THE ENGLISH PRONOUNCIATION OF THE STUDENTS FROM MANDAILINGNESE, PADANGNESE AND JAVANESE.
THE
ln
Magister
'fl.' ROGRAM
1
THE
ln
Magister
'fl.' ROGRAM
1
A THESIS
THE ENGLISH PRONUNCIATION OF THE STUDENTS
FROM MANDAILINGNESE, PADANGNESE AND JAVANESE
By:
HETTY ZAHARANI
Registration Number: 082188330013
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
This thesis was examined on October 06 th' 2011 by the lloard of Examiners
Approved by
Adviser Commission
~·.
.,'
APPROVAL
This thesis was examined on October 06 th, 2011 by the Board of Examiners
Board ofExaminers
1. Prof.D.P.Tampubolon, Ph.D
2. Prof. M.Silitonga, Ph.D
3. Prof. Amrin Saragib, M.A., Ph.D
NIP. 19550113 1982031002
4. Prof. Dr. Busmin Gurning, M.Pd
NIP. 19590713 1986011 001
5. Dr. Eddy Setia, M.Ed., TESP
NIP. 19570412 198403 1 001
ABSTRACT
Zaharani, Hetty. Registration Number: 082188330013. English Pronunciation of the
students from Mandailingnese, Padangnese, Javanese. A Thesis: English Applied
Linguistics Study Program. Post Graduate School. State University ofMedan. 2011.
This study presents the existence of the English pronunciation of the students from
Mandailingnese, Padangnese and Javanese. The objectives of this study are to investigate
(I) the sound which students pronounce English differently (2) which regional language that
is most influential on the student's English pronunciation (3) the reason why the students
pronounce English differently. The data are gathered from the sounds pronounced by the
students in the second semester from State Institute for Islamic studies Medan of North
Sumatera. Then, those are analyzed by applying some steps as usually used in descriptive
qualitative research. Firstly, the questioners were given to the subjects. Next 134 words
were pronounced by students. The interviews were given in the subject's problem. The
findings of the research indicate that (1) some sounds produced differently by the students:
a. [ph] -+ (pe], [pa]. b. [f] -+ [U], [te] c. [I('] -+ [lo], [Iu.], [ko] d. [g]-+ [k] e. [f]-+ [g],
[p]. f. [v]-+ [t], [j], [p] g. [8] -+ [t], [d] h. [~] -+ [t], [d], [I], [de], [ti], [da] i. [s] -+[c),
[z). j. [z] -+ [s], [d3] k.
-+ [z], [s], [t], [c]
1. [3] -+ [z],
[g], [gen], [s], [31]
m. [tfl -+ [c], [k], [tj], [tu]
n. [d3] -+ [j], [g], [du], [ge], [3], [3I] o. [IJ ] -+ [n), [g]
p. [w] -+ [u). (2) The Javanese is the most influential language on the students' English
pronunciation. (3) Lack of practice was the reason that was made by the students and it
influenced them in producing the sound.
rn
rn.
iii
ACKNOWLEDGEMENTS
Bismfllahirrahmantrrahim
In the name of Allah, the most gracious and most merciful.
First of all, the writer would like to thank Allah, the Almighty, who has granted
countless blessing, knowledge and opportunities. The sincerest shalawat and greetings are
also given to the great prophet Muhammad SAW for his invaluable struggle in making the
people's life better.
On this very special occasion, she would like to extend her sincere appreciation to
Prof. D.P. Tampubolon, Ph.D, her first consultant, for the invaluable advice, guidance and
suggestions in writing this thesis. She also would like to express her special gratitude to
Prof. M.Silitonga, Ph.D for his valuable suggestions and comments given for the
improvement of this thesis.
The writer would like to extend her appreciation to Prof. Dr. Busmin Gurning, M.Pd,
Dr. Anni Holila Pulungan, M. Hum, the Head and Secretary of English Applied Linguistics
Program the assistance in the process of setteling the administrative processes during her
study. Her gratitude also goes to all lectures who have shared their valuable knowledge and
science to her during her academic year.
She would like to thank her whole-hearted gratitude to the reviewers and examiners,
Prof. Amrin Saragih, M.A., Ph.D , Prof. Dr. Busmin Gurning, M.Pd and Dr. Eddy Setia,
M. Ed, TESP, for their precious constructive criticism, corrections and suggestions, on the
draft during the seminar proposal and examination.
Her thanks also go to the Head and Secretary of English Department in lAIN, they
are Drs. Syahrum, M.Pd and Irwan S, M.A, for their support and help in giving time and
opportunity for her in conducting the research and collecting the data.
Her sincere appreciation and love to her parents, especially her beloved mother
Hj.Zahara Harahap and all her family who have patiently given motivation and pray to finish
the study.
Her grateful thanks , especially her dearest friends, Mariaty Salmiah, M. Hum, Dina
Irmayanti Harahap, M. Hum, Ratna Sari Dewi, M. A, Zunaida Sitorus, M. Si, Tantri, Emi,
who give many more their spirits, supports and contributions for this thesis. In addition, her
thanks also go to all her classmates especially Ade, Hanim, lpur, Puan, Desi, Apri, Dini,
Feryanti, Melyssa, Debora, k'Santi. It seems impossible to name all those who are very
helpful to her, but they deserve her special thankfulness.
