱❧ ❳❞❥ ❩❚❬ ❪❝❬❭❩❪❞❬ ❨❯❩❲❚ ❬❱ ❩❚ ❳ ❩

❥❬❨ ❬❞❥ ❪ ❞ ❩❚❬ ❱❚ ❳❨ ❬ ❪❜ ❩❚❬ ❭❬❱❪❞ ❳ ❩❯❞ ♥ ❲❳❝ ❯❩❯❬❱ ❪ ❜ ❩❚ ❬ ❝ ❪ ❲❳❛ ❩ ❭❳ ❲❩♠ ❙❚❬❱ ❬

❪ ❝ ❬❭ ❩❪ ❞ ❬❨ ❯❩❲❚❬❱♥❯❝❬❩❚❬❝ ❪ ❫❬❛❯❩❱❥❯❱❩❯❞❲❩❯❝ ❬❢ ❵❳❛ ❯❩❣♠

❙ ❚ ❬ ❝ ❪ ❫❬❛ ❱❪❵ ❞❥❱ ✐❳ ❣ ❴❬ ❱❳ ❯❥ ❪❞ ❳ ❝❳ ❭ ❯❬❩❣ ❪ ❜ ❞ ❪ ❩❬❱ ③❝ ❪ ❯❲❬

❨❯❩❲❚ ❬❱④❧❴❵❩❩❚ ❬❣❳ ❭❬ ❥❯❱ ❩❯❞ ♥❵ ❯❱❚ ❬❥❜❭❪✐❪❞❬❳❞ ❪ ❩❚❬❭❴ ❣❩❫❪ ❲❚ ❳ ❭❳ ❲❩❬❭❯❱ ❩❯❲

37

⑤⑥ ⑦⑧⑨⑩❶❷ ⑦❸❶ ❹❸ ❺❸ ⑧ ❺⑥❷ ❻❼ ⑧❽⑥⑩❶❺❶⑥❷❶ ⑩❸❶ ❻❸ ❾❷ ❿❸ ❶ ❻❸ ➀⑥ ➁ ⑤⑥⑦⑧⑨⑩❶❷ ⑦❸ ❶ ❹❸

❺❸⑧ ❺⑥❷❻❼⑧ ❽⑥⑩❶❺❶⑥ ❷ ❶ ⑩ ⑨⑥⑦➂ ➃❺ ❹⑥ ➁➁ ⑧⑩❽⑥ ❷ ❿ ⑩ ➄❶❷⑤⑧➁⑩ ⑧⑨➅➆ ❺⑥ ⑦❸❾❺ ⑦⑧ ❹❾ ⑨⑨⑧❿

vowel height

❶❷ ❾➁❺❶ ❹❼⑨❾❺⑥➁➅ ❺ ⑧➁ ➇ ⑩➂ ➈❸⑧⑩ ⑧ ❹❸ ❾➁❾ ❹❺ ⑧➁ ❶ ⑩❺❶ ❹ ⑥⑤⑧➁ ❺⑥❷⑧⑩ ❾➁ ⑧ ❹❾ ⑨⑨⑧❿ ❺❸ ⑧

formants

⑥ ➀ ❺❸⑧ ⑤⑥⑦⑧⑨⑩➉ ❺❸⑧ ⑥ ❷ ⑧ ⑦❶❺❸ ❺❸⑧ ⑨⑥ ⑦⑧➁ ❽ ❶❺ ❹❸ ➄❿❶ ⑩❺❶❷ ❻❼ ❶ ⑩❸❾ ➊ ⑨⑧ ❶❷ ❹➁⑧❾➋➅ ⑤⑥❶ ❹⑧➆ ➊⑧❶❷❻ ❹❾ ⑨⑨⑧❿ ❺❸⑧

