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ENGLISH VOWEL SOUND MISPRONUNCIATIONS
PRODUCED BY INDONESIAN NATIVE SPEAKERS
IN SMP KRISTEN KALAM KUDUS YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Audy Kristian Susanto
121214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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STATEMENT OF WORK’S ORIGINALITY
I honestlty declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 11 July 2017
The Writer
Audy Kristian Susanto
121214059
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Audy Kristian Susanto
Nomor Mahasiswa : 121214059
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH VOWEL SOUND MISPRONUNCIATIONS
PRODUCED BY INDONESIAN NATIVE SPEAKERS
IN SMP KRISTEN KALAM KUDUS YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam
bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan
secara terbatas, dan mempublikasikannya di internet atau media lain untuk
kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 11 Juli 2017
Yang menyatakan,
Audy Kristian Susanto
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ABSTRACT
Susanto, Audy Kristian. (2017). English Vowel Sound Mispronunciations
Produced By Indonesian Native Speakers in SMP Kristen Kalam Kudus
Yogyakarta. Yogyakarta: English Language Education Study Program,
Department of Language and Arts Education, Faculty of Teachers and Education,
Sanata Dharma University.
In Indonesia, English is one of the subjects taught at school. As non-native
English speaker who learns English as foreign language, Indonesian native
speakers often find a difficulty in pronunciation. The reason is mostly because
English words are pronounced differently from their spelling. Therefore, the
researcher conducted this study to help Indonesian native speakers understand
more about the problem that occurs when Indonesian native speakers try to
pronounce English words.
The research was conducted in SMP Kristen Kalam Kudus Yogyakarta. There
were two formulated problems for this research. The first formulated problem
asked about the of vowel sound errors made by Indonesian native speakers in
SMP Kristen Kalam Kudus Yogyakarta. The second formulated problem asked
about the causes of those pronunciation errors.
This research was conducted by using qualitative research. For the purpose of
this study, this research was conducted by interviewing 22 students from SMP
Kristen Kalam Kudus Yogyakarta. Interview was used as an instrument for this
research. The interview consisted of two sessions. The first session was used to
answer the first formulated problem. The second session was used to answer the
second formulated problem.
Based on the data analysis, the researcher found that most of the students‟
vowel sound errors were made because they used the wrong vowel sound. Other
students‟ vowel sound errors are leaving sound out and putting the stress in the
wrong syllable. Meanwhile, the causes for the pronunciation errors can be linked
towards the students‟ native language, amount of exposure, phonetic ability, and
motivation and concern for good pronunciation.
Keywords: vowel sound, native speaker, pronunciation, mispronunciation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRAK
Susanto, Audy Kristian. (2017). English Vowel Sound Mispronunciations
Produced By Indonesian Native Speakers in SMP Kristen Kalam Kudus
Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan
Pendidikan, Bahasa, dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sanata Dharma.
Di Indonesia, bahasa Inggris adalah salah satu mata pelajaran yang diajarkan
di sekolah. Sebagai seseorang yang belajar Bahasa Inggris sebagai bahasa asing,
orang Indonesia sering mengalami kesulitan dalam melafalkan Bahasa Inggris.
Hal tersebut terjadi karena kata-kata dalam Bahasa Inggris dilafalkan berbeda dari
ejaan mereka. Oleh karena itu, peneliti melakukan penelitian ini untuk membantu
orang Indonesia memahami masalah yang terjadi ketika mereka mencoba
melafalkan kata-kata dalam Bahasa Inggris.
Penelitian ini dilakukan di SMP Kristen Kalam Kudus Yogyakarta. Ada dua
masalah yang dirumuskan dalam penelitian ini. Permasalahan pertama yang
dirumuskan menanyakan tentang kesalahan suara vokal yang dilakukan oleh siswa
di SMP Kristen Kalam Kudus Yogyakarta. Rumusan masalah yang kedua
menanyakan penyebab kesalahan pengucapan tersebut.
Penelitian ini dilakukan dengan menggunakan penelitian kualitatif. Penelitian
ini dilakukan dengan mewawancarai 22 siswa SMP Kristen Kalam Kudus
Yogyakarta. Wawancara digunakan sebagai instrumen untuk penelitian ini.
Wawancara terdiri dari dua sesi. Sesi pertama digunakan untuk menjawab
rumusan masalah pertama. Sesi kedua digunakan untuk menjawab rumusan
masalah kedua.
Berdasarkan analisis data, peneliti menemukan bahwa sebagian besar
kesalahan suara vocal terjadi karena siswa menggunakan suara vokal yang salah.
Ciri lain dalam kesalahan pelafalan yaitu siswa meninggalkan suara dan
menempatkan tekanan pada suku kata yang salah. Sementara itu, penyebab
kesalahan pengucapan dapat dikaitkan ke bahasa ibu siswa, intensitas siswa
menggunakan Bahasa Inggris, kemampuan pendengaran siswa, dan motivasi
siswa.
Kata Kunci: vowel sound, native speaker, pronunciation, mispronunciation.
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ACKNOWLEDGEMENTS
First of all, I would like to thank the Almighty who has given me strength and
patience every time. His unending kindness has guided me into the end of my
thesis.
I would also express my countless thanks to my mother for the material and
immaterial support. Without her this undergraduate thesis would never be done.
Her love and patience are the biggest reasons why I am still alive to this day.
I would like to express my gratitude to my thesis advisor Barli Bram, M.Ed.,
Ph.D. His attention, patience, guidance, advice, criticism, and encouragement,
finally has led me into the very end of my thesis. I also want to say thanks to my
co-advisor, Veronica Triprihatmini, S.Pd., M.Hum., M.A. She provided her
time to help me find the appropriate theory for my thesis. I also send my gratitude
to all of PBI lecturers for the meaningful guidance during my study. I also thank
all the staff of PBI and Sanata Dharma University library for the help and
cooperation.
I would extend my gratitude to Astuti Triasmani, S.Pd. as the headmaster of
SMP Kristen Kalam Kudus Yogyakarta for the permission given to do the
research at the school. I would also like to thank Sutopo Martinus, S.Pd. as the
English teacher of SMP Kristen Kalam Kudus Yogyakarta, for providing time and
guidance during the data collection. I do not forget to express my gratitude to the
students of class VII-A whose names cannot be mentioned here one by one for the
willingness and time to have their speech recorded.
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I would like to thank Tessa Murena Paramita, Hari Krismawan, Anchieta
Ave, Fransiska Neny, and Uli Sihombing. I thank them for supporting me,
comforting me during a hard time, and especially for willing to be my friends.
Last but not least, I would like to thank all of my colleagues in PBI 2012 class
A-b for their support, patience, and time. I would like to thank anyone whom I
have not mentioned here but have given the hand. Nothing can express my
gratitude.
Audy Kristian Susanto
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TABLE OF CONTENTS
TITTLE PAGE ....................................................................................................... i
APROVAL PAGES ............................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY .................................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................ v
ABSTRACT .......................................................................................................... vi
ABSTRAK ............................................................................................................. vii
ACKNOWLEDGEMENTS ............................................................................... viii
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ............................................................................................. xiii
LIST OF FIGURES ........................................................................................... xiv
LIST OF APPENDICES .................................................................................... xv
CHAPTER I: INTRODUCTION ........................................................................ 1
A. Research Background................................................................................... 1
B. Research Problems ....................................................................................... 4
C. Problem Limitation ...................................................................................... 4
D. Research Objectives ..................................................................................... 5
E. Research Benefits ......................................................................................... 5
F. Definition of Terms ...................................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE ................................ 8
A. Theoretical Description ................................................................................ 8
1. Pronunciation and Mispronunciation ....................................................... 8
2. Problems in Pronunciation ....................................................................... 9
3. Factors That Affect Pronunciation ......................................................... 11
4. Phonetic .................................................................................................. 14
5. Phonology ............................................................................................... 15
6. English Vowel ........................................................................................ 15
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7. Indonesian Vowel ................................................................................... 21
B. Theoretical Framework .............................................................................. 24
CHAPTER III: RESEARCH METHODOLOGY ........................................... 26
A. Research Method ........................................................................................ 26
B. Research Setting ......................................................................................... 27
C. Research Participant ................................................................................... 28
D. Instrument and Data Gathering Technique ................................................ 28
E. Data Analysis Technique ........................................................................... 30
F. Research Procedure .................................................................................... 31
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ....................... 33
A. Vowel Sound Errors ................................................................................... 33
1. English Vowel Sound [i] ........................................................................ 34
2. English Vowel Sound [ɪ] ........................................................................ 35
3. English Vowel Sound [e] ....................................................................... 37
4. English Vowel Sound [ɛ] ....................................................................... 39
5. English Vowel Sound [æ] ....................................................................... 39
6. English Vowel Sound [ə] ....................................................................... 41
7. English Vowel Sound [ʌ] ....................................................................... 42
8. English Vowel Sound [u] ....................................................................... 44
9. English Vowel Sound [ʊ] ....................................................................... 45
10. English Vowel Sound [o] .................................................................... 46
11. English Vowel Sound [ɔ] .................................................................... 46
12. English Vowel Sound [ɑ] ................................................................... 47
B. The Causes of Students‟ Pronunciation Errors .......................................... 48
1. The Native Language ............................................................................. 48
2. The Age Factor ....................................................................................... 49
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3. Amount of Exposure .............................................................................. 50
4. Phonetic Ability ...................................................................................... 52
5. Motivation and Concern for Good Pronunciation .................................. 53
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS .................. 55
A. Conclusions ................................................................................................ 55
B. Recommendations ...................................................................................... 57
REFERENCES .................................................................................................... 59
APPENDICES ..................................................................................................... 61
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LIST OF TABLES
Table Page
3.1 Example of Data Analysis Table……………................................... 30
4.1 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [i]………………………………………. 34
4.2 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ɪ]……………………………………….36
4.3 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [e]……………………………………… 37
4.4 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ɛ]……………………………………… 39
4.5 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [æ]……………………………………... 40
4.6 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ə]……………………………………… 41
4.7 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ʌ]……………………………………… 43
4.8 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [u]……………………………………… 44
4.9 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ʊ]………………………………………45
4.10 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [o]……………………………………… 46
4.11 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ɔ]……………………………………… 47
4.12 General Summary of Participants‟ Result in Pronouncing
Words with Vowel Sound [ɑ]……………………………………… 48
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LIST OF FIGURES
Figure Page
2.1 English Vowel Chart by Dardjowidjojo (2009) ………………... 16
2.2 Indonesian Vowel Chart by Dardjowidjojo (2009) ……………… 22
4.1 General Summary of Interview Question Number 3 ……………... 50
4.2 General Summary of Interview Question Number 4……………… 51
4.3 General Summary of Interview Question Number 5……………… 52
4.4 General Summary of Interview Question Number 6……………… 53
4.5 General Summary of Interview Question Number 7……………… 54
A1 Interview Session 2 Blueprint……………………………………… 63
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LIST OF APPENDICES
Appendices Page
A Interview Protocol & Blueprint …………..…………..………….. 61
B Result of Interview Session I …………..…………..…………….. 64
C Result of Interview Session II……………………………………… 88
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CHAPTER I
INTRODUCTION
This chapter consists of six parts. The first part is the background of the
study which explains the rationale of choosing this study. The second part is the
problem formulation that addresses the problems of the study. The third part is the
problem limitations. The fourth part is the research objectives. The fifth part is the
research benefits and the sixth part provides the definition of terms used in this
study.