Allah Bless Us !
Medan, September 20 ll
The writer,
Hetty Zaharani
Reg.082188330013
ii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS .............................................................. .
ABSTRACT.................................................................................
iii
TABLE OF CONTENTS..................................................................
iv
LIST OF TABLES...........................................................................
Vii
LIST OF APPENDICES .. . . .. .. .. .. .. . .. .. .. .. .. .. .. .. .. .. . .. .. . . .. .. .. .. . .. . .. .. .. . .. .. .
viii
CHAPTER I : INTRODUCTION
1.1 The Background of the Study .................................... .
1.2 The Problems of the Study .... .. . .. . . .. .. . . .. .. .. .. . .. .. .. .. .. .. .
5
1.3 The Objectives of the Study .. . .. . . . .. .. .. . .. . .. .. .. .. . .. . .. .. .. ..
5
1.4
The Scope of the Study .. .. .. .. .. .. .. .. .. .. .. . .. .. .. .. .. .. .. . .....
5
1.5 The Significance of the Study ....................................
6
CHAPTER II! THEORETICAL ORENTATION
2.1 Theoretical Frame Work..........................................
7
2.1 Pronunciation .. .. .. .. .. .. .. .. .. .... .. .. .. .. .. . .. .. .. . .. .. . ... .. . .. .
7
2.1.1
Consonants .. .. . .. .. .. .. .. .. . . . . .. . .. . .. . . .. .. . .. .. .. . .. .. .
9
2.1.1.1 Eflglish .. .. .. .. .. .. .. .. .. .. .. . .. .. .. .. .. .. .. .. .. ....
14
2.1.1.2 Indonesian .. . .. . .. .. .. .. . .. . . . .. . .. . .. .. .. .. .. . .. .
16
2.1.1.3 Mandailingnese ..................................
19
2.1.1.4 Padangilese ... ............ ......... ... ............
21
2.1.1.5 Javanese..........................................
23
2.1.2 Problems in pronunciation .. .. . .. .. .. .. .. .. .. .. .. .. .. .. .
25
iv
2.2.
The comparison of sounds in Mandailingnese, Padangnese,
Javanese to Indonesian and English sound....................
27
Mandailingnese .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
27
2.2.2 Padangnese . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...
27
2.2.3 Javanese .... . .. .. .. .. . . .. . . . .. . .. . . .. .. . . .. . .. .. . . .. . .......
28
2.2.1
CHAPTER m: RESEARCH METHOD
3.1 Research design ...... :...........................................
29
3.2 Data Sources .. .. .. .. .. .. .. .. .. .. . .. .. .. . .. .. .. .. . .. .. .. . .. .. .. ....
30
3.3 Instruments of data collection . .. .. . .. . . .. . .. .. . .. . .. . .. . .. .....
30
3.4 Technique of data collection .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...
31
3.5 Technique of data analysis .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .
32
3.6 The Trustworthiness ofthe Study.............................
32
3.6.1 Credibility .. . .. .. .. .. . .. .. . . . .. . .. .. . .. . .. .. .. .. . . .. .. .. .. ..
33
3.6.2 Transferability .. . .. . .. .. .. . .. .. .. . . .. .. .. .. . . .. .. . . .. .. ...
33
3.6.3 Dependability.............................................
33
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
4.1 DataAnalysis .........................................................
34
4.1.1 First category ...................................................
34
4.1.1.1 Subject 1 (Mandailingnese) ..........................
34
4.1.1.2 Subject 4 (Padangnese) .. . . . . . . . .. . . .. .. . . . .. . .. .. ....
39
4.1.1.3 Student 7 (Javanese).................................
44
4.1.2 Second category..............................................
51
4.1.2.1 Subject 2 (Mandailingnese) .. . . . . . . . . . . . .. .. . .. . . .
51
4.1.2.2 Subject 5 (Padangnese) ............................
56
v
4.1.2.3 Subject 8 (Javanese) ............ .....................
61
4.1.3 Third category .. .. . . .. .. .. .. .. .. .. . .. .. .. . . .. .. .. .. .. .. .. .. .. ..
65
4.1.3.1 Subject 3 (Mandailingnese) ........................
65
4.1.3.2 Subject 6 (Padangnese) .. .. .. .. .. .. .. .. .. .. .. .. .. ...
70
4.1.3.3 Subject 9 (Javanese) ...............................
74
4.2 The Answer of Research Problems .. .. .. .. .. .. .. .. .. .. .. .. .. .. . .. .. .. ..
80
4.2.1 English sounds were pronounced differently
by the students .. .. . . .. .. .. . . . .. .. . .. .. . .. .. . .. .. .. . .. . .. .. . .. ...
80
4.2.2 The most influential regional language on the students'
English pronunciation . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . ....
84
4.2.3 The causing ofsubjects' mispronounce .. ... ... .. . .. . ... . .....
85
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusions........................................................
88
5.2 Suggestions .. . .. . .. . . .. .. .. .. .. . .. . . .. . .. .. . .. . .. . .. . . . . .. .. .. .. . .
89
REFERENCES .. .. .. .. .. .. .. . .. . .. . .. . .. . . .. .. . .. .. .. .. .. . .. .. .. .. .. .. . .. . .. . . .. .. . .. . .. ...