first formant

❾❷ ❿ ❺❸ ⑧

❸ ❶ ❻❸ ⑧➁ ⑥❷⑧ ➄❺❸⑧ ⑥❷⑧ ❸⑧❾➁ ❿ ⑦❸⑧❷ ⑦❸ ❶ ⑩❽ ⑧➁ ❶❷ ❻➆ ❺❸⑧

second formant

➄

➌❾ ❿ ⑧➀⑥❻⑧❿➍➎ ⑥❸ ❷ ⑩⑥❷➉ ➏➐ ➑ ➑➆ ➂

➒❹❹⑥ ➁ ❿❶❷❻➌❾ ❿ ⑧➀⑥❻⑧❿➉ ➓❶❺ ❹❸ ❹❸❾❷❻⑧⑩❿❼ ⑧❺⑥ ⑤❾➁❶❾❺❶⑥ ❷ ⑩❶❷ ⑨❾➁➅❷ ❻ ⑧❾ ⑨

❾ ❹❺❶ ⑤❶❺➅ ❹❾❷ ⑥ ❹ ❹❼➁ ❶❷❿⑧❽⑧❷ ❿ ⑧❷❺ ⑨➅ ⑥➀ ⑩❺➁⑧⑩⑩ ❹❸❾ ❷ ❻⑧⑩➂ ➈❸⑧ ❹❸ ❾❷❻⑧⑩ ❾➁ ⑧

❾ ⑩ ⑩⑥ ❹❶❾❺ ⑧❿ ⑦❶❺❸ ❺❸⑧ ➁ ❾❺ ⑧ ⑥ ➀ ⑤❶ ➊➁❾❺❶⑥❷ ⑥ ➀ ❺❸⑧ ⑤⑥❹❾ ⑨ ➀⑥ ⑨❿ ⑩➂ ➃❺ ❶ ⑩ ❹❾ ⑨⑨⑧❿ ❺❸ ⑧

voice pitch to distinguish between the characteristic overtones of vowels

(vocal tract pitches) and the rate of vocal fold vibration. Because each

opening and closing of the vocal folds causes a peak of air pressure in the

sound wave, to estimate the pitch of a sound by observing the rate of

occurrence of the peaks in the waveform, to measure that of using the

frequency

of the sound in this way.

Frequency

is a technical term for an

acoustic property of a sound. The unit of frequency measurement is the

hertz, usually abbreviated Hz.

According the explanation above the writer analyzed the data of

using praat software and the writer focused on the first formant, because

the writer wanted to know the naturally sounds that produced by them.

38

The first data was taken from native that came from America. The

study is the pronunciation made by 20 American gained by using

pronunciation recording and measure of using praat software. The data are

30 words that made from the writer. The recording was used to reveal the

sound production. The writer took the frequency data of native and

compared with three different groups (second, fourth, and six semesters).

The data of American would be the correct pronunciation and the writer

took the average of the data.

39

Some frequency data Vowel Quality of American

I.

The Data Short Vowel / /

41

a. The Description of those pictures

Based on the spectrograms above, it is known that the participant

produced in above average for the first formant. It is because the

participant produced correctly. The short vowel of / / lips are spread

loosely, the tongue is more relaxed, and the tongue sides may just touch

the upper molars. The participant speech relaxed and proper emphasis.

Based on those frequencies, it can be concluded that the participant

produced F1 more than 400 Hz. It means that the height of the participant

is deservedly and the position of this vowel already in the mid-front

vowel.

42

44

b. The Description of those pictures

Based on the spectrograms above, it is known that the participant

produced in above average for the first formant. It is because the

participant produced correctly. The short vowel of /æ/ lips are neutrally

open and the front of the tongue is raised just below the half open position.

Besides that the participant speech relaxed and proper emphasis. Based on

those frequencies, it can be concluded that the participant produced F1

more than 600 Hz. It means that the height of the participant is deservedly

and the position of this vowel already in the mid-front vowel.

45

47

c. The Description of those pictures

Based on the spectrograms above, it is known that the

participant produced in above average for the first formant. It is

because the participant produced correctly. The short vowel of

/ /

lips

are neutrally open and the centre of the tongue is raised to just above

the fully open position. The participant speech relaxed, proper

emphasis and the tongue is raised to just above the fully open position.

Based on those frequencies, it can be concluded that the participant

produced F1 more than 550 Hz. It means that the height of the

participant is deservedly and the position of this vowel already in the

mid-front vowel.