A. Research Background
In Indonesia, English is generally taught as a foreign language. Even
though English is not a primary language in Indonesia, the use of English
language has been rapidly grown in the recent years. A lot of new buildings and
places uses English words. The mass media, such as television or newspaper,
began to use English. In this digital and internet era, people in Indonesia get more
exposure towards English, a lot more than in the old days. Since English is
growing in Indonesia, mastering English can be a very good skill to have.
Some Indonesian has been introduced to English by their parents since
they were a child. However, for most Indonesian, English is a subject that is
taught formally at school. English is one of the subjects taught at every school in
Indonesia. English is taught from kindergarten up to university level. Some
international schools even use English as their primary language for teaching and
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learning process. There are four main aspects that are taught to the students. They
are reading, listening, writing, and speaking.
Despite the fact that people in Indonesia have been learning English, only
few can speak English fluently. Kenworthy (1987) believes that students‟ native
language is an important factor to correctly pronounce English words. The
students‟ native language can cause disadvantages to students when they want to
learn English as a second language. “The more differences there are, the more
difficulties the learner will have in pronouncing English” (Kenworthy, 1987).
Since Indonesia and English have a lot of differences, pronouncing English can be
a hard task for Indonesian native speakers.
Phonetics and phonology are close to the mastery of pronunciation.
Phonetics discusses “the speech sound that is utilized by human languages to
represent meanings”, while phonology focuses on the way sounds construct a kind
of conventional system and pattern of human language (Fromkin & Rodman,
1988). In short, phonetics discusses “acoustics and articulation”, while phonology
is on “the system and structure of speech” (Clark & Yallop, 1990, p. 4).
Pronunciation, according to Nunan (2003), is the sounds that we produce
when we speak. It is used as the media communication. For non-native English
speakers, producing a correct pronunciation is a tough challenge. Making an error
in pronunciation can cause the word to be hard to understand and even have a
completely different meaning. This error in pronunciation is what we call
mispronunciation. Mispronunciation is the performance errors or mistakes of
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pronunciation caused by fatigue and inattention, and also lack of knowledge of the
rules of the language (Krashen, 1982, p.139).
As a non-native English speaker who learns English as foreign language,
an Indonesian native speaker often finds a difficulty in pronunciation. The reason
is mostly because English words are pronounced differently from their spelling.
For example the word „goose‟ is pronounced [guːs] not [gɔːse]. On the contrary,
in Indonesia, most words are pronounced the same as its spelling. For example,
the word ‘emosi’ (emotion) is pronounced [emosɪ] not [ɪməsɪ].
Vowel sound plays a major role when Indonesian native speakers try to
pronounce English words. English and Indonesia have different vowel sound
libraries. They have different number of vowels and even different properties.
Indonesian people are accustomed to pronounce words the same as their spelling,
which create their own vowel sound. Meanwhile, English words have different
pronunciation from their spelling, which causes the vowel sounds that are used to
be different too. This issue becomes a major problem for Indonesian native
speakers when they are trying to pronounce English words. Mispronouncing
English words can cause miscommunication, or in a worst scenario, that
miscommunication can cause conflict.
Therefore, the researcher conducted this study to help Indonesian native
speakers understand more about the problem that occurs when Indonesian native
speakers try to pronounce English words. The researcher believes that this study
will be useful for Indonesian native speakers so that they can have good strategies
to overcome this problem.
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B. Research Problems
The research problems for this research are:
1. What vowel sound errors are made by Indonesian native speakers in SMP
Kristen Kalam Kudus Yogyakarta?
2. What causes the pronunciation errors?
C. Problem Limitation
In order to keep the research from going too broad, some limitations are
set. The first limitation is the topic of the research. The topic of the research is
limited to English and Indonesian vowel sounds. The researcher only focuses on
the use of vowel sound and does not discuss consonants and diphthongs. The
researcher only focuses on vowel sounds because the researcher believes that
Indonesia and English have more different features in their vowel sounds compare
to consonant or diphthong.
The second limitation is about the English and Indonesian vowel theories
that are used in this study. There are a lot of different theories that talk about the
distribution of vowel sounds. Different theories often have different International
Phonetic Alphabet (IPA) symbols. Different theories even have different example
of words for each vowel sound. For this study, the researcher limits the theories
only to Dardjowidjojo (2009) theories about English and Indonesian vowel
sounds. The details about these theories are discussed in the review of related
literature.
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Finally, in term of participant, this research has a limited number of
participants that contribute to this study. The participants are limited only for
students in SMP Kristen Kalam Kudus Yogyakarta. The class is limited only for
class VII-A. The numbers of participants are limited to 22 people. Then, the
details of the research participants are discussed later in the research
methodology.
D. Research Objectives
From the formulated problems above, there are two objectives in this
study. The first objective is to analyze the vowel sound errors that are made by
Indonesian native speakers in SMP Kristen Kalam Kudus Yogyakarta. The second
objective is to identify the possible causes of the vowel sound errors produced by
the Indonesian native speakers in SMP Kristen Kalam Kudus Yogyakarta.
E. Research Benefits
The researcher believes that this study is beneficial for Indonesian native
speakers to get an effective strategy in learning English by avoiding the common
mistakes in pronouncing English vowels. Besides, this study also discusses the
similarities and differences between Indonesian and English phonetics which help
Indonesian native speakers to understand the problems.
Moreover, this study helps English teachers or teacher candidates to be
able to make an effective learning strategy when facing the difference of
Indonesian and English vowels. Furthermore, this study helps English teacher or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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teacher candidates to master one of the important English elements such as
pronunciation.
For future researchers, this study provides meaningful data related to
English and Indonesian mispronunciation of vowel phonemes. Moreover, the
future researchers can explore this research more and get more data by applying
different method of research. Therefore, there is more detailed information
regarding to the concept of Indonesian and English mispronunciation especially in
vowel sounds.
F. Definition of Terms
In order to avoid misunderstanding and to assist readers in understanding
this study, the terms used in this study are defined as follows.
1. Pronunciation
Pronunciation is the process of producing meaningful speech sound which
is articulated by the controlled friction of airstream through human‟s speech
organs (Kreidler, 2004, pp.22-23). Therefore, in pronouncing language, the sound
is produced consciously by controlling our speech organs such as lungs, vocal
tracts, tongue, teeth, and lips to get the precise friction of airstream from the
lungs. That is what differ the human speech from animal sound and infant speech.
2. Mispronunciation
Mispronunciation is the performance errors or mistakes of pronunciation
caused by fatigue and inattention, and also lack of knowledge of the rules of the
language (Krashen, 1982, p.139). According to Krashen (1982), we can say that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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mispronunciation is the result of the stiffness of mature speech organs (fatigue),
the failure to imitate the sound (inattention), and poor abilities in producing the
sound during the learning process (lack of knowledge).
3. Native Speaker
According to Napoli (1996), native speaker is someone who learned the
language before the onset of puberty. A grammar of language is always based on
the linguistic behavior of a native speaker only, since language learned after
puberty is rarely of the same competence as native competence (Napoli, 1996,
p.40). It means that a native speaker is a person who speaks certain language from
childhood. It is different when someone learns and speaks certain language from
adult; they do not have equal abilities as a native speaker does.
4. SMP Kristen Kalam Kudus Yogyakarta
SMP Kristen Kalam Kudus Yogyakarta is a Junior High School located in
Yogyakarta. SMP Kristen Kalam Kudus Yogyakarta consists of six classes. Each
class consists of 25 to 30 students. All of the students in SMP Kristen Kalam
Kudus Yogyakarta are Indonesian native speakers, but they are also actively
learning English. Most of the students can understand and speak English well.
However, they still need to improve their grammar and pronunciation skill.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts, theoretical description and theoretical
framework. The theoretical description presents the theories and discussion about
the basic of this study. The second part, the theoretical framework, describes how
the supported theory can help to solve the research problems.
A. Theoretical Description
This section discusses five main theories that are used in this research.
Those theories are pronunciation and mispronunciation theory, problems in
pronunciation theory, factors that affect pronunciation theory, phonetics and
phonology theory, English vowels theory, and Indonesian vowels theory.
1. Pronunciation and Mispronunciation
a. Pronunciation
Pronunciation is the process of producing meaningful speech sound which
is articulated by the controlled friction of airstream through human‟s speech
organs (Kreidler, 2004, pp.22-23). Therefore, in pronouncing language, the sound
is produced consciously by controlling our speech organs such as lungs, vocal
tracts, tongue, teeth, and lips to get the precise friction of airstream from the
lungs. That is what differ the human speech from animal sound and infant speech.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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b. Mispronunciation
Mispronunciation is the performance errors or mistakes of pronunciation
caused by fatigue and inattention, and also lack of knowledge of the rules of the
language (Krashen, 1982, p.139). According to Krashen, we can say that
mispronunciation is the result of the stiffness of mature speech organs (fatigue),
the failure to imitate the sound (inattention), and poor abilities in producing the
sound during the learning process (lack of knowledge).
2. Problems in Pronunciation
Poedjosoedarmo (2003) states that there are 7 features in pronunciation that
can cause confusion to the listener. They are: (1) using the wrong sound, (2)
leaving sounds out, (3) adding sounds, (4) putting stress on the wrong syllable in a
word, (5) putting stress on the wrong word in a sentence, (6) using the wrong
intonation pattern, or (7) combinations of these problems. These types of
misunderstanding can range from failing to get the message or misinterpreting the
meaning of the message to being insulted because the speaker appears to be
expressing an attitude that was actually not intended.
Here are the examples of each of these problems cited from Jenkins (2000):
a. Using the Wrong Sound
Example: the word ‘copy’ when ‘coffee’ was intended in ‘Do you want a
copy?’ The listener thought that the speaker was asking whether or not she wanted
a photocopy, rather than a cup of coffee.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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b. Leaving Sound Out
The most frequent examples of this type involve simplifying consonant
cluster of even deleting a word consonant sound.
c. Adding Sounds
Japanese speakers often found adding some vowel sounds to break up the
consonant in a difficult cluster. Example: they pronounce „string‟ as /stər ɪŋ/
instead of /strɪŋ/.
d. Putting Stress on the Wrong Syllable in a Word
Example: „mature‟ with the stress on the first syllable rather than second
syllable can be misinterpret as „macho‟.
e. Putting Stress on the Wrong Word in a Sentence
Placing stress in one word rather than any other words within a sentence
has a very important function in English: to identify the element that is thought to
be the newest and the most important bit of information. Take a look at the
example from Singaporean TV announcer:
Every $20.00 of synergy fuel gives you a chance to win a two-year’s supply
of synergy fuel. We are giving away so much synergy fuel; you won’t be
able to finish it all.