90
vi
LIST OF TABLES
Table
Page
3.1 Subjects' Categories.........................................................
29
4.1- 4.90 Difficulties in Producing the Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
34-80
4.91 The Tabulating Result of the Influential Regional Language
on the Students' English Pronunciation................................
84
4.92 The Tabulating Result of the Reasons on the Students'
English Pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
vii
86
LIST OF APPENDICES
APPENDIX
Page
I.............................................................................
93
n..................................................................................................
95
m..........................................................................
98
Viii
CHAPTER I
INTRODUCTION
1.1
The Background of Study
Language is one of the most important parts in communication. It is the means by
which individuals can be expressed their thoughts and feelings in their relation to other
people. Nobody can communicate with the other person without language. Moreover, we
cannot ignore that English as an international language has gained its popularity all over the
world including Indonesia.
In Indonesia, English has been formally taught from Junior High School to university
level. Even, English becomes a compulsory subject in many universities. It can be seen that
English has function as a means of transferring knowledge which is mostly used in many
education institutions. This is due to the status of English as the first foreign language learned
in Indonesia.
It is understandable that Indonesian people find difficulties in learning English sounds
because the sound system is different from that of Indonesian. Therefore, we cannot ignore
that Indonesian people have different cultures and languages, known as multilingual country.
Each local language is used by the native speaker in different number, and it has different
system.
The general aim of teaching English to the students of English Department is to make
them master all skills of language (listening, speaking, reading and writing). Besides, it is
master the content courses such as linguistics (phonology, morphology, syntax) and literature.
When they are graduated from the University, they are expected to be proficient in English
1
as well as professional in teaching it. To meet the goals, several different linguistics factors
such as pronunciation, grammar, lexicon (vocabulary and idiom), style (appropriate to the
situation), function and discourse have become the learners' aim and the teachers' task
(Syafei: 1988).
For some students, English is the first foreign language to learn and they just learn
simple English pattern. As the beginning of English learners, the students have a very limited
knowledge of English which sometimes create problem in learning process, especially
pronunciation. The pronunciation system of English words is unique. That is the reason why
many people say that the pronunciation of English is difficult.
Pronunciation is the biggest thing that people notice about individuals' English.
English uses different sounds than other languages. English word does not tell how it is
pronounced. Pronunciation is also called the act or manner of pronouncing words; utterance
of speech. And also pronunciation is a way of speaking a word, especially a way that is
accepted or generally understood, used phonetic symbols.
Lie (2004) states that most Indonesian schools are still facing difficulties in terms of
teaching English as a foreign language, even though some approaches have been implemented
in the public school's curriculum,
one of that is the communicative language teaching
methods (1984 and 1994). Another part of phenomenon in Indonesian learners that the
English use variation among Indonesian speakers of English takes place since there is
interference of many different mother tongues or indigenous regional languages such as
Javanese, Batak, or Balinese (Simatupang: 1999).
We have seen from this short introduction that pronunciation is very important and
that students should pay close attention to pronunciation as early as possible. Otherwise, the
result will be that "advanced students fmd that they can improve all aspects of their
2
proficiency in English except their pronunciation, and mistakes which have been repeated for
years are impossible to eradicate" (Baker, 1992).
Meanwhile, Indonesia is a multilingual and multicultural country. It has a great
number of ethnic groups which each has its own mother tongue. There are more than 350
local languages spoken in the archipelago and approximately 300 local languages have been
recognized (Huda, 1999). Each of these langllages is different in terms of the sound systems,
words, sentence structures, and accents. Medan is Indonesian's most populous after Jakarta,
Surabaya, and Bandung, with an official census estimated 2007 population of2,083,156.
· The city has a mix of communities, reflecting its history. It is famous throughout
Indonesia as the home of the Batak people, although traditionally it is a Melayu Kampung.
More recently more and more of the Batak ethnic minority have come to the city to make
what was once a minority become a fairly sized community. However, Batak homelands are
found throughout north Sumatra. In addition, there is a large ethnic Java community, largely
made up of the descendants of people transported from Java in the last century as part of the
government's transmigration policy, an attempt to relieve the chronic overcrowding of Java.
A highly visible component of Medan's population is the large number of Chinese,
who are very active in the business sector, and unlike the ethnic Chinese in many other parts
of Indonesia continue to speak Hokkien. Finally, the city has a sizable community of Tamil
descent who are commonly known as Keling. A well-known Tamil neighborhood is Kampung
Keling. In addition to Indonesian, Batak Simalungun, Batak Karo, Batak Mandailing, Batak
Pak-Pak, Batak Angkola, Batak Toba, Deli Malay, Javanese, Hokkien (Min Nan), Tamil,
•
Acehnese, Minangkabau and English are spoken.
Problems faced by the Indonesians learning English are concerned with the ear, the
matter of making foreign sounds, the distribution of the sounds, certain attributes about
3
sounds, fluency, and the relation between pronunciation and conventional spelling. Therefore,
they should overcome the problems by deeply understanding the theory of sound production
and practicing to pronounce the words correctly.