48

50

d. The Description of those pictures

Based on the spectrograms above, it is known that the

participant produced in above average for the first formant. It is

because the participant produced correctly. The short vowel of / / lips

are rounded but loosely, while the tongue is relatively relaxed and the

part of the tongue just behind the center is raised. The participant

speech relaxed and proper emphasis. Based on those frequencies, it

can be concluded that the participant produced F1 more than 450 Hz.

It means that the height of the participant is deservedly and the

position of this vowel already in the mid-front vowel.

53

e. The Description of those pictures

Based on the spectrograms above, it is known that the participant

produced in above average for the first formant. It is because the

participant produced correctly. The short vowel of

/ :/

lips are loosely

rounded and the back of the tongue is raised to between the half-open and

half-closed position. The participant speech relaxed and proper emphasis.

Based on those frequencies, it can be concluded that the participant

produced F1 more than 450 Hz. It means that the height of the participant

is deservedly and the position of this vowel already in the mid-open

vowel.

56

f. The Description of those pictures

Based on the spectrograms above, it is known that the

participant produced in above average for the first formant. It is because

the participant produced correctly. The short vowel of / :/ lips are

relaxed and neutrally spread. The centre of the tongue is between the

half-close and half-open position. The participant speech relaxed and

proper emphasis. Based on those frequencies, it can be concluded that

the participant produced F1 more than 450 Hz. It means that the height

of the participant is deservedly and the position of this vowel already in

the mid-front vowel.

57

Table 4.1

THE FREQUENCY DATA OF NATIVE

WORDS

1

2

3

4

5

6

7

8

9

10

BIT

SIT

QUIZ

LICK

TICK

HAT

GAD

GAG

CAB

CAT

MUD

CUP

TUSK

TUSSLE

TUNNEL

CALL

GAIL

BOARD

SAW

FALL

WOOD

PUT

OUT

LUCK

COULD

WORD

FUR

QUIRK

TURN

LEARN

On the other hand, Lagefoged (2011) explains that the speech production

mechanism shows the four main components. They are the airstream process, the

phonation process, the oro-nasal process, and the articulatory process. The

58

airstream process includes all the ways of pushing air out that provide the power

for speech. The possibility of the airstream going out through the mouth. The

movements of the tongue and lips interacting with the roof of the mouth and the

pharynx part of the articulatory prosses.

The pitch of vowel speaking which depends on the pulses being produced

by the vibrating vocal folds, and the overtone pitches that depend on the shape of

the resonating cavities of the vocal tract. These overtone pitches give the vowel its

distinctive quality. The stress of pitch can influence the frequency and changes

variations in laryngeal activity (Ladefoged, 2011).

Because of this the writer concludes that the vowel quality of Native

America influenced some reasons. Those reasons are; the opening of mouth can

also influence the producing of voice out. The straight of pitch every participants

also influence the value of frequency of vowel quality. The general reasons are

influenced by the seriousness and the low and high of the voice.

Table 4.1 shows the vowel quality that was produced by Native, the data

measured by Praat Software. The writer made this data for taking the average and

became the standard and normally research for comparing with three different

groups. For clear information, below are the table of the average (rata-rata) vowel

quality.

59

The Average of vowel quality of Native American

Table 4.2

3.

Description of the three different groups students data

VOWEL

WORDS

AVERAGE

/ /

BIT

>400 Hz

SIT

>400 Hz

QUIZ

>400 Hz

LICK

>400 Hz

TICK

>400 Hz

/æ/

HAT

>650 Hz

GAD

>600 Hz

GAG

>600 Hz

CAB

>600 Hz

CAT

>600 Hz

/ /

MUD

>550 Hz

CUP

>550 Hz

TUSK

>550 Hz

TUSSLE

>550 Hz

TUNNEL

>550 Hz

/ :/

CALL

>500 Hz

GAIL

>500 Hz

BOARD

>450 Hz

SAW

>450 Hz

FALL

>450 Hz

/ /

WOOD

>500 Hz

PUT

>500 Hz

OUT

>450 Hz

LUCK

>450 Hz

COULD

>450 Hz

/ :/

WORD

>500 Hz

FUR

>500 Hz

QUIRK

>450 Hz

TURN

>450 Hz

60

The second data was taken from three different levels; those are

second, fourth and six semesters. The study is the pronunciation made by

60 students gained by using pronunciation recording and measure of using

praat software. The writer only put 30 students in this chapter for

representative. So, the writer put 10 students of second semester, fourth

semester, and sixth semester in the table. The data are 30 words that made

from the writer. The recording was used to reveal the sound production.