From the example above, it stresses the word „synergy‟ every time. This is
a bad placement of stress because the listener will not gain any new information
from this. This example gives better stress placement:
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11
Every $20.00 of synergy fuel gives you a chance to win a two-year’s supply
of synergy fuel. We are giving away so much synergy fuel; you won’t be
able to finish it all.
f. Using the Wrong Intonation Pattern
A rise and fall tone may be a bit rare in English, but when it occurs, it often
indicates suggestiveness. For example, in Singaporean English, rise and fall
intonation occurs very frequently, it slightly indicates a greater degree of
emphasis. However, to non-Singaporean English listener, this can be a little bit
confusing.
g. Combined Problems
Often mispronunciation is a result of combination from such errors above.
The less proficient the speaker, the more likely these problems will appear. An
Indonesian student once listens to the first line of a song “how much is that doggy
in the window?” as “Amatsutejo in the window,” where „Amatsutejo‟ is a
common Indonesian man‟s name. They heard „how much‟ as „amatsu‟ and „the
dog‟ as „tejo.‟
3. Factors That Affect Pronunciation
In the process of teaching English as a second language, pronunciation is a
very crucial subject to be mastered. Teaching pronunciation is a difficult task
because every student might have a different background. The students‟
background will affect how well the students will pronounce the second language
they are learning. There are some factors that will affect students‟ pronunciation.
Kenworthy (1987, p.4) mentions that there are five factors that will affect
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students‟ pronunciation, (1) the native language, (2) the age factor, (3) amount of
exposure, (4) phonetic ability, and (5) motivation and concern for good
pronunciation.
a. The Native Language
Students‟ native language is an important factor to correctly pronounce
English words. This is proven by the fact that there are so many English accents
that exist in this world. The students‟ native language can cause disadvantages to
students when they want to learn English as a second language. “The more
differences there are, the more difficulties the learner will have in pronouncing
English” (Kenworthy, 1987, p.4). There will be a language that is more favored
and there will also be a language that is less favored. However, it is not
impossible for students to have a good pronunciation. People from different native
background will be able to produce a near-native English pronunciation.
b. The Age Factor
Most people commonly assume that if someone has a good second
language pronunciation, they probably started learning since they were a kid.
Some of us also believe that if someone started to learn second language during
adulthood, they will never have native-like accent, even though they have
mastered more vocabularies than those whose native language is English. These
beliefs are actually supported by many cases where adults speak second language
fluently, but still have a little bit of their native-accent.
Kenworthy (1987) cites two researches related to this issue. Those
researches are Oyama‟s research in Italia and the other research is from Snow and
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Hoefnagel‟s (1975). Those researches have two different results. Some researches
state that age will affect pronunciation, while some other researches state that age
will not affect pronunciation. The evidence is contradictory and further research
might be needed. However, one thing seems clear, those researches show that we
do not yet have a simple and straightforward link between age and pronunciation
ability. This factor seems to be the weakest factor compare to the other factors.
c. Amount of Exposure
The other factor is the amount of exposure to English the student receives.
If the student is living among English-speaking people, the amount of exposure
time will increase. If the amount of time increases, it is more likely for the
students to have a better pronunciation. Kenworthy (1987, p.6) states that various
studies have compared pronunciation accuracy of people living in English-
speaking environment and those who are not, and it seems that even though the
amount of exposure is one of the contributory factors, but it is not necessarily the
factor for the development of pronunciation skills.
d. Phonetic Ability
Phonetic ability is the ability for someone to understand and distinguish
sounds. It is a common believe that some people have „better ears‟ when it comes
to foreign languages. Studies have shown that some people are able to distinguish
sounds better than others and he or she is able to mimic the sound much better.
Kenworthy (1987) believes that everyone, unless hearing impaired, has this basic
ability. This is one of the „basic equipment‟ that the students have, and provide
them with task that suit their ability is one of the teacher‟s jobs.
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e. Motivation and Concern for a Good Pronunciation
Some students seem to have a better concern toward their pronunciation
skill than the others. This concern can be expressed in a statement of how bad
their pronunciation is and always request for correction. When they have a
concern toward their pronunciation, they will develop a better self-motivation.
When someone has a better motivation, it is more likely for them to learn more
thus resulting a better pronunciation.
4. Phonetic
Language and speech are so closely linked, that is why people begin to
study language by examining the inventory and structure of the sound of speech.
In a book titled “Practical Phonetics and Phonology: A resource book for student”
Collins and Mees (2003, p.7), described phonetics as the term used in the study of
sound in human language. Trask (1996) explained phonetics is the scientific study
of speech, conventionally divided into articulatory phonetics. From the
explanations above, it can be concluded that phonetics is the study of sounds,
especially focusing on how organs of speech produce speech sounds.
Efforts have been made to devise a universal system for transcribing the
sound of speech. One of the best known systems is International Phonetic
Alphabet (IPA). This system of transcription attempts to represent each sound of
human speech with a single symbol. These symbols are enclosed in brackets [ ] to
indicate that the transcription is phonetics and does not represent the spelling
system of particular language. For example, the sound spelled sh in English is
transcribed as [ʃ].
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5. Phonology
While phonetics is primarily concerned with the concrete properties of
sounds, phonology investigates how sounds and meaning are connected.
(O‟Grady, Archibald, & Aranoff, 2010, p.59). Jay (2003) describes phonology as
the sound system of a language, which includes an inventory of sounds (phonetic
and phonemic units) and rules for how they can be combined. This way of
thinking also parallel with Ohala (1980) that states phonology as the study of the
logical structure and behavior of speech sound. Phonology is a subfield of
linguistics which studies the sound system of a specific language or set of
languages. Further, phoneme is the smallest meaningful unit of sound in a
language. A meaningful sound is one that will change one word into another
word. For example, the words cat and fat are two different words, but there is only
one sound that is different between the two words - the first sound. That means
that the “k” sound in cat and the „f‟ sound in fat are two different morphemes. In
conclusion, the goal of phonology is to study the sound systems which speaker
must learn or internalize in order to use their language for the purpose of
communication. (Hyman, 1975, p.1).
6. English Vowel
Vowels are sonorous, syllabic sounds made with the vocal tract more open
than it is for consonant or glides. (O‟Grady, Archibald, & Aranoff, 2010, p.34).
English vowels are divided into two major types, simple vowels and diphthongs.
Simple vowels do not show a noticeable change in quality during their
articulation. The vowels of pit, set, cat, dog, but, and put are all simple vowels.
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Diphthongs are vowels that exhibit a change in quality within a single syllable.
English diphthongs show change in quality that are due to tongue movement away
for initial vowel articulation towards a glide position. This study will only focus
on simple vowels. Even though diphthongs are included as English vowels, this
study will only be limited to simple vowels.
Dardjowidjojo (2009) divided English vowel into twelve different sounds.
Figure 2.1 shows the distribution of English vowel sound by Dardjowidjojo
(2009).
Figure 2.1 English Vowel Chart by Dardjowidjojo (2009)
a. English Vowel Sound [i]
Based on the height of the tongue, the English vowel sound [i] is a high
vowel. If viewed from the position of the tongue, vowel sound [i] is a front vowel.
Vowel sound [i] is also an unrounded and tense vowel. Some dictionaries often
write vowel sound [i] as [i:]. The pronunciation is the same, it basically pronounce
as long i. Dardjowidjojo (2009) gives the words eat, beat, bee, seat, read, meat,
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bee, me, and sea as the examples of words that contain the English vowel sound
[i].
b. English Vowel Sound [ɪ]
Based on the height of the tongue, the English vowel sound [ɪ] is a high
vowel. If viewed from the position of the tongue, vowel sound [ɪ] is a front vowel.
Vowel sound [ɪ] is also an unrounded and lax vowel. Since it is a lax vowel, the
english vowel sound [ɪ] is pronounced as short i. Dardjowidjojo (2009) gives the
words is, in, bit, mid, kin, sit, and it as the examples of words that contain the
English vowel sound [ɪ].
c. English Vowel Sound [e]
The English vowel sound [e] is a mid front vowel based on the English
vowel sound distribution by Dardjowidjojo (2009). This was because the height of
the tongue is in the middle and the position of the tongue is front. It was also
considered as unrounded vowel. Based on the tension of the muscle, English
vowel sound [e] was considered as a tense vowel. This sound is not purely vowel
as it is followed by a sound somewhat similar to [i]. Therefore, some dictionaries
might write is as [eɪ]. The sound [eɪ] might be considered as diphthong by other
theory. However, since the researcher set the limitation to only using the theory
from Dardjowidjojo (2009), the vowel sound [e] is considered as vowel, not
dipthong. Dardjowidjojo (2009) gives the words aid, ate, gave made, hate, rate,
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paid, pay, ray and may as the examples of words that contain the English vowel
sound [e].
d. English Vowel Sound [ɛ]
Based on the English vowel sound distribution by Dardjowidjojo (2009),
the English vowel sound [ɛ] is a mid front vowels. This was because the height of
the tongue is in the middle and the position of the tongue is front. It was also
considered as unrounded vowel. Based on the tension of the muscle, English
vowel sound [ɛ] is considered as a lax vowel. Dardjowidjojo (2009) gives the
words egg, get, enter, get, enter, bet, and men as the examples of words that
contain the English vowel sound [ɛ].
e. English Vowel Sound [æ]
The English vowel sound [æ] is a low front vowel based on the English
vowel sound distribution by Dardjowidjojo (2009). It is made by lowering the
tongue further down from the position for the vowel [ɛ]. The muscle is lax when
making this sound. The sound is called the low front unrounded lax vowel.
Dardjowidjojo (2009) gives the words at, apple, ample, angle, sad, bat, man, and
bad as the examples of words that contain the English vowel sound [æ].
f. English Vowel Sound [ə]
The English vowel sound [ə] is a mid central vowel. The vowel is made by
having the central part of the tongue placed in the middle of the mouth cavity.
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Dardjowidjojo (2009) gives the words along, ago, about, mountain, captain,
dungeon, and develop as the examples of words that contain the English vowel
sound [ə].
g. English Vowel Sound [ʌ]
The English vowel sound [ʌ] is a mid central vowel. The vowel is made by
having the central part of the tongue placed in the middle of the mouth cavity, but
lower than how we made vowel sound [ə]. Dardjowidjojo (2009) gives the words
love, come, sun, but, hut, trouble, and above as the examples of words that contain
the English vowel sound [ʌ].
h. English Vowel Sound [u]
The English vowel sound [u] is a high back vowel. When producing the
sound [u], we raise the back part of the tongue without touching any part of the
mouth. When making this sound, our lips are rounded and the musles are tense.
This vowel sound can be described as long u, some dictionaries write it as [u:].