Gimson and Cruttenden (1994) believe that the biggest problem for learners ofEnglish
is orally interpreting a written piece of English, due to spelling and another challenge is the·
differing number of vowel, diphthongs and consonants in each language. This is supported by
Bryson (1990) states English may have difficulty in correctly pronouncing words from a
written text. This is because relatively easy to know how to pronounce a word by looking at it.
It is not easy to pronounce a word in English if speaker has big different background
of producing the sound. English vowels and consonants sound are different from Indonesian
especially for the mother tongue which is spoken by local people. The vowels and
consonants in the mother tongue and official language in Indonesia influence speaker to
pronounce English words.
Swan and Smith (2001) imply there is less disagreement than there used to be about
how far interlanguages are influenced by learners' native languages. Most linguists would
probably now agree that the mother tongue can affect learners' English. Because of those
problems and phenomena, the writer interests to observe and conduct a research on the
students' English pronunciation if they use different regional languages. They came from
Mandailingnese, Padangnese, and Javanese.
.
.
4
1.2 The Problems of the Study
The problems of this study are stated as follows:
a. What English sounds are pronounced differently by the students who use different
regional language?
b. Which of the regional languages is the most influential on the students' English
pronunciation?
c. Why do they pronounce the English sounds differently?
1.3. The Objectives of the Study
Based on the above problems the objectives of this study are:
a) to find out the sound which students pronounce English differently?
b) to fmd out which regional language that is most influential on the student's English
pronunciation?
c) to find out the reason why the students pronounce English differently?
1.4. The Scope of the Study
This study focuses on students' English pronunciation. limited to consonants. The
students will be specified from different regional languages. On this research, three tribes will
be chosen as the subjects, they are Mandailingnese, Padangnese and Javanese.
.
..
5
1.5. The Significance of the Study
The findings of this study are expected to be beneficial or relevant theoretically and
practically.
a. Theoretical contribution:
The findings of this study are expected to be beneficial in extending theories of
phonology. Specifically, the findings add up new horizons to theoretical aspects of
phonology for Indonesian learners.
b. Practical contributions:
The findings of this study are expected to give some valuable input to the
development of teaching phonology derived from practices in the classroom. It can
be used also as a syllabus to design the teaching and learning process .
•
6
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Having analyzed the data, the conclusions are stated as the following:
1. The sounds were produced differently by the subjects:
a. fph)--+ fpe], fpa)
b. [f) --+ [ti], [te]
c. [0]--+ [lo], [kA], [ko]
d. [g) --+ [k]
e. [t]--+ [g), [p]
f. [v]--+ [t], [j], [p]
g.[9J--+ ft], [d)
h.
i. [s]--+ [c), [z}
j. [z]--+ [s], [d3]
k. (J] --+ [z], [s], [t], [c)
l. [3]--+ [z], (J], [g), [gen], [s], [31]
m. [tfl -+[c), [kJ, [tjJ, [tuJ
n. [d3} --+ fjJ, [g), [duJ, [geJ, [31, [3z}
o. [IJ] --+ [n], [g)
p. [w] --+ [u]
[~]-+
[t], [d), [I], [de], [tt], [da]
2. The Javanese was the most influential language on the subjects' English
pronunciation.
3. It was concluded that lack of practice was the most reason that was made by the
subjects and it influenced them in producing the sound.
88
5.2 Suggestions
Relating to the conclusion that had been stated, the suggestions are given as the
following:
1. The teacher can be minimized the mispronunciation by practicing more.
2. The teacher that plays an important role in teaching English pronunciation has to
give extra attention to the students.
3. The students or the people who want to learn English pronunciation have to realize
to more practice.
4. Other researchers can find different finding from different regional language in
many aspects.
89
REFERENCES
Baker, A. (1992).Introducing English Pronunciation: A Teacher's Guide to Tree or Three?
And Ship or Sheep?.Cambridge: Cambridge UP.
Bogdan, R. 1992. Qualitative Research in Education (rEd). USA: Allan & Bacon.
Brazil, David. 1994. Pronunciation for Advanced Learners of English. Cambridge.
Cambridge University Press.
Brinton, J.Laurel.2000. The Structure of Modem English: a linguistic introduction.
Amsterdam. John Benjamins Publishing Co.
Bryson, B. 1990. Mother Tongue: English & how it got that way. NewYork. Avon Books
Inc.
Chaer, Abdul. 2009. Fonologi bahasa Indonesia. Jakarta. Rineka Cipta.
Christiane, D & Barbara.S. 1994. Pronunciation. Oxford. Oxford University Press.
Connor, J.D.O. 1980. Better English Pronunciation. Second Edition. Cambridge. Cambridge
University Press.
Dongoran, Tumpal H, dkk. 1997. Fonologi Bahasa Batak Angkola. Jakarta. Pusat Pembinaan
dan Pengembangan Bahasa Departemen Pendidikan dan Kebudayaan.
Gimson, A.C & Cruttenden. A. 1994. Gimson's Pronunciation of English. London: Edward
Arnold.
Hornby, A.S. 2005. Oxford Advanced Leamer's Dictionary. Seventh Edition. Oxford. Oxford
University Press.
Huda, N. 1999, Language learning and teaching, issues and trends, Penerbit IKIP Malang.
John, Clark & Colin, Yallop. 1995. An Introduction to Phonetics and Phonology. Oxford.
Oxford Blackwell.