The data analyzed in this study are those features that pronounced

incorrectly. Every incorrect pronunciation would be characterized and

would be grouped into table distribution of error. The writer took the

frequency data of them and then compared from the data from the

American. The last the writer counted the low frequency and decided the

most difficult vowel. In the research finding the writer made the

transcription from the error vowel. The correct pronunciation was taken

from Oxford Advanced Learner s Dictionary of Current English by

Hornby. For clear information, below are the table distributions of vowel

quality and the table distributions errors with each description.

61

This table shows all the data frequency that pronounced by second semester

Table 4.3

THE FREQUENCY DATA OF SECOND SEMESTER

WORD

S

1

2

3

4

5

6

7

8

9

10

BIT

417.

1

389.

7

389.

7

417.

7

445.

7

473.

7

473.

7

445.

7

557.

7

473.

7

SIT

417.

1

389.

7

389.

7

445.

7

585.

7

473.

7

473.

7

417.

7

417.

7

473.

7

QUIZ

557.

7

389.

7

389.

7

473.

7

473.

7

417.

7

389.

7

501.

7

529.

7

445.

7

LICK

557.

7

529.

7

473.

7

417.

7

473.

7

529.

7

333.

7

557.

7

529.

7

445.

7

TICK

501.

7

417.

7

417.

7

417.

7

529.

7

529.

7

473.

7

557.

7

473.

7

445.

7

HAT

725.

7

585.

7

473.

7

613.

7

809.

8

753.

7

613.

7

865.

8

585.

7

585.

7

GAD

529.

7

473.

7

473.

7

529.

7

585.

7

641.

7

445.

7

585.

7

585.

7

501.

7

GAG

613.

7

473.

7

557.

7

529.

7

417.

7

641.

7

333.

7

585.

7

613.

7

501.

7

CAB

613.

7

613.

7

445.

7

529.

7

529.

7

557.

7

445.

7

613.

7

613.

7

501.

7

CAT

781.

8

529.

7

585.

7

557.

7

585.

7

669.

7

501.

7

697.

7

557.

7

613,

7

MUD

417.

7

361.

7

585.

7

445.

7

417.

7

837.

8

333.

7

837.

8

389.

7

557.

7

CUP

781.

8

557.

7

585.

7

865.

8

613.

7

837.

8

529.

7

585.

7

697.

7

557.

7

TUSK

781.

8

445.

7

389.

7

669.

7

613.

7

697.

7

305.

7

557.

7

725.

7

557.

7

TUSSLE

865.

8

501.

7

389.

7

641.

7

725.

7

333.

7

221.

7

641.

7

697.

7

501.

7

TUNNE

L

865.

8

361.

7

389.

7

641.

7

7

501.

333.

7

473.

7

809.

8

613.

7

473.

3

CALL

809.

8

501.

7

473.

7

557.

7

445.

7

417.

7

529.

7

809.

7

473.

7

501.

7

GAIL

529.

7

445.

7

417.

7

473.

7

473.

7

361.

1

305.

7

725.

7

501.

7

557.

7

BOARD

529.

Sudanese Spoken Arabic, had problems with the pronunciation of English vowels that have more than one way of pronunciation in addition to the consonant sound contrasts e.g. /z/ and /ð/, /s/ and / /, /b/ and /p/, / / and /t /. Based on the findings, the study concluded that factors such as Interference, the differences in the sound system in the two languages, inconsistency of English sounds and spelling militate against Sudanese Students of English (SSEs) competence in pronunciation.