Dardjowidjojo (2009) gives the words food, mood, rude, soup, pool, shoot, and
cool as the examples of words that contain the English vowel sound [u].
i. English Vowel Sound [ʊ]
The English vowel sound [ʊ] is a high back vowel. This sound is produced
by lowering a tongue a bit from the [u] position. The lips are rounded and the
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muscles are lax when making this sound. Since it is a lax vowel, this sound is
pronounced as short u. Dardjowidjojo (2009) gives the words foot, look, good,
book, pull, wood, and should as the examples of words that contain the English
vowel sound [ʊ].
j. English Vowel Sound [o]
The vowel sound [o] is produced by putting the back of the tongue and
lower than the position of [ʊ]. This vowel is made by rounding the lips. For these
reasons, the sounds are called the mid back rounded vowels. The vowel sound [o]
is also a tense vowel. Some dictionaries, like Oxford, uses the symbol [ɒ] instead
of [o]. Dardjowidjojo (2009) also mentions that the vowel sound [o] can be
pronounced as [əʊ], which considered as dipthong by some other theories.
However, since the researcher set the limitation to only using the theory from
Dardjowidjojo (2009), the vowel sound [o] is considered as vowel, not dipthong.
Dardjowidjojo (2009) gives the words rod, hot, off, and got as the examples of
words that contain the English vowel sound [o].
k. English Vowel Sound [ɔ]
The vowel [ɔ] is made by lowering the tongue below the [o] sound. This
vowel is rounded vowel because it is made by rounding the lips. The muscle is lax
when making this vowel sound. That is why this sound is called mid back rounded
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lax vowel. Dardjowidjojo (2009) gives the words saw, raw, call, law, draw, and
wall as the examples of words that contain the English vowel sound [ɔ].
l. English Vowel Sound [ɑ]
The sound [ɑ] is produced by having the tongue at the back of the mouth
and in low position, lowen than that for [ɔ] sound. When making the sound, our
musles are lax. The sound is called low back vowel. Some dictionaries often write
it using the symbol [ɑ:]. Dardjowidjojo (2009) gives the words part, card, heart,
garden, sergeant, and father as the examples of words that contain the English
vowel sound [ɑ].
7. Indonesian Vowel
The numbers of vowel sounds in Indonesia are always controversial. There
are many opinions regarding the amount of vowel sounds in Indonesia. Many
researchers have different theories when it comes to Indonesian vowel sounds.
One of the most famous theories is by Dardjowidjojo (2009). In his book,
Dardjowidjojo (2009, p.50) mention that Indonesian have eight-vowel system.
Due to the facts that English has at least eleven-vowel system, and there is no
consistency of pronunciation in Indonesia, there is a great problem for Indonesian
people to learn English vowels.
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The figure 2.2 shows Indonesian vowel based on Dardjowidjojo (2009).
Figure 2.2 Indonesian Vowel Chart by Dardjowidjojo (2009)
a. The Indonesia High and Mid Front Vowels [i] - [ɪ]
Indonesia language has the high front vowel [i] as in isa „evening prayer‟
as well as the mid front vowel [ɪ] in esa „almighty‟. From this point, we can see
that these two sounds are two separate phonemes. In English learning, many
Indonesians tend to confuse about two English sounds, [i] and [ɪ], thus resulting
to pronounce seat and heat as sit and hit.
b. The Indonesia Mid and Low Front Vowels [ɪ] - [ɛ]
The Indonesian vowel [ɪ], as discussed above, is in contrast with the low
front vowel [ɛ]. Minimal pairs of these phonemes can be seen in the words
genting-genteng and banting-banteng. However, there are some Indonesian
people that mix the pronunciation of phonemes [ɪ] and [ɛ]. For example, in
Indonesia, besok „tommorow‟ can be pronounced either [bɪsɔk] or [bɛsɔk]. This
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different pronunciation most likely occurs because the indirect impact of the local
language.
c. The Indonesia High and Mid Back Vowels [u] - [o]
The Indonesian high back vowel is made by having the back part of the
tongue raised toward the back of the mouth but without touching it. The lips are
rounded, although not as much as the English [u]. Due to these features, the sound
is called high back rounded vowel. The example of the words are bumi „earth‟,
bunyi „sound‟, or madu „honey‟.
The other back vowel [o] is almost made in similar way to [u]. However,
the tongue is not raised as high. The lips are also less rounded. Therefore, it is
called mid back rounded vowel. The example of the words are orang „person‟,
bola „ball‟, or obat „drug‟.
d. The Indonesia Mid and Low Back Vowels [o] - [ɔ]
Local languages play an important role when Indonesian people produce
[o] and [ɔ] vowel sounds. The same word may be pronounced using [o] by people
from certain regions and using [ɔ] by people from different region. Due to this
inconsistency, most Indonesians will find a dificulties distinguish [o] and [ɔ] as
English vowel sounds.
e. The Indonesia Mid Central Vowels [ə] - [a]
The Indonesian [ə] is always spelled and written with /e/ as example in the
word emas „gold‟, entah „don‟t know‟, or mentah „raw‟. For people from certain
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region, [ə] can cause trouble because they often pronounce it with [ɪ]. For
example, they pronounce besar „big‟ as [bɪsar] not [bəsar]. This can make people
from that region have a harder time to pronounce English vowel sounds.
The low central vowel [a] is found in all local languages. It is always
spelled and written with the letter /a/ as in the words abu „ash‟, tahu „know‟, or
tiba „arrive‟. There is almost no trouble for Indonesia native speakers when they
pronounce [a] as English vowel sounds.
B. Theoretical Framework
There are two research problems in this study. The first research problem is
about the characteristics of pronunciation errors made by Indonesian native
speakers in SMP Kristen Kalam Kudus Yogyakarta, especially focusing on vowel
sounds. Parallel with the first formulated problem, the second research problem is
asking what causes the pronunciation errors. In order to address those two
research problems, the researcher uses the theories as follows.
The pronunciation and mispronunciation theories are used as the basic
foundation of this study. Phonetics and phonology theories are used as a basic
foundation for this study. Those theories are used as the basic knowledge to
understand more about the conducted study. By broaden the knowledge
concerning pronunciation and mispronunciation, as well as phonetics and
phonology, researcher and readers will have a better understanding regarding this
study.
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The English vowel theories, as well as the Indonesian vowel theories, are
used as the basic theory to answer the first formulated problem, that is, to describe
the English and Indonesian vowel inventories. Since the first formulated problem
is talking about the characteristics of pronunciation, especially focusing on vowel
sounds, it is important to find out about the basic of those vowel sounds. By
understanding about the English and Indonesian vowel theories, the first
formulated problem can be resolved.
The first formulated problem is answered using the theories of problem in
pronunciation by Poedjosoedarmo (2003). Using this theory, the researcher can
determine the type of pronunciation errors made by the participants. The theories
about factors that will affect pronunciation by Kenworthy (1987) are used to
answer the second formulated problem. The researcher uses these theories to find
out the reasons why some problems in pronunciation appeared when Indonesian
native speakers in SMP Kristen Kalam Kudus Yogyakarta tried to pronounce
English words that contain vowel sounds.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter consists of six parts. The first one is the description of the
research method that is used in this study. The second part is the research setting;
it is used to inform when the study is conducted. The third part is research
participants; it is informed who will be participating in the research and who
became the sources of data. The fourth part provides the description of research
instrument and the data gathering techniques. The fifth part is about the data
analysis techniques, and the last part is the research procedure which summarizes
the steps in conducting the study.
A. Research Method
This research was conducted by using qualitative research. Qualitative
researchers are interested in understanding the meaning that people have
constructed, that is, how people make sense of their world and the experiences
they have in the world (Merriam, 2002). This research aims to understand the
English vowel sound errors made by Indonesian native speakers in SMP Kristen
Kalam Kudus Yogyakarta. The purpose of the qualitative research is to gather the
data in depth understanding, rather than the numeric one. The researcher used
descriptive qualitative research to describe the data and characteristics of the issue
being researched.
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B. Research Setting
The research was started by collecting data for the supporting theories.
Theories that related to pronunciation, phonetics, phonology, and all kinds of
linguistics properties were gathered. The theories were to support the research and
as a base for the research. The theories were mostly gathered at the library of
Sanata Dharma University. However, some theories also found through browsing
from the internet.
The data gathering was conducted in SMP Kristen Kalam Kudus
Yogyakarta, class VII A. SMP Kristen Kalam Kudus Yogyakarta is located in Jl.
Jambon IV RT/RW 01/01 Kricak, Tegalrejo,Yogyakarta. SMP Kristen Kalam
Kudus Yogyakarta was chosen because the researcher needed high school
students with Indonesian as their native language. Most of the students in SMP
Kristen Kalam Kudus Yogyakarta are from Chinese family. It is more likely for
Chinese family to talk using Indonesian than Javanese, which means most of the
students will have Indonesian as their native language. Moreover, SMP Kristen
Kalam Kudus Yogyakarta was a place where the researcher conducted his PPL
(Praktik Pengalaman Lapangan), which made it easier for the researcher to gather
the data. The research was held on Tuesday, April 12, 2016.
Following the data gathering, the analysis was done. It was conducted
since April 2016. The analysis was done at home and the library. The analysis was
later written into a discussion and then concluded into a conclusion for this
research.
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C. Research Participant
For the purpose of this study, this research was conducted by interviewing
22 students from SMP Kristen Kalam Kudus Yogyakarta. The students were
chosen from class VII-A, batch 2016. Class VII-A normally had 25 students,
however, during the interview session, 3 students could not attend the class due to
various reasons. Therefore, the interview was done with 22 participants. The
participants were taken from the same school so they had similar educational
background. Eleven students were male and another eleven were female. Since the
number of male and female students was the same, class VII-A was an ideal class
to conduct this research, this way the gender variable is consistent.
The total of 22 participants was chosen as the sample of students in SMP
Kristen Kalam Kudus Yogyakarta. In the year of 2016, SMP Kristen Kalam
Kudus Yogyakarta had 153 numbers of students, which made 22 students to be
equal as 14.4% of the population. This percentage was considered as sufficient to
make the data have a high validity. Those participants also spoke the same native
language, which is Bahasa Indonesia. It is crucial for the participants to have
Bahasa Indonesia as the native language because the research requires the data
from Indonesian native speakers.
D. Instrument and Data Gathering Technique
Researcher used oral test and interview to collect information about
English vowel mispronunciation by Indonesian native speakers in SMP Kristen
Kalam Kudus Yogyakarta. The advantage of conducting these methods is that
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they provide data that cannot be obtained through observation. The purpose of this
data gathering is to know whether or not the students will mispronounce the
English vowel sounds and to know the reason of their mispronunciation.
The data gathering consisted of two sessions. The first session is oral test.
In the first session, the participants were asked to read 24 English words which
contain English vowel sounds based on the Dardjowidjojo (2009) theories about
English vowel sounds. The researcher used two words for each vowel sound.
Since there are 12 vowels sounds based on the Dardjowidjojo (2009) theories
about English vowel sounds, the researcher had a total of 24 English words to be
read by the participants. The first session was used to answer the first formulated
problem. After finishing the first session, the researcher continued to the second
session. The second session is interview. In the second session, the researcher
asked seven closed-ended questions to the participants. The questions were based
on Kenworthy‟s (1987) theory about what affect pronunciation. The result from
the second session was used to answer the second formulated problem. The detail
of the research instrument is displayed on the appendix A on page 61.