Jones, Daniel. 1972. An Outline of English Phonetics. Ninth Edition, Cambridge, Great
Britain at the University Press.
Jones, Daniel. 1958. The Pronunciation ofEnglish. Fourth Edition, Cambridge, Great Britain
at the University Press.
Jones, Daniel. 1956. The Pronunciation of English. Cambridge, Great Britain at the
University Press.
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Kelly, Gerald. 2000. How to Teach Pronunciation. England. Pearson Education Limited.
Ladefoged, Peter. 2006. A Course in Phonetics. Fifth Edition. USA. Thomson Wadsworth
Corporation.
Ladefoged, Peter .2001. Vowels and Consonants. Second Edition.USA.Blackwell Publishers
Inc.
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Foreign Language: Between school and private course]. Kompas, 2004, accessed on
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from
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Marsono. 1993. Fonetik. Yogyakarta. Gajah Mada University Press.
McCarthy, Peter A.D. 1991. English Pronunciaton. Cambridge: W. Heffer & Sons Ltd.
Meyer, Paul George 2005. Synchronic English Linguistics. Third Edition. Germany. Narr
Francke Attempto Verlag Co.
Medan, Tasmin. 1985. Bahasa Minangkabau Dialek Kubuang Tigo Baleh. Jakarta. Pusat
Pembinaan dan Pengembangan Bahasa Departemen Pendidikan dan Kebudayaan.
Miles M.B and Huberman A.M. 1984. Qualitative Data Analysis: A Sourcebook of New
Methods. Newbury Park, CA: Sage.
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O'Grady,William & Dobrovolsky Michael. 1996. Contemporary Linguistic Analysis. Third
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Pike, Kenneth L. 1968. Phonemics: A Technique For Reducing Languages to Writing. The
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Kajian dan Budaya Unika Atma Jaya.
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Swan, Michael. 2005. Practical English Usage. Third Edition. New York. Oxford University
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92
ln
Magister
'fl.' ROGRAM
1
THE
ln
Magister
'fl.' ROGRAM
1
A THESIS
THE ENGLISH PRONUNCIATION OF THE STUDENTS
FROM MANDAILINGNESE, PADANGNESE AND JAVANESE
By:
HETTY ZAHARANI
Registration Number: 082188330013
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
This thesis was examined on October 06 th' 2011 by the lloard of Examiners
Approved by
Adviser Commission
~·.
.,'
APPROVAL
This thesis was examined on October 06 th, 2011 by the Board of Examiners
Board ofExaminers
1. Prof.D.P.Tampubolon, Ph.D
2. Prof. M.Silitonga, Ph.D
3. Prof. Amrin Saragib, M.A., Ph.D
NIP. 19550113 1982031002
4. Prof. Dr. Busmin Gurning, M.Pd
NIP. 19590713 1986011 001
5. Dr. Eddy Setia, M.Ed., TESP
NIP. 19570412 198403 1 001
ABSTRACT
Zaharani, Hetty. Registration Number: 082188330013. English Pronunciation of the
students from Mandailingnese, Padangnese, Javanese. A Thesis: English Applied
Linguistics Study Program. Post Graduate School. State University ofMedan. 2011.
This study presents the existence of the English pronunciation of the students from
Mandailingnese, Padangnese and Javanese. The objectives of this study are to investigate
(I) the sound which students pronounce English differently (2) which regional language that
is most influential on the student's English pronunciation (3) the reason why the students
pronounce English differently. The data are gathered from the sounds pronounced by the
students in the second semester from State Institute for Islamic studies Medan of North
Sumatera. Then, those are analyzed by applying some steps as usually used in descriptive
qualitative research. Firstly, the questioners were given to the subjects. Next 134 words
were pronounced by students. The interviews were given in the subject's problem. The
findings of the research indicate that (1) some sounds produced differently by the students:
a. [ph] -+ (pe], [pa]. b. [f] -+ [U], [te] c. [I('] -+ [lo], [Iu.], [ko] d. [g]-+ [k] e. [f]-+ [g],
[p]. f. [v]-+ [t], [j], [p] g. [8] -+ [t], [d] h. [~] -+ [t], [d], [I], [de], [ti], [da] i. [s] -+[c),
[z). j. [z] -+ [s], [d3] k.
-+ [z], [s], [t], [c]
1. [3] -+ [z],
[g], [gen], [s], [31]
m. [tfl -+ [c], [k], [tj], [tu]
n. [d3] -+ [j], [g], [du], [ge], [3], [3I] o. [IJ ] -+ [n), [g]
p. [w] -+ [u). (2) The Javanese is the most influential language on the students' English
pronunciation. (3) Lack of practice was the reason that was made by the students and it
influenced them in producing the sound.
rn
rn.
iii
ACKNOWLEDGEMENTS
Bismfllahirrahmantrrahim
In the name of Allah, the most gracious and most merciful.
First of all, the writer would like to thank Allah, the Almighty, who has granted
countless blessing, knowledge and opportunities. The sincerest shalawat and greetings are
also given to the great prophet Muhammad SAW for his invaluable struggle in making the
people's life better.
On this very special occasion, she would like to extend her sincere appreciation to
Prof. D.P. Tampubolon, Ph.D, her first consultant, for the invaluable advice, guidance and
suggestions in writing this thesis. She also would like to express her special gratitude to
Prof. M.Silitonga, Ph.D for his valuable suggestions and comments given for the
improvement of this thesis.