Therefore the second researcher Mayasari (2013) investigated students errors in pronouncing vowels sound. The problem in this study is kind of errors that students faced in pronouncing English diphthong and the purpose of this study is to find out the error that the student faced in pronouncing the English diphthong. Population of this research is consisted of 7 classes total number 266 students are chosen as the population, but only 31 students were the subject of research. Instrument that is used by the writer is a test and recorder to record the pronunciation of students in conducting tests. In analyzing the data using descriptive analysis to calculate the percentage of all errors and interpret the results of the data analysis. There are 3 diphthongsa _{the error number is 63,63%, while the number of} a _{30.54%, 6.08% and then numbers. So, the results of then analysis, the} most diphthongs that students' errors pronouncing diphthong isa_.

Showing the positive side the writer tries to complete the previous study include the data and analyze vowel sounds (long vowel and short vowel) on this research.

Ù Ú

Û Ü ÝÞßßà Ýá âã ä

In the end, the researcher gives some suggestion related to the result of this study. The suggestions are:

1. For the teacher

The teacher should given a lot of drills and practices relating to the pronunciation so that the students can acquire the habit of using the correct pronunciation of the English words containing English vowels correctly regardless of language skill they are dealing with. Therefore, it can help the students improve their pronunciation proficiency.

2. For the students

The students should learn from the errors they made and have to practice to pronounce English more. They should pay attention in English words that are pronounced by them to avoid misunderstanding among speakers or listeners. They also should increase their motivation in learning English, for example motivation to speak English even a little, learn about pronunciation, and always consult the dictionary if they do not know the correct pronunciation.

3. For Further Researcher

The researcher realizes that this research is not perfect enough to overcome the problems of students made error in pronouncing vowels in English words. The writer expects the further researcher can correct or complete this research and previous research. In other hand, the

writer hope the further researcher can apply a suitable technique to cope with the problem of students in pronouncing vowels in English words in order to make the students able to pronounce English words correctly.

ç è

éê ëêé êìí êî

ïðñòó ô õ ö & M÷Mðø ù úô ïö (û ü üý)ö English Linguisticsö þúÿò ✁ Kÿú✂✁ù✄ ☎ õ✆ð÷✝ ✞ ✆✆✟✠ ✡✆ÿóøÿú✂☛ò✁ö

õð✝ ñ, ïö (ûüü ý)ö ☞øÿ✌ ùñ ☞ø ✌☎ ïú ✍úò ñ✄ ✁ ÿðò ✟ñùú✠ ú÷ÿðòÿùú ✎ù✠ñ ó ö þ ☞ï☎ ✏ ð✁ó✞ùñòøö

õ ñù✞úô ✑öô ✎✠ñÿ , Kö ☛öô & ✝ ú✞ùñòø✒, ✓. (2000). Questions of intonationö ☛ ù ú✁ùú ☎ H ✆✄ö

✎✆ðñ✝ô✓ö & ✔ù✆✆ ù✌ô✎ö (✕ ✖✖ ✗)ö An Introduction Phonetics and Phonologyö(û ✘ ✙

✁ ö)ö þ ☞ï☎õ✆ð÷✝ ✞ ✆✆✟✠ ✡✆ÿóøÿú✂☛ò✁ö

✎ùñ ✁ ñ, ☞ö✟ö(✕ ✖ ✚ü)öResearch of second language errorsö✛✜ ✢ùñ ✁☎✛✜ ✢ùñ✁ þúÿ✣ ñó ÿò✒✟ñ ó ó ö

✤ð✆òù úô✎ öðú✁☞ ÿ✁✆ø ù✢ ñ, õ ö✕✖ ✖✥öPronunciationö✦ ✞✔ùñ✝ ☎✛✜ ✢ùñ✁ þúÿ✣ ñó ÿò✒✟ñ ó ó ö

✤ ✞, ✤ö ô & ✓ úó úô✟ö✓ö (✕✖ ✧✧)ö✟øùú òÿ÷ó✟ñù÷ ó ó ÿú✂☎★ø ✤✒úð✄ÿ÷óù✢☞✌ ÷øö ✎ù✆ ù✄✡✠ó ö✛H☎ M ññÿ✆ö