Before conducting the interview, the researcher prepared some equipment
that was needed to support the interview. The equipment was a laptop and a
headset that have microphone in it to record the interview. The software that used
to record the interview is Audacity. The other equipment was notebook and pen to
write down the answers for the second session of interview and some important
things from the interview.
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E. Data Analysis Technique
After the data had been gathered, researcher analyzed the data. The first
step was to process the result of the first session. The result of the first session
was used to answer the first formulated problem. The researcher drew a
conclusion from the table, which vowel sound that most students were
mispronounced.
The researcher listened to the recorded sound data in order to analyze it.
Sound editing software, Audacity, was used to cut and edit the sounds if necessary
to make the process easier. Finished with the recorded data, the researcher made a
written result about it. The written result was displayed in the form of table. The
reason of using table was to make it easier to present and analyze the raw data.
Below is the example of table that was used.
Table 3.1 Example of Data Analysis Table
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit]
procedure [prəˈsidʒə]
ɪ bit [ˈbɪt]
mid [ˈmɪd]
After writing the result on the table, the researcher continued to analyze it.
Using the theories of problem in pronunciation by Poedjosoedarmo (2003), the
researcher could determine the characteristics of pronunciation errors made by the
participants. Then, the researcher made a conclusion from the first session of the
interview. This conclusion was used to answer the first formulated problem.
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After finished analyzing the first session, the researcher moved to the data
from second session. The second session was an interview with closed-ended
questions. First, the researcher had to make the transcript of the interview. After
finishing the transcript, the researcher compiled all the answers and made a
conclusion with the data. These answers then were used to answer the second
formulated problem.
F. Research Procedure
This part shows the procedure of conducting the research from the
beginning until the report of the data. Here are the procedures that used by the
researcher:
1. Literature Review
The researcher gathered the theories that would be used for this study.
Most theories would be related to pronunciation, phonetics, phonology, and some
linguistic properties. The theories would be used as a basic foundation of this
study and to answer the formulated problems of this study.
2. Developing an Instrument
After finishing the literature review, researcher must decide what kind of
method would be used for this study and what instrument would be used to gather
the data. Researcher decided to use qualitative research and interview as the
instrument. The next step was to make interview protocol and blueprint. The
interview protocol was used to show where the interview would be located, how
long the interview would be conducted, who would be the subject, and what the
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questions were during the interview. The interview blueprint was used to decide
the purpose of each question in the interview.
3. Data Gathering
The next procedure was the data gathering. Researcher decided who would
be the participants, when it would be conducted, and how it would be done. Then,
researcher must ask the permission from the school where the study would be
conducted. After having permission, the data gathering was conducted by
following the protocol.
4. Data Analysis
After possessed the data, the researcher analyzed the data. The data from
the interview were transcribed into a table and written form. This way, the data
would be easier to be summarized. The data summary was used to answer the
formulated problems. Then, researcher started to make a conclusion about this
study.
5. Writing The Report
The writing of the report was done by following the thesis guideline for
ELESP students. The writing was done carefully since it must pass the minimum
requirement. Researcher often consulted with colleagues and lecturers so the
report could be as good as possible. The report that had been written would be
given to the University as a requirement to obtain the Sarjana Pendidikan Degree.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter is divided into two parts. The first part is students‟
pronunciation errors which discussed the data that the researcher has gathered
from interview session one. The first part is used to answer the first formulated
problem. The second part is the causes of students‟ pronunciation errors. The
second part is used to find out what causes the pronunciation errors using the data
from interview session two. The second part is used to answer the second
formulated problem.
A. Vowel Sound Errors
This part mainly discussed the data analysis related to the first formulated
problem. The first formulated problem asked about the vowel sound errors made
by Indonesian native speakers in SMP Kristen Kalam Kudus Yogyakarta. The
researcher used the result from the interview session 1 (appendix B, p. 64) to
answer the first formulated problem. The researcher divided this section into
twelve parts based on the English vowel sounds by Dardjowidjojo (2009). Later
on each part, by using the theories of problem in pronunciation from
Poedjosoedarmo (2003), the researcher could determine the characteristics of
pronunciation errors made by the participants.
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1. English Vowel Sound [i]
In order to analyze the vowel sound [i], the researcher used two words,
which were ‘beat’ [ˈbit] and ‘procedure’ [prəˈsidʒə]. The researcher chose ‘beat’
because beat and bit, which is also used in this study, had an almost identical
pronunciation. Meanwhile, the researcher chose the word ‘procedure’ because the
students in Junior High School were very familiar with the word procedure since
they were learning about procedure text. Below is the table showing the general
summary of participants‟ pronunciation.
Table 4.1 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [i]
Vowel
Sound Words Correct Answer Wrong Answer
i Beat 13 9
Procedure 4 18
Total 17 27
Table 4.1 shows that there were more wrong answers than the correct
answers. It was mostly caused by the word ‘procedure’ where there were 18
wrong answers and there were only 4 correct answers. Meanwhile, most
participants pronounced the word ‘beat’ correctly. From total of 22 participants,
13 participants were correct and 9 were wrong. This made a total of 17 correct
answers and 27 wrong answers for the words with vowel sound [i].
For the word ‘beat’, all of the participants who did not pronounce the word
correctly made a mistake by using the short i instead of long i. These mistakes
were made by the participant 1, 6, 8, 12, 13, 14, 16, 20, and 22. Instead of
pronouncing it as [ˈbit], these participants pronounced it as [ˈbɪt]. Based on the
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theories of problem in pronunciation from Poedjosoedarmo (2003), these mistakes
were categorized as „using the wrong sound‟.
As for the word ‘procedure’, the participants who did not pronounce the
word correctly pronounced it either as [proˈsədʒə] or [proˈsedʒə]. Participant 1, 2,
3, 6, 8, 10, 12, 13, 15, 18, 19, and 22, also made double mistakes because they
pronounced the last syllable as [dʊr] instead of [dʒə]. Participants who made this
mistake was categorized as „using the wrong sound‟ based on the theories of
problem in pronunciation from Poedjosoedarmo (2003). However, the biggest
mistake was made by participant 5. Participant 5 made a mistake by pronouncing
it as [proˈdʒus]. This mistake was considered as „leaving sound out‟ based on the
theories of problem in pronunciation from Poedjosoedarmo (2003).
Based on the result above, it could be concluded that the most participants
could not differentiate long i and short i. Some participants also pronounced the
sound [i] as [e] or [ə]. Most of the mistakes were categorized as „using the wrong
sound‟ based on the theories of problem in pronunciation from Poedjosoedarmo
(2003). However, one participant also made mistake by „leaving sound out‟ on her
pronunciation of the word ‘procedure’.
2. English Vowel Sound [ɪ]
The researcher used the word ‘bit’ [ˈbɪt] and ‘mid’ [ˈmɪd] in order to
analyze the vowel sound [ɪ]. T researcher chose ‘bit’ because bit and beat, which
was also used in this study, had an almost identical pronunciation. Meanwhile, the
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word ‘mid’ was chosen because it was a simple word that was very familiar to
junior high school students. Below is the table showing the general summary of
participants‟ pronunciation.
Table 4.2 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [ɪ]
Vowel
Sound Words Correct Answer Wrong Answer
ɪ Bit 17 5
Mid 15 7
Total 32 12
Table 4.2 shows that most participants pronounced the words correctly.
The word ‘bit’ had a total of 17 correct answers and only 5 wrong answers. The
word ‘mid’ had a total of 15 correct answers and 7 wrong answers. This made the
total of 32 correct answers, more than double the total of wrong answer, which
were only 12.
For the word ‘bit’, there were five mistakes made by participant 8, 15, 16,
18, and 21. Participant 8, 15, 16, and 18 pronounced it as [ˈbaɪt] instead of [ˈbɪt].
Meanwhile, participant 21 pronounced it using the long i so it became [ˈbit].
Based on the theories of problem in pronunciation from Poedjosoedarmo (2003),
these mistakes are categorized as „using the wrong sound‟.
For the word ‘mid’, participant 8 and 21 pronounced it using the long i, so
it became [ˈmid] instead of [ˈmɪd]. Meanwhile, participant 5, 9, 15, 16, and 18
pronounced it as [ˈmaɪd]. This mistake is considered as „using the wrong sound‟
based on the theories of problem in pronunciation from Poedjosoedarmo (2003).
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In conclusion, when pronouncing the word with vowel sound [ɪ], most
mistakes were made because the participant used the wrong sound. The
participants got counfused the tense and lax vowels, which was short i and long i.
Some also made mistake by pronouncing it as [aɪ].
3. English Vowel Sound [e]
In order to analyze the vowel sound [e], the researcher used two words,
which were ‘made’ [ˈmeɪd] and ‘hate’ [ˈheɪt]. The reseracher chose these words
because both used vowel sound [e]. Besides, these words also had similar
pronounciation, which were [ˈmeɪd] and [ˈheɪt]. The summary for participant
pronunciations of the words with vowel sound [e] can be seen in table 4.3 below.
Table 4.3 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [e]
Vowel
Sound Words Correct Answer Wrong Answer
e Made 19 3
Hate 19 3
Total 38 6
Table 4.3 shows that that most participant could pronounce the words with
vowel sound [e]. From a total of 44 answers, the participants only made 6
mistakes which made a total of 38 correct answers. The word ‘made’ had a total
of 19 correct answers and 3 wrong answer. The word ‘hate’ had a total of 19
correct answers and 3 wrong answers.
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For the word ‘made’, three mistakes were made by participant 1, 15, and
19. Participant 1 pronounced it as [ˈmæd], participant 15 pronounced it as [ˈmɛt],
and participant 19 pronounced it as [ˈmɪd]. These three mistakes were considered
as „using the wrong sound‟ based on the theories of problem in pronunciation
from Poedjosoedarmo (2003). This was because instead of using the vowel sound
[e], these participants used another incorrect vowel sounds.
The word ‘hate’ also had three mistakes. These mistakes were made by
participant 1, 6, and 15. Participant 1 pronounced it as [ˈhet], while participant 6
and 15 pronounce it as [ˈhɛt]. Based on the theories of problem in pronunciation
from Poedjosoedarmo (2003), these three mistakes were considered as „using the
wrong sound‟. This was because instead of using the vowel sound [e], these
participants used another incorrect vowel sounds.
From the analysis above, it can be concluded that most of the mistakes
were made because the participant used the wrong sound. Instead of using the
vowel sound [e], these participants use other incorrect vowel sounds. Most of
them often got consfused the vowel sound [e] as a vowel sound [ɛ]. Some also
confused it with the vowel sound [æ].
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4. English Vowel Sound [ɛ]
In this study,the researcher used the word ‘men’ [ˈmɛn] and ‘bet’ [ˈbɛt] to
analyze the vowel sound [ɛ]. The researcher chose these words because both use
vowel sound [ɛ]. Besides, these words also have similar pronounciations, which
were [ˈmɛn] and [ˈbɛt]. Table 4.4 shows the summary for participant
pronunciations of the words with vowel sound [ɛ].