The writer would like to extend her appreciation to Prof. Dr. Busmin Gurning, M.Pd,
Dr. Anni Holila Pulungan, M. Hum, the Head and Secretary of English Applied Linguistics
Program the assistance in the process of setteling the administrative processes during her
study. Her gratitude also goes to all lectures who have shared their valuable knowledge and
science to her during her academic year.
She would like to thank her whole-hearted gratitude to the reviewers and examiners,
Prof. Amrin Saragih, M.A., Ph.D , Prof. Dr. Busmin Gurning, M.Pd and Dr. Eddy Setia,
M. Ed, TESP, for their precious constructive criticism, corrections and suggestions, on the
draft during the seminar proposal and examination.
Her thanks also go to the Head and Secretary of English Department in lAIN, they
are Drs. Syahrum, M.Pd and Irwan S, M.A, for their support and help in giving time and
opportunity for her in conducting the research and collecting the data.
Her sincere appreciation and love to her parents, especially her beloved mother
Hj.Zahara Harahap and all her family who have patiently given motivation and pray to finish
the study.
Her grateful thanks , especially her dearest friends, Mariaty Salmiah, M. Hum, Dina
Irmayanti Harahap, M. Hum, Ratna Sari Dewi, M. A, Zunaida Sitorus, M. Si, Tantri, Emi,
who give many more their spirits, supports and contributions for this thesis. In addition, her
thanks also go to all her classmates especially Ade, Hanim, lpur, Puan, Desi, Apri, Dini,
Feryanti, Melyssa, Debora, k'Santi. It seems impossible to name all those who are very
helpful to her, but they deserve her special thankfulness.
Allah Bless Us !
Medan, September 20 ll
The writer,
Hetty Zaharani
Reg.082188330013
ii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS .............................................................. .
ABSTRACT.................................................................................
iii
TABLE OF CONTENTS..................................................................
iv
LIST OF TABLES...........................................................................
Vii
LIST OF APPENDICES .. . . .. .. .. .. .. . .. .. .. .. .. .. .. .. .. .. . .. .. . . .. .. .. .. . .. . .. .. .. . .. .. .
viii
CHAPTER I : INTRODUCTION
1.1 The Background of the Study .................................... .
1.2 The Problems of the Study .... .. . .. . . .. .. . . .. .. .. .. . .. .. .. .. .. .. .
5
1.3 The Objectives of the Study .. . .. . . . .. .. .. . .. . .. .. .. .. . .. . .. .. .. ..
5
1.4
The Scope of the Study .. .. .. .. .. .. .. .. .. .. .. . .. .. .. .. .. .. .. . .....
5
1.5 The Significance of the Study ....................................
6
CHAPTER II! THEORETICAL ORENTATION
2.1 Theoretical Frame Work..........................................
7
2.1 Pronunciation .. .. .. .. .. .. .. .. .. .... .. .. .. .. .. . .. .. .. . .. .. . ... .. . .. .
7
2.1.1
Consonants .. .. . .. .. .. .. .. .. . . . . .. . .. . .. . . .. .. . .. .. .. . .. .. .
9
2.1.1.1 Eflglish .. .. .. .. .. .. .. .. .. .. .. . .. .. .. .. .. .. .. .. .. ....
14
2.1.1.2 Indonesian .. . .. . .. .. .. .. . .. . . . .. . .. . .. .. .. .. .. . .. .
16
2.1.1.3 Mandailingnese ..................................
19
2.1.1.4 Padangilese ... ............ ......... ... ............
21
2.1.1.5 Javanese..........................................
23
2.1.2 Problems in pronunciation .. .. . .. .. .. .. .. .. .. .. .. .. .. .. .
25
iv
2.2.
The comparison of sounds in Mandailingnese, Padangnese,
Javanese to Indonesian and English sound....................