✤✩ð✩ðúÿú✂ñðò, ☛ö (ûü✕ ✕)ö The Mapping of Pronunciation Error. ✓ð✝ðñòð☎ þúÿ✣ ñó ÿòðó✤ðñ✄ð✟ ñ óð✁ ðö

✪ÿòñÿð, ïö☛öû ü✕✥öThe Error Analysis of English Pronunciation on Vowels Made by the Second Year Students at SMPN 2 Menganti, Gresikö✫ òñÿ ✣ ✁ù ú ✓✠úÿûüòøôû ü✕✗

✑ÿ✆ð✝✩ðúÿ, ✟öï (ûü✕ ✕)ö A Study on the Situation of Pronunciation Instruction in ESL/EFL Classroom. Mð✆ð✒ó ÿð☎ ✬ ú ✂✆ÿóø ☛ðú ✂✠ð✂ ★ ð÷øÿú ✂ö ✭ù✆ö✥ô ✦ ùö✮ö

✑ÿ✆ð✝✩ðúÿ, ✟öï & ïø ✄ð✁ ÿ, ✦ö M (ûü✕ ✕)ö ✏ø ✒ ÿó ✟ñù ú✠ú÷ÿðñÿù ú ☞ù ✤ÿ✢✢ ÿ÷✠ ✆ò òù ☛ ðñú✯.✍ ñðú ☎✓ ù✠ñúð✆ù✢☞ò✠✁ÿ óÿú✬✁✠÷ðòÿù úö ✭ù✆ö✕ô✦ ùö✕☎õ✥ö

✑ ù ù✁✞ÿúô ✓ö (û ü ü✕)ö Teaching Pronunciationö ✍ú ✎ ✆÷ ✰M✠ñ÷ÿó (✬✁ ö), ★ ð÷øÿú✂ ✬ ú ✂✆ÿóø ðóð☞ ÷ ùú✁☛ðú✂✠ð✂ ,(✌ ✌ ö✕✕ ✧ ✰✕✮✚)ö✱ ÿú✆ ö

✑ ù✆✁✄ðúô✟ö✓ö(û ü ü✥)öPraat Tutorial and Resourcesö

Hðñ✄ ñ, ✓ö (û ü ü✕)öThe Practical of English Languge Teaching.✬ú✂✆ðú✁☎✟ ðñóùú ✁✠÷ðòÿùú✆ÿ✄ÿò ✁ö

Hðó ó ðúô✬ö✲ö✍ öû ü✕✥öPronunciation Problems: A Case Study of English Language Students at Sudan University of Science and Technology. ✎ðúð✁ ÿðú✎ úò ñù✢☞÷ÿ ú÷ ðú✁✬✁✠ ÷ðòÿùúö✭ù✆✠ ✄ ✥(✥)ö✫ òñÿ ✣ ✁ù ú ✦ ù✣ ✄ ✡ ñû✗ òøôûü✕ ✗✢ ñù✄øòò✌☎✳✳ ✁✜ö✁ùÿöùñ✂✳✕üö✗✗✮✖ ✳ ✆✆ó ö✣✥ú ✥✌✮✕

76

H✵✶✶, ✷✸ ✹ & ✺✻✼ ✽✸ ✾✸ (✿ ❀❁ ❂)✸ English Sounds and Spellings✸ ❃❄ ❅❆ ✻❇ ✺❈ ✵❉ ✼✻❊ ✵❋● ❍✻✼❊ ❊ ✸

■❅ ❆❈❏ M✸❏ H❑❊ ❑❈❏ ▲✸❏ H❑❊ ❋ ✵❈ ✵✸ (❂▼✿ ◆)✸ The Analysis of The First Year Student s Error in Pronouncing English Words✸ ❖ P ✽❆ ◗ ✻❈❑ ✶ ❆ ❅ ❖❈ ❘ ✶✵❊ ❙ ✷❑❈❘◗ ❑❘ ✼ ❚ ✼❑❯❙✵❈ ❘❱❆ ❯ ✵✼❋● (❖ ✷❚ ❱) ❲❆✶✸ ❂❳❆✸❨❂▼ ✿◆ ■❱❱❳❂❨❨ ✿P✿ ❩◆✿ ✸