Table 4.4 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [ɛ]
Vowel
Sound Words Correct Answer Wrong Answer
ɛ Men 22 0
Bet 22 0
Total 44 0
Displayed in table 4.4, there was no mistake made by the participants. All
the participants could pronounce the words „men’ and ‘bet’ perfectly. From 44
answers, all of them were correct answers. Since there was no mistake, it could be
concluded that all the participants had no trouble pronouncing the words with
English vowel sound [ɛ].
5. English Vowel Sound [æ]
In order to analyze the vowel sound [æ], the researcher used the word ‘bat’
[ˈbæt] and ‘man’ [ˈmæn]. The reseracher chose these words because they both
used vowel sound [æ]. Besides, these words were simple words and the
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participants must have been familiar with them. The summary for participant
pronunciations of the words with vowel sound [æ] is shown in table 4.5.
Table 4.5 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [æ]
Vowel
Sound Words Correct Answer Wrong Answer
æ Bat 16 6
Man 17 5
Total 33 11
The general summary above revealed that there was more correct
pronunciation than the wrong pronunciation. There were 33 correct answers and
11 wrong answers, which mean 75% of the answers were correct. The word ‘bat’
had 6 wrong answers, while the word ‘man’ had 5 wrong answers.
The word ‘bat’ had six mistakes made by participant 2, 6, 8, 15, 18, and
19. Instead of using vowel sound [æ], participant 8 used vowel sound [ʌ] thus
pronounced the word as [ˈbʌt]. The rest of the incorrect participants pronounced it
as [ˈbɛt]. Based on the theories of problem in pronunciation from Poedjosoedarmo
(2003), this mistake was categorized as „using the wrong sound‟.
For the word ‘man’, five mistakes were made by participant 2, 6, 15, 18,
and 19. All these participants pronounced it as [ˈmɛn] instead of [ˈmæn]. This
mistake was considered as „using the wrong sound‟ based on the theories of
problem in pronunciation from Poedjosoedarmo (2003).
For the analysis of those two words above, it can be concluded that all of
the mistakes were made because the participant use the wrong sound. Instead of
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using the vowel sound [æ], these participants used another incorrect vowel
sounds. Most of them got confused vowel sound [æ] with [ɛ] because they were
similar.
6. English Vowel Sound [ə]
In order to analyze the vowel sound [ə] the researcher used the word
‘develop’ [dɪˈvɛləp] and ‘about’ [əˈbaʊt]. The reseracher chose these words
because they both used vowel sound [ə]. Below is the table showing the general
summary of participants‟ pronunciation.
Table 4.6 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [ə]
Vowel
Sound Words Correct Answer Wrong Answer
ə Develop 2 20
About 22 0
Total 24 20
Table 4.6 shows that a lot of participants made mistakes pronouncing the
word ‘develop’. From 22 participants, only 2 of them were correct. However,
when pronouncing the word ‘about’, all of the participants could pronounce it
correctly. This made a total of 24 correct answer and 20 wrong answers.
The word ‘develop’ seems to give a lot of trouble for the participants. The
only participants who could answer correctly were participant 11 and 14. The
other participants pronounced it using the vowel sound [o] thus it became
[dɪˈvɛlop]. This mistake was considered as „using the wrong sound‟. However,
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participant 6 and 12 had different pronunciation. They pronounced it as [ˈdevlop].
Not only that they used the wrong sound, but they also put the stress in the wrong
syllable. Furthermore, they also omit a syllable in the middle, which is considered
as „leaving sound out‟ by Poedjosoedarmo (2003) in theories of problem in
pronunciation. Because there are more than one types of errors that occurred,
these problems can be classified as a „combined problems‟ based on
Poedjosoedarmo (2003) theories about problems in pronunciation. On the other
hand, the word ‘about’ did not seem to give trouble to the participants. It is
proven by the fact that none of the participants pronounced it with a wrong
pronunciation.
Based on the result above, it could be concluded that vowel sound [ə] was
a problem for the participants. Paticipants often read the word as it was writen, so
most of the participants read the word ‘develop’ with the sound [o] instead of [ə].
Some participants also omit a syllable and put a stress in the wrong syllable.
Because there were more than one types of errors, it could be concluded that the
participants had combined problems when they tried to pronounce a word with
vowel sound [ə].
7. English Vowel Sound [ʌ]
In order to analyze the vowel sound [ʌ] the researcher used the word
‘above’ [əˈbʌv] and ‘sun’ [ˈsʌn]. The reseracher chose these words because they
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both used vowel sound [ʌ]. Table 4.7 shows the general summary of participants‟
pronunciations.
Table 4.7 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [ʌ]
Vowel
Sound Words Correct Answer Wrong Answer
ʌ Above 8 14
Sun 22 0
Total 30 14
Table 4.7 shows that there were total of 30 correct answers and 14 wrong
answers. The word ‘above’ seem to give the participants a hard time since it only
had 8 correct answers. On the other hand, the word ‘sun’ apparently was easy
enough that all the participants answered it correctly.
The word ‘above’ had a total of fourteen mistakes. All the incorrect
participants pronounced it either as [əˈbɔv] or [əˈbov]. Therefore, instead of using
vowel sound [ʌ], these participants used [ɔ] or [o]. Based on the theories of
problem in pronunciation from Poedjosoedarmo (2003), these mistakes were
categorized as „using the wrong sound‟. For the word ‘sun’, none of the
participants made a mistake. All the participants pronounced it as [ˈsʌn].
The result above shows that participants had trouble when the word was
written with letter o. Participants pronounced it as [ɔ] or [o] because that how
they were written. However, when the word was written with letter u, participants
did not seem to have any problem. In the end, we could conclude that participants
were using the wrong sounds.
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8. English Vowel Sound [u]
The researcher used the word ‘food’ [ˈfud] and ‘pool’ [ˈpul] to analyze
vowel sound [u]. The researcher chose these words because both use vowel sound
[u]. Besides, these words also have similar pronounciation with the word ‘foot’
and ‘pull’, which were also used in this study. Below is the table showing the
general summary of participants‟ pronunciation.
Table 4.8 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [u]
Vowel
Sound Words Correct Answer Wrong Answer
u Food 15 7
Pool 15 7
Total 30 14
Table 4.8 shows that the number of correct and wrong answer was the
same between the words ‘food’ and ‘pool’. Both had 15 correct answers and 7
wrong answers. This made a total of 30 correct answer and 14 wrong answers.
The word ‘food’ had a total of seven mistakes made by participant 1, 5, 14,
15, 18, 19, and 20. They all pronounced it as [ˈfʊt]. The same mistakes happened
when they tried to pronounce the word ‘pool’. Those same participants
pronounced it as [ˈpʊl]. In conslusion, these participants used the sound [ʊ]
instead of [u]. Based on the theories of problem in pronunciation from
Poedjosoedarmo (2003), these mistakes were categorized as „using the wrong
sound‟.
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9. English Vowel Sound [ʊ]
The words ‘foot’ [ˈfʊt] and ‘pull’ [ˈpʊl] were chosen by the researcher to
analyze the vowel sound [ʊ]. These words were chosen because they contain the
sound [ʊ]. Besides, these words also had similar pronounciation with the word
‘food’ and ‘pool’ , which were also used in this study. The summary for
participant pronunciations of the words with vowel sound [ʊ] is displayed in table
4.9 below.
Table 4.9 General Summary of Participants’ Result in Pronouncing Words with
Vowel Sound [ʊ]
Vowel
Sound Words Correct Answer Wrong Answer
ʊ Foot 17 5
Pull 17 5
Total 34 10
According to table 4.9, the numbers of correct and wrong answers were the
same between the words ‘foot’ and ‘pull’. They both had 17 correct answers and 5
wrong answers. The word ‘foot’ had a total of five mistakes made by participant
2, 8, 12, 16, and 21. These participants pronounced it either as [ˈfut] or [ˈfud].
For the word ‘pull’, five mistakes were made by the same participants. They
pronounced it as [ˈpul]. From these result, it could be concluded that these
participants used the wrong sound. Intead of using the sound [ʊ], the participant
used the sound [u]. This mistake is considered as „using the wrong sound‟ based
on Poedjosoedarmo (2003) theories about problems in pronunciation.
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10. English Vowel Sound [o]
In order to analyze the vowel sound [o] the researcher used the word ‘hot’
[ˈhot] and ‘rod’ [ˈrod]. The reseracher chose these words because they both used
vowel sound [o]. Table 4.10 below shows the general summary of participants‟
pronunciations.
Table 4.10 General Summary of Participants’ Result in Pronouncing Words
with Vowel Sound [o]
Vowel
Sound Words Correct Answer Wrong Answer
o Hot 22 0
Rod 18 4
Total 40 4
Table 4.10 shows that for the word ‘hot’, all participants could answer it
correctly. All 22 participants pronounced it as [ˈhot]. However for the word ‘rod’,
there were four mistakes. The mistakes were made by participant 8, 14, 15, and
20. Participant 8 pronounced it as [ˈrəʊd], participant 15 pronounced it as [ˈrʊd],
while participants 14 and 20 pronounced it as [ˈrud]. Based on the theories of
problem in pronunciation from Poedjosoedarmo (2003), these mistakes were
categorized as „using the wrong sound‟.
11. English Vowel Sound [ɔ]
The words ‘wall’ [ˈwɔl] and ‘saw’ [ˈsɔ] were chosen by the researcher to
analyze the vowel sound [ɔ]. These words were chosen because they contain the
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sound [ɔ]. Below is the table showing the general summary of participants‟
pronunciation.
Table 4.11 General Summary of Participants’ Result in Pronouncing Words
with Vowel Sound [ɔ]
Vowel
Sound Words Correct Answer Wrong Answer
ɔ Wall 21 1
Saw 8 14
Total 29 15
Displayed in table 4.11 above, for the word ‘wall’, there was only one
mistake. This mistake was made by the participant 1. She pronounced it as [ˈwʌl]
instead of [ˈwɔl]. On the contrary, there were a lot of mistakes for the word ‘saw’.
From the total of 22 participants, only eight of them could pronounce the word
‘saw’ correctly. Most of the incorrect participant pronounced it either as [ˈsʌw] or
[ˈʃʌw]. Both of these words had the same of mistake, which was using the wrong
sound. Instead of using the sound [ɔ], the incorrect participant used the sound [ʌ].
Based on the theories of problem in pronunciation from Poedjosoedarmo (2003),
this mistake was categorized as „using the wrong sound‟.
12. English Vowel Sound [ɑ]
The researcher used the word ‘garden’ [ˈɡɑdən ] and ‘father’ [ˈfɑðə] to
analyze vowel sound [ɑ]. The researcher chose these words because they both
used vowel sound [ɑ].
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Table 4.12 General Summary of Participants’ Result in Pronouncing Words
with Vowel Sound [ɑ]
Vowel
Sound Words Correct Answer Wrong Answer
ɑ Garden 21 1
Father 21 1
Total 42 2
Table 4.12 shows that for the word ‘garden’, one participant made a
mistake. This mistake was made by participant 1. Participant 1 pronounced it as
[ˈɡʌrdən ] instead of [ˈɡɑdən ]. For the word „father‟, participant 1 also made the
same mistakes of using the vowel sound [ʌ] instead of [ɑ]. Based on the theories
of problem in pronunciation from Poedjosoedarmo (2003), this mistake was
categorized as „using the wrong sound‟.