27
Mandailingnese .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
27
2.2.2 Padangnese . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...
27
2.2.3 Javanese .... . .. .. .. .. . . .. . . . .. . .. . . .. .. . . .. . .. .. . . .. . .......
28
2.2.1
CHAPTER m: RESEARCH METHOD
3.1 Research design ...... :...........................................
29
3.2 Data Sources .. .. .. .. .. .. .. .. .. .. . .. .. .. . .. .. .. .. . .. .. .. . .. .. .. ....
30
3.3 Instruments of data collection . .. .. . .. . . .. . .. .. . .. . .. . .. . .. .....
30
3.4 Technique of data collection .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...
31
3.5 Technique of data analysis .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .
32
3.6 The Trustworthiness ofthe Study.............................
32
3.6.1 Credibility .. . .. .. .. .. . .. .. . . . .. . .. .. . .. . .. .. .. .. . . .. .. .. .. ..
33
3.6.2 Transferability .. . .. . .. .. .. . .. .. .. . . .. .. .. .. . . .. .. . . .. .. ...
33
3.6.3 Dependability.............................................
33
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
4.1 DataAnalysis .........................................................
34
4.1.1 First category ...................................................
34
4.1.1.1 Subject 1 (Mandailingnese) ..........................
34
4.1.1.2 Subject 4 (Padangnese) .. . . . . . . . .. . . .. .. . . . .. . .. .. ....
39
4.1.1.3 Student 7 (Javanese).................................
44
4.1.2 Second category..............................................
51
4.1.2.1 Subject 2 (Mandailingnese) .. . . . . . . . . . . . .. .. . .. . . .
51
4.1.2.2 Subject 5 (Padangnese) ............................
56
v
4.1.2.3 Subject 8 (Javanese) ............ .....................
61
4.1.3 Third category .. .. . . .. .. .. .. .. .. .. . .. .. .. . . .. .. .. .. .. .. .. .. .. ..
65
4.1.3.1 Subject 3 (Mandailingnese) ........................
65
4.1.3.2 Subject 6 (Padangnese) .. .. .. .. .. .. .. .. .. .. .. .. .. ...
70
4.1.3.3 Subject 9 (Javanese) ...............................
74
4.2 The Answer of Research Problems .. .. .. .. .. .. .. .. .. .. .. .. .. .. . .. .. .. ..
80
4.2.1 English sounds were pronounced differently
by the students .. .. . . .. .. .. . . . .. .. . .. .. . .. .. . .. .. .. . .. . .. .. . .. ...
80
4.2.2 The most influential regional language on the students'
English pronunciation . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . ....
84
4.2.3 The causing ofsubjects' mispronounce .. ... ... .. . .. . ... . .....
85
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusions........................................................
88
5.2 Suggestions .. . .. . .. . . .. .. .. .. .. . .. . . .. . .. .. . .. . .. . .. . . . . .. .. .. .. . .
89
REFERENCES .. .. .. .. .. .. .. . .. . .. . .. . .. . . .. .. . .. .. .. .. .. . .. .. .. .. .. .. . .. . .. . . .. .. . .. . .. ...
90
vi
LIST OF TABLES
Table
Page
3.1 Subjects' Categories.........................................................
29
4.1- 4.90 Difficulties in Producing the Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
34-80
4.91 The Tabulating Result of the Influential Regional Language
on the Students' English Pronunciation................................
84
4.92 The Tabulating Result of the Reasons on the Students'
English Pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
vii
86
LIST OF APPENDICES
APPENDIX
Page
I.............................................................................
93
n..................................................................................................
95
m..........................................................................
98
Viii
CHAPTER I
INTRODUCTION
1.1
The Background of Study
Language is one of the most important parts in communication. It is the means by
which individuals can be expressed their thoughts and feelings in their relation to other
people. Nobody can communicate with the other person without language. Moreover, we
cannot ignore that English as an international language has gained its popularity all over the
world including Indonesia.
In Indonesia, English has been formally taught from Junior High School to university
level. Even, English becomes a compulsory subject in many universities. It can be seen that
English has function as a means of transferring knowledge which is mostly used in many
education institutions. This is due to the status of English as the first foreign language learned
in Indonesia.
It is understandable that Indonesian people find difficulties in learning English sounds
because the sound system is different from that of Indonesian. Therefore, we cannot ignore
that Indonesian people have different cultures and languages, known as multilingual country.
Each local language is used by the native speaker in different number, and it has different
system.
The general aim of teaching English to the students of English Department is to make
them master all skills of language (listening, speaking, reading and writing). Besides, it is
master the content courses such as linguistics (phonology, morphology, syntax) and literature.
When they are graduated from the University, they are expected to be proficient in English
1
as well as professional in teaching it. To meet the goals, several different linguistics factors
such as pronunciation, grammar, lexicon (vocabulary and idiom), style (appropriate to the
situation), function and discourse have become the learners' aim and the teachers' task
(Syafei: 1988).
For some students, English is the first foreign language to learn and they just learn
simple English pattern. As the beginning of English learners, the students have a very limited
knowledge of English which sometimes create problem in learning process, especially
pronunciation. The pronunciation system of English words is unique. That is the reason why
many people say that the pronunciation of English is difficult.
Pronunciation is the biggest thing that people notice about individuals' English.
English uses different sounds than other languages. English word does not tell how it is
pronounced. Pronunciation is also called the act or manner of pronouncing words; utterance
of speech. And also pronunciation is a way of speaking a word, especially a way that is
accepted or generally understood, used phonetic symbols.
Lie (2004) states that most Indonesian schools are still facing difficulties in terms of
teaching English as a foreign language, even though some approaches have been implemented
in the public school's curriculum,
one of that is the communicative language teaching
methods (1984 and 1994). Another part of phenomenon in Indonesian learners that the
English use variation among Indonesian speakers of English takes place since there is
interference of many different mother tongues or indigenous regional languages such as
Javanese, Batak, or Balinese (Simatupang: 1999).
We have seen from this short introduction that pronunciation is very important and
that students should pay close attention to pronunciation as early as possible. Otherwise, the
result will be that "advanced students fmd that they can improve all aspects of their
2
proficiency in English except their pronunciation, and mistakes which have been repeated for
years are impossible to eradicate" (Baker, 1992).
Meanwhile, Indonesia is a multilingual and multicultural country. It has a great
number of ethnic groups which each has its own mother tongue. There are more than 350
local languages spoken in the archipelago and approximately 300 local languages have been
recognized (Huda, 1999). Each of these langllages is different in terms of the sound systems,
words, sentence structures, and accents. Medan is Indonesian's most populous after Jakarta,
Surabaya, and Bandung, with an official census estimated 2007 population of2,083,156.