✽❆ ❈ ✼❊ ✸ ❬✸ (❂▼▼ ❨)✸ Cambridge Pronouncing Dictionary✸ ❳ ✼❭ ❪❆ ✻❫ ❴ ❵ ❑❛ ❜ ✻✵❇ ❘ ✼ ✺❈✵❉✼✻❊ ✵❋●❍✻✼❊ ❊ ✸

✽◗ ❛ ✻✵❈ ❑✸(❂▼✿ ❨)An Analysis of Students Pronunciation Errors in English.❍◗ ❜ ✶✵❊ ✼❇ ❚❙✼❊ ✵❊ ✸❝❆ ✻❆ ❈❋❑ ✶❆❴ ❖❈❘✶✵❊❙❇✼❞❑ ✻❋❛✼❈❋❆❅❝❆ ✻❆❈ ❋❑ ✶❆❊ ❋❑❋ ✼✺❈✵❉✼✻❊ ✵❋ ●✸

K✼✶✶●, ❝✼✻❑ ✶❇ ✸(❂▼ ▼▼)✸ How to teach Pronunciation✸❖❈❘✶❑❈ ❇ ❴✷❆❈ ❘❛ ❑❈✸ ✷❑❇✼❅❆ ❘ ✼❇❏ ❍✸ (❂▼▼ ✿)✸ A Course in Phonetic✸✺❱✹❴❚❙❆ ❛❊ ❆❈✷✼❑ ✻❈ ✵❈ ❘✸

✷❑❇✼❅❆ ❘ ✼❇❏ ❍✸❏ & ✽❆ ❙❈ ❊❆ ❈❏ K✸ (❂▼✿ ✿)✸ A Course in Phonetics. ❵❑❈ ❑❇❑ ❴ ❳ ✼✶❊ ❆ ❈ ❖ ❇◗ ❯❑❋✵❆ ❈ ✷❋❇✸

M❑ ✶❛❜✼✻❘, ▲✸ (✿❀❁ ❨)✸ Phonetic Acoustic.❳ ✼❭❪❆✻❫❴❬❆ ❉ ✼✻❍◗❜✶✵❯❑❋ ✵❆ ❈✸

M❑ ●❑❊ ❑ ✻✵, ❖ ✸❂▼✿ ❨✸An Analysis of Error in Pronouncing English Vowel at the Eighth Grade Student of SMP Negeri 2 Klangenan Kab. Cirebon✸

M◗ ❊ ✶✵❯❙❏ M✸ (❂▼ ✿❨)✸ Fonologi Bahasa Indonesia Tinjauan Desriptif System Bunyi Bahasa Indonesia.(❡

❢ ❣

✼❇ ✸)✸ ✽❑❫❑ ✻❋❑ ❴▲◗ ❛ ✵✹❫ ❊ ❑ ✻❑✸

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❃❥❵ ❆ ❈❈ ❆ ✻, ❬✸ ✽✸ (✿ ❀❦ ❨)✸ Better English Pronunciation✸ ✺❈✵❋ ✼❇ K✵❈❘❇ ❆❛❴ ❵❑❛❜✻ ✵❇❘ ✼✺❈ ✵❉ ✼✻❊ ✵❋● ❍✻ ✼❊❊ ✸

❃❥❵ ❆ ❈❈ ❆ ✻,❬✸ ✽✸ (✿ ❀ ❀❡)✸ Better English Pronunciation✸ (❂ ❧ ♠

✼❇✸)✸ ✺❈✵❋ ✼❇ K✵❈❘❇ ❆❛❴ ❵❑❛❜✻ ✵❇❘ ✼✺❈ ✵❉ ✼✻❊ ✵❋● ❍✻ ✼❊❊ ✸

❃❇ ❇ ✼❈❏ ❬✸ (❂▼ ▼❡)✸ An Introducing phonology✸ ❵ ❑❛❜✻✵❇ ❘ ✼❴❵ ❑❛ ❜ ✻✵❇ ❘ ✼✺❈✵❉✼✻❊ ✵❋ ● ❍✻✼❊ ✸