B. The Causes of Students’ Pronunciation Errors
In this section, the researcher tried to answer the second formulated
problem, which was about the causes of students‟ pronunciation errors. The data
to answer the second formulated problem came from the second session of the
interview. The researcher divided this section into five parts. Each part represents
the theory of what affect pronunciation from Kenworthy (1987).
1. The Native Language
Students‟ native language is an important factor to correctly pronounce
English words. “The more differences there are the more difficulties the learner
will have in pronouncing English” (Kenworthy, 1987). This statement mean that
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students who had English as their native language will have a better pronunciation
compared to those who have another language as their native language.
The researcher asked two questions in order to find out the students native
language. The first question is “What language was first taught to you?” and the
second question is “In everyday life at home, what language is most often used to
communicate?” For the first question, the data from the interview showed that all
participants had Bahasa Indonesia as the language that was first taught to them.
The same goes for the second question. All participants answered Bahasa
Indonesia for the language that was most often used at their home. Both of the
answers showed that every participant in this study have Bahasa Indonesia as
their native language. Since Bahasa Indonesia and English have a lot of different
features, this can be one of the causes for students‟ pronunciation errors. As stated
by Kenworthy (1987), students‟ native language could cause disadvantages to
students when they want to learn English as a second language.
2. The Age Factor
One of the factors that can affect pronunciation was the age when someone
started to learn a language. For this reason, the researcher asked the participants
about the age when they started to learn English. The figure 4.1 shows the
summary of participants answer toward this particular question.
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Figure 4.1 General Summary of Interview Question Number 3
Displayed in figure 4.1 above, a total of six participants started to learn
English at very young age, which was around 0 to 3 years old. Most of the
participants, which were 14 participants, started to learn English at kindergarten
when they were around 4 to 5 years old. The rest of the participants started to
learn English around the age of 6 to 12 years old, which was during elementary
school. From this data, it can be concluded that most of the participants started to
learn English at a very young age. This means that students‟ age might not be the
causes of their pronunciation errors. Even Kenworthy (1987) agrees that further
research might be needed to support the connection between age and
pronunciation ability. He states that the age factor seems to be the weakest factor
compare to the other factors.
3. Amount of Exposure
Kenworthy (1987) states that higher exposure time to a language can have
effect toward a better pronunciation. This factor is called the amount of exposure.
In order to analyze this factor, the researcher used two questions, question 4 and 5.
0
2
4
6
8
10
12
14
16
0-3 years old Kindergarten(4-5 years old)
Elementary School(6-12 years old)
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0
2
4
6
8
10
12
14
16
1 2 3 4 5
Question 4 is “From the scale of 1 to 5, how often do you use English?” Below is
the figure of data summary for question 4.
Figure 4.2 General Summary of Interview Question Number 4
Figure 4.2 shows that five participants rarely use English. These five
participants only used English during the English class in school. Most of the
participants, which were 15 participants, sometimes used English for their daily
life. Meanwhile, only two participants who were often used English in their daily
life. These were participant 10 and 19. Both of the participants often use English
in their daily life. They usually used it either to watch movies or even talk to
someone.
The next is question 5. Question 5 is “Do you have any English private
lessons outside the school hours? If you do, how many times a week do you have
it?” The purpose of this question is still the same as question 4, which is to find
out about the amount of English exposure that the participants receive. The figure
4.3 below shows the data summary for question 5.
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0
2
4
6
8
10
12
14
16
No Once a Week Twice a Week
Figure 4.3 General Summary of Interview Question Number 5
Figure 4.3 show that most of the participants, which were 15, did not have
any English private lessons outside the school hours. One of the participants had
an English private lesson for once a week. The rest of the six participants had an
English private lesson for twice a week.
From the data in question 4 and 5, it can be concluded that most of the
students have a small amount of exposure toward English language. This was
because most of the students just sometimes used English and most of them did
not have any English private lessons outside the school hours. Since they have a
low English exposure, this might be the reason for their pronunciation errors to
occur.
4. Phonetic Ability
Kenworthy (1987) believes that when someone who has better phonetic
ability also has better pronunciation skill. Phonetic ability can be described as the
ability to distinguish sound, or to put it simple, they have a better listening skill.
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0
2
4
6
8
10
12
14
16
1 2 3 4 5
The researcher asked participants to rate their listening skill from 1 to 5. Below is
the data summary.
Figure 4.4 General Summary of Interview Question Number 6
In figure 4.4, it is visible that most of the students rate themselves as
average when it comes to listening skill. Seven of the students rate themselves as
above average. This data shows that the participants have an average phonetic
ability. Since the result is only average, their phonetic ability might be one of the
causes of their pronunciation errors.
5. Motivation and Concern for Good Pronunciation
Each student has different motivation when it comes to learn English.
Some may have higher motivation than the others. When someone has better
motivation, it is more likely for them to learn more thus resulting in better
pronunciation. To find out about students motivation and concern for good
pronunciation, the researcher asked the students with question “From the scale of
1 to 5, how motivated are you to speak English fluently?” Figure 4.5 below shows
the general summary for this question.
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0
2
4
6
8
10
12
1 2 3 4 5
Figure 4.5 General Summary of Interview Question Number 7
Figure 4.5 shows that there was only one participant who had low
motivation for better pronunciation. A total of 8 participants had moderate
motivation. Most of the participants, which were 10, had a high motivation to
speak English fluently. The rest of the participants, which were 3 participants,
have very high motivation to speak English fluently. This data shows that most of
the participants have a high motivation to speak English fluently. This means that
most of the participants want to have a good pronunciation. However, some
participants do have low motivation. For example, participant 1 only has low
motivation to speak English fluently. This result is in line with her result of
pronouncing English words. She has 12 mistakes, which is a high number. In
conclusion, the data from this question is supported by Kenworthy (1987) who
believes that motivation does have effect in students‟ pronunciation.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two parts, namely conclusions and
recommendations. Conclusions aim to summarize the research findings and
answer the two research questions that have been formulated. The second part,
which is recommendations, is used to give recommendations for Indonesian
native speakers, English teachers, and future researchers.
A. Conclusions
Based on the research results and discussion in Chapter IV, both of the
formulated problems could be answered. The first formulated problems had been
discussed in the first part of Chapter IV. The second formulated problem was
answered in the second part of Chapter IV.
The first formulated problem asked the of vowel sound errors made by
Indonesian native speakers in SMP Kristen Kalam Kudus Yogyakarta. The
English vowel sounds was based on the theory from Dardjowidjojo (2009). Later,
by using the theories of problem in pronunciation from Poedjosoedarmo (2003),
the researcher can determine the characteristics of pronunciation errors made by
the participants.
The findings from this study found out that the students made mistakes in
almost all of the vowel sounds. However, for vowel sound [ɛ], none of the
students made any mistake. Analyzing from the types of vowel sounds, most
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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students made the most mistakes in pronouncing the word with vowel sound [i].
From the total of 44 answers, 27 of them were wrong. Most participants seem to
have a hard time pronouncing the word ‘procedure’ [prəˈsidʒə].
When analyzing using the theories of problem in pronunciation from
Poedjosoedarmo (2003), the researcher found that most of the students‟
characteristic in their pronunciations errors was using the wrong sound. Most
students could not distinguish between tense vowel and lax vowel, for example
the sound [u] and [ʊ]. Most of the mistakes also were caused by students inability
to distinguish mimimum pair, for example in the word ‘food’ [ˈfud] and ‘foot’
[ˈfʊt].
The other characteristic in students‟ pronunciations errors was leaving
sound out. This happened when students pronounced the word ‘develop’. Some
pronounced it as [ˈdevlop] instead of [dɪˈvɛləp]. This was considered as leaving
sound out because they omited a syllable in the middle. Besides, they also put the
stress in the wrong syllable. Putting stress in the wrong syllable was considered as
one of the characteristic in students‟ pronunciations errors. Because there were
more than one types of errors that occurred, these problems could be classified as
a „combined problems‟ based on Poedjosoedarmo (2003) theories about problems
in pronunciation.
The second formulated problem asked about the causes of those
pronunciation errors. To answer this question, the researcher used the theory of
what affect pronunciation from Kenworthy (1987). Kenworthy (1987) mentions
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
that there are five factors that will affect students pronunciation, (1) the native
language, (2) the age factor, (3) amount of exposure, (4) phonetic ability, and (5)
motivation and concern for good pronunciation.
From the data and research findings, the only factor that does not seem to
be one of the causes of errors is the age factors. The data and findings show that
the students started to learn English at a very young age. Even Kenworthy (1987)
agrees that further research might be needed to support the connection between
age and pronunciation ability. He states that the age factor seems to be the
weakest factor compared to the other factors. Except for the age factors, the other
factor is a match with the data and research findings
B. Recommendations
Based on the findings of this study, the researcher wrote some
recommendations for Indonesian native speakers, English teachers, and future
researchers.
1. For Indonesian Native Speakers
Indonesian native speakers might have disadvantages when it comes to
speak English fluently, mostly because Bahasa Indonesia and English are
different languages with different features. Since that fact cannot be changed,
Indonesian native speakers must find another way to be better at English. First,
Indonesian native speakers must realize the importance of English as an
international language. When Indonesian native speakers realize that, they will be
more motivated to learn English. As stated by Kenworthy (1987), motivation is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
one of the factors that affect pronunciation. When someone has better motivation,
it is more likely for them to learn more thus resulting in better pronunciation. The
other factor from Kenworthy (1987) that we can change is the amount of exposure
to English. Watch more English movies and listen to more English songs, through
this way Indonesian native speakers will have a higher exposure to English.
Through English language movies and songs, Indonesian native speakers will
indirectly learn the correct pronunciation through the process of imitation.
2. For English Teachers
First, teachers need explain to the students the importance of English
nowadays. Then, teachers must motivate each student so they have willingness to
learn more. English teachers should not design a material that only focus on
theories. English teachers can give students more time to practice their
pronunciation by giving their students more chances to read and to speak in
English. English teachers can give the positive and right feedback until the
students understand what their teachers mean.
3. For Future Researchers
The researcher recommends future researchers to use this study as an
example to analyze pronunciation errors made by Indonesian native speakers.
Future researcher can develop other methods to conduct the same study. Future
researcher can also change the main topic from vowel sounds to consonant or
maybe diphthongs.
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REFERENCES
Clark, J., & Collin, Y. (1990). An introduction to phonetics and phonology.
Oxford: Basil Backwell.
Collins, B., & Mees, I. M. (2003). Practical phonetics and phonology: A resource
book for students. New York: Routledge.
Dardjowijojo, S. (2009). English phonetics and phonology for Indonesians.
Jakarta: Yayasan Obor Indonesia.
Dulay, H. B. M., & Krashen. S. (1982). Language two. New York: Oxford
University Press.