· The city has a mix of communities, reflecting its history. It is famous throughout
Indonesia as the home of the Batak people, although traditionally it is a Melayu Kampung.
More recently more and more of the Batak ethnic minority have come to the city to make
what was once a minority become a fairly sized community. However, Batak homelands are
found throughout north Sumatra. In addition, there is a large ethnic Java community, largely
made up of the descendants of people transported from Java in the last century as part of the
government's transmigration policy, an attempt to relieve the chronic overcrowding of Java.
A highly visible component of Medan's population is the large number of Chinese,
who are very active in the business sector, and unlike the ethnic Chinese in many other parts
of Indonesia continue to speak Hokkien. Finally, the city has a sizable community of Tamil
descent who are commonly known as Keling. A well-known Tamil neighborhood is Kampung
Keling. In addition to Indonesian, Batak Simalungun, Batak Karo, Batak Mandailing, Batak
Pak-Pak, Batak Angkola, Batak Toba, Deli Malay, Javanese, Hokkien (Min Nan), Tamil,
•
Acehnese, Minangkabau and English are spoken.
Problems faced by the Indonesians learning English are concerned with the ear, the
matter of making foreign sounds, the distribution of the sounds, certain attributes about
3
sounds, fluency, and the relation between pronunciation and conventional spelling. Therefore,
they should overcome the problems by deeply understanding the theory of sound production
and practicing to pronounce the words correctly.
Gimson and Cruttenden (1994) believe that the biggest problem for learners ofEnglish
is orally interpreting a written piece of English, due to spelling and another challenge is the·
differing number of vowel, diphthongs and consonants in each language. This is supported by
Bryson (1990) states English may have difficulty in correctly pronouncing words from a
written text. This is because relatively easy to know how to pronounce a word by looking at it.
It is not easy to pronounce a word in English if speaker has big different background
of producing the sound. English vowels and consonants sound are different from Indonesian
especially for the mother tongue which is spoken by local people. The vowels and
consonants in the mother tongue and official language in Indonesia influence speaker to
pronounce English words.
Swan and Smith (2001) imply there is less disagreement than there used to be about
how far interlanguages are influenced by learners' native languages. Most linguists would
probably now agree that the mother tongue can affect learners' English. Because of those
problems and phenomena, the writer interests to observe and conduct a research on the
students' English pronunciation if they use different regional languages. They came from
Mandailingnese, Padangnese, and Javanese.
.
.
4
1.2 The Problems of the Study
The problems of this study are stated as follows:
a. What English sounds are pronounced differently by the students who use different
regional language?
b. Which of the regional languages is the most influential on the students' English
pronunciation?
c. Why do they pronounce the English sounds differently?
1.3. The Objectives of the Study
Based on the above problems the objectives of this study are:
a) to find out the sound which students pronounce English differently?
b) to fmd out which regional language that is most influential on the student's English
pronunciation?
c) to find out the reason why the students pronounce English differently?
1.4. The Scope of the Study
This study focuses on students' English pronunciation. limited to consonants. The
students will be specified from different regional languages. On this research, three tribes will
be chosen as the subjects, they are Mandailingnese, Padangnese and Javanese.
.
..
5
1.5. The Significance of the Study
The findings of this study are expected to be beneficial or relevant theoretically and
practically.
a. Theoretical contribution:
The findings of this study are expected to be beneficial in extending theories of
phonology. Specifically, the findings add up new horizons to theoretical aspects of
phonology for Indonesian learners.
b. Practical contributions:
The findings of this study are expected to give some valuable input to the
development of teaching phonology derived from practices in the classroom. It can
be used also as a syllabus to design the teaching and learning process .
•
6
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Having analyzed the data, the conclusions are stated as the following:
1. The sounds were produced differently by the subjects:
a. fph)--+ fpe], fpa)
b. [f) --+ [ti], [te]
c. [0]--+ [lo], [kA], [ko]
d. [g) --+ [k]
e. [t]--+ [g), [p]
f. [v]--+ [t], [j], [p]
g.[9J--+ ft], [d)
h.
i. [s]--+ [c), [z}
j. [z]--+ [s], [d3]
k. (J] --+ [z], [s], [t], [c)
l. [3]--+ [z], (J], [g), [gen], [s], [31]
m. [tfl -+[c), [kJ, [tjJ, [tuJ
n. [d3} --+ fjJ, [g), [duJ, [geJ, [31, [3z}
o. [IJ] --+ [n], [g)
p. [w] --+ [u]
[~]-+
[t], [d), [I], [de], [tt], [da]
2. The Javanese was the most influential language on the subjects' English
pronunciation.
3. It was concluded that lack of practice was the most reason that was made by the
subjects and it influenced them in producing the sound.
88
5.2 Suggestions
Relating to the conclusion that had been stated, the suggestions are given as the
following:
1. The teacher can be minimized the mispronunciation by practicing more.
2. The teacher that plays an important role in teaching English pronunciation has to
give extra attention to the students.
3. The students or the people who want to learn English pronunciation have to realize
to more practice.
4. Other researchers can find different finding from different regional language in
many aspects.
89
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