❍✼❋ ✼✻❊ ❆ ❈❏❝✸ ❖✸❏ H❑ ✻❆✶❇❏ ✷✸ & ▲❑ ✻❈✼●✸(✿❀❡❂)Control Metod used in a Study of the Vowel✸✽❆◗✻❈ ❑ ✶❆❅❚❙✼✹❯❆◗ ❊ ❋ ✵❯❑ ✶❱❆❯ ✵✼❋● ❆ ❅✹❛✼✻✵❯❑❂◆(❂), ✿ ❦❡P✿❩◆ ✸ ❍❆ ❆ ✶✼, ❱✸ ❵ ✸ (✿❀❀ ❀)✸ An Introduction to Linguistic✸ ✺✸♥❴ M❑❯❛✵✶✶❑❈ ❍◗ ❜ ✶✵❊❙✼✻❊

✷❋❇ ✸

♦❆❑❯❙❏ ❍✸ (✿❀❩❨)✸ English Phonetics and Phonology✸ ✺✸♥❴❵❑❛❜✻ ✵❇❘✼ ✺❈ ✵❉ ✼✻❊ ✵❋● ❍✻✼❊ ❊ ✸

♣♣

♣ ♣

qrst✉✈ K✇ (① ② ②③)✇ The Influence of Explicit Phonetic Instruction on Pronunciation in ELF Setting: The Case of English Vowels and Japanese Learners of English✇④s⑤⑥⑦s⑧ts⑨⑩✉⑦ ❶ ⑤r❷ (❸❸✇❹ ❺ ❻❼②)✇ ❽✉❶❾r❿④s⑤⑥⑦s⑧ts⑨⑧⑩✉⑦❶⑤r❷➀ ❶❾ ⑧ ⑧✇ q➁ r❶➂ r, ➃✇ & ➀r➄❾ ⑧➅ r, ⑩✇➆ ✇✈ (① ②❹➇)✇ Research Methods in Linguistics✇ ➈❾➉

➊✉❶➋❿➌ r➂ ➍❶s➄⑥❾➎⑤s➅❾ ❶⑧st➏➀ ❶❾ ⑧ ⑧✇

q❾ts✉❶s⑤s, ➃✇ (① ②❹➐)✇ Acoustic of Vowel Produced by ELF Students in UIN Sunan Ampel Surabaya. ➀⑦➍❷s⑧❾➄ ➑ ➁❾ ⑧s⑧✇ q⑦❶r➍r➏ r❿ ➎ ➒➈ q⑦ ⑤r⑤ ➓➂❸❾ ❷ q⑦ ❶r➍ r➏ r✇

qt⑦➄➏ r➉ rts, ➔✇ ➆ ✇✈ (① ②❹ ❼) A Study of L1 Influence on English Vowel Sounds Intelligibility Produced by Native Speaker and Non-Native Speaker. ➀⑦➍❷s⑧➁❾➄➑ ➁❾ ⑧s⑧q⑦ ❶r➍r➏ r→➓s❶❷r⑤⑥ ⑥r➎⑤s➅❾❶⑧st➏✇

➑➁❾➁ r⑤➄➍ ✉ ✉➋✉➣qtrt❾➒⑧ ❷r➂s⑨➎⑤s➅❾ ❶⑧st➏✉➣q⑦ ⑤r⑤➓➂❸ ❾ ❷q⑦ ❶r➍r➏ r✇ (①②❹❼)

↔ ❶s⑥➁ t, ➆ ✇✈ r⑤➄ ➈ s⑨➁✉❷⑧, ➃✇ (① ② ②↕)✇ How to Measure Vowel Formants Using Praat.➆❾t❶s❾➅❾➄➣ ❶✉➂⑧➁⑦ ❷tz❷➙❸⑦❶➄⑦ ❾✇❾➄⑦