Fromkin, V., & Robert, R. (1988). An introduction to language. Florida: Holt,
Rinehart & Winston, Inc.
Hyman, Larry M. (1975). Phonology: Theory and analysis. New York: Holt,
Rinehart and Winston.
Jay, T. B. (2003). The Psychology of language. Upper Saddle River, NJ: Pearson
Education.
Jenkins, J. (2000). The phonology of English as an international language.
Oxford: Oxford University Press.
Kenworthy, J. (1987). Teaching English pronunciation. New York: Longman
Group.
Kreidler, C.W. (2004). The pronunciation of English: A course book. Cornwall:
Blackwell Publishing.
Merriam, S.B. (2002). Qualitative research in practice: Examples for discussion
and analysis. San Francisco: Jossey-Bass.
Napoli, D. J. (1996). Linguistics. New York: Oxford University Press.
Nunan, D. (2003). Practical English language teaching. New York: McGraw Hill
Companies.
O‟Grady, W., Archibald, J., & Aranoff, M. (Eds.). (2010). Contemporary
linguistics: An introduction. Boston: Bedford/St. Martin‟s.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
Ohala, J.J. (1980). There is no interface between phonology and phonetics: A
personal view. Retreieved on October 21, 2015 from:
http://linguistics.berkeley.edu/~ohala/papers/no_interface.pdf
Poedjosoedarmo, G. (2003). Teaching pronunciation: Why, what, when, and how.
Singapore: SEAMEO Regional Language Centre.
Trask, R.L. (1996). A dictionary of phonetics and phonology. New York:
Routledge.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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APPENDIX A
INTERVIEW PROTOCOL & BLUEPRINT
Interviewer : Audy Kristian Susanto
Location : SMP Kristen Kalam Kudus Yogyakarta
Date : Tuesday, April 12th
, 2016
Total Participant : 22
Interview Length : 80 minutes (±3 minutes for each participant)
The data gathering consisted of two sessions. The first session is oral test. In
the first session, the participants were asked to read 24 English words which
contain English vowel sounds based on the Dardjowidjojo (2009) theories about
English vowel sounds. The researcher used two words for each vowel sound.
Since there are 12 vowels sounds based on the Dardjowidjojo (2009) theories
about English vowel sounds, the researcher had a total of 24 English words to be
read by the participants. The first session was used to answer the first formulated
problem. After finishing the first session, the researcher continued to the second
session. The second session is interview. In the second session, the researcher
asked seven closed-ended questions to the participants. The questions will be
based on Kenworthy (1987) theory about what affect pronunciation. The result
from the second session will be used to answer the second formulated problem.
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A. SESSION 1
The English words that were used are listed below.
1. Beat
2. Procedure
3. Bit
4. Mid
5. Made
6. Hate
7. Men
8. Bet
9. Bat
10. Man
11. Develop
12. About
13. Above
14. Sun
15. Food
16. Pool
17. Foot
18. Pull
19. Hot
20. Rod
21. Wall
22. Saw
23. Garden
24. Father
B. SESSION 2
Each participant was given a total of 7 closed-ended questions. Each question
represents the theory on what affect pronunciation from Kenworthy (1987). The
interview questions are listed below. The blueprint for session 2 will be displayed
on figure A1.
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Interview Questions:
1. Apa bahasa yang pertama kali diajarkan kepada kalian?
2. Dalam keseharian di rumah, bahasa apa yang paling sering digunakan untuk
berkomunikasi?
3. Kapan kamu mulai belajar bahasa Inggris?
4. Dari skala 1 sampai 5, seberapa sering kamu menggunakan bahasa Inggris
dalam kehidupan sehari-hari?
5. Apakah kamu mengikuti les bahasa Inggris diluar jam sekolah?
6. Dari skala 1 sampai 5, seberapa baguskah kemampuan Listening
(mendengarkan) bahasa Inggris yang kamu miliki?
7. Dari skala 1 sampai 5, seberapa termotivasi kamu untuk dapat menggunakan
bahasa Inggris dengan baik?
Figure A1 Interview Session 2 Blueprint
SESSION
2
Native Language
The Age Factor
Amount of Exposure
Phonetic Ability
Motivation and
concern for good
pronunciation
Question 1 & 2
Question 3
Question 4 & 5
Question 6
Question 7
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APPENDIX B
RESULT OF INTERVIEW SESSION I
Participant 1
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmæd] Wrong
hate [ˈheɪt] [ˈhet] Wrong
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dɪˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwʌl] Wrong
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡʌrdən ] Wrong
father [ˈfɑðə] [ˈfʌðər] Wrong
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Participant 2
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbɛt] Wrong
man [ˈmæn] [ˈmɛn] Wrong
ə develop [dɪˈvɛləp] [dɪˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfud] Wrong
pull [ˈpʊl] [ˈpul] Wrong
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈʃʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
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Participant 3
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑdən ] Correct
father [ˈfɑðə] [ˈfɑðə] Correct
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Participant 4
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [prəˈsidʒə] Correct
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
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Participant 5
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈdʒus] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmaɪd] Wrong
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dɪˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
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Participant 6
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈhɛt] Wrong
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbɛt] Wrong
man [ˈmæn] [ˈmɛn] Wrong
ə develop [dɪˈvɛləp] [ˈdevlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
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Participant 7
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [prəˈsədʒə] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑdən ] Correct
father [ˈfɑðə] [ˈfɑðə] Correct
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Participant 8
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbaɪt] Wrong
mid [ˈmɪd] [ˈmit] Wrong
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbʌt] Wrong
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfud] Wrong
pull [ˈpʊl] [ˈpul] Wrong
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrəʊd] Wrong
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
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Participant 9
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [prəˈsidʒə] Correct
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmaɪd] Wrong
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dɪˈvɛlop] Wrong
about [əˈbaʊt] [əˈbot] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
Participant 10
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
Participant 11
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [prəˈsidʒə] Correct
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dəˈvɛləp] Correct
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðə] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
Participant 12
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [ˈdevlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfut] Wrong
pull [ˈpʊl] [ˈpul] Wrong
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
Participant 13
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪt] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dəˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Participant 14
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [prəˈsidʒə] Correct
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dɪˈvɛləp] Correct
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrud] Wrong
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
Participant 15
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbaɪt] Wrong
mid [ˈmɪd] [ˈmaɪt] Wrong
e made [ˈmeɪd] [ˈmɛt] Wrong
hate [ˈheɪt] [ˈhɛt] Wrong
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbɛt] Wrong
man [ˈmæn] [ˈmɛn] Wrong
ə develop [dɪˈvɛləp] [dɪˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrʊd] Wrong
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
Participant 16
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [prɔsəˈdər] Wrong
ɪ bit [ˈbɪt] [ˈbaɪt] Wrong
mid [ˈmɪd] [ˈmaɪt] Wrong
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [dɪˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfud] Wrong
pull [ˈpʊl] [ˈpul] Wrong
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
Participant 17
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsədʒə] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbɔv] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
Participant 18
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbaɪt] Wrong
mid [ˈmɪd] [ˈmaɪt] Wrong
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbɛt] Wrong
man [ˈmæn] [ˈmɛn] Wrong
ə develop [dɪˈvɛləp] [deˈvɛlop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
Participant 19
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmɪd] Wrong
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbɛt] Wrong
man [ˈmæn] [ˈmɛn] Wrong
ə develop [dɪˈvɛləp] [deˈvelop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
Participant 20
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsədʒə] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvelop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfʊt] Wrong
pool [ˈpul] [ˈpʊl] Wrong
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrud] Wrong
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈʃʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Participant 21
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbit] Correct
procedure [prəˈsidʒə] [proˈsədʒə] Wrong
ɪ bit [ˈbɪt] [ˈbit] Wrong
mid [ˈmɪd] [ˈmid] Wrong
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvelop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbʌv] Correct
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfut] Wrong
pull [ˈpʊl] [ˈpul] Wrong
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsʌw] Wrong
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
Participant 22
Vowel
Sounds Words
Pronunciation Result
(Correct/Wrong) Correct
Pronunciation
Student’s
Pronunciation
i beat [ˈbit] [ˈbɪt] Wrong
procedure [prəˈsidʒə] [proˈsedʊr] Wrong
ɪ bit [ˈbɪt] [ˈbɪt] Correct
mid [ˈmɪd] [ˈmɪd] Correct
e made [ˈmeɪd] [ˈmeɪd] Correct
hate [ˈheɪt] [ˈheɪt] Correct
ɛ men [ˈmɛn] [ˈmɛn] Correct
bet [ˈbɛt] [ˈbɛt] Correct
æ bat [ˈbæt] [ˈbæt] Correct
man [ˈmæn] [ˈmæn] Correct
ə develop [dɪˈvɛləp] [deˈvelop] Wrong
about [əˈbaʊt] [əˈbaʊt] Correct
ʌ above [əˈbʌv] [əˈbov] Wrong
sun [ˈsʌn] [ˈsʌn] Correct
u food [ˈfud] [ˈfud] Correct
pool [ˈpul] [ˈpul] Correct
ʊ foot [ˈfʊt] [ˈfʊt] Correct
pull [ˈpʊl] [ˈpʊl] Correct
o hot [ˈhot] [ˈhot] Correct
rod [ˈrod] [ˈrod] Correct
ɔ wall [ˈwɔl] [ˈwɔl] Correct
saw [ˈsɔ] [ˈsɔ] Correct
ɑ garden [ˈɡɑdən ] [ˈɡɑrdən ] Correct
father [ˈfɑðə] [ˈfɑðər] Correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
General Summary of the Data Based On Words
Vowel
Sounds Words Correct Answer Wrong Answer
i beat 13 9
procedure 4 18
ɪ bit 17 5
mid 15 7
e made 19 3
hate 19 3
ɛ men 22 0
bet 22 0
æ bat 16 6
man 17 5
ə develop 2 20
about 22 0
ʌ above 8 14
sun 22 0
u food 15 7
pool 15 7
ʊ foot 17 5
pull 17 5
o hot 22 0
rod 18 4
ɔ wall 21 1
saw 8 14
ɑ garden 21 1
father 21 1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
General Summary of the Data Based On Participants
Participant Number Correct Answer Wrong Answer
P1 12 12
P2 16 8
P3 21 3
P4 22 2
P5 15 7
P6 16 8
P7 21 3
P8 15 10
P9 20 4
P10 22 2
P11 25 0
P12 17 7
P13 20 4
P14 19 5
P15 11 13
P16 16 8
P17 20 4
P18 14 10
P19 17 7
P20 17 7
P21 17 7
P22 20 4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
APPENDIX C
RESULT OF INTERVIEW SESSION II
Participant Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7
1 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3 Tidak 3 2
2 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3 Tidak 3 5
3 Bahasa
Indonesia
Bahasa
Indonesia 0-3 tahun 3
Ya, 2 kali
per minggu. 4 4
4 Bahasa
Indonesia
Bahasa
Indonesia 0-3 tahun 3 Tidak 4 4
5 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3
Ya, 2 kali
per minggu. 3 4
6 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3 Tidak 3 3
7 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3 Tidak 3 3
8 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 2 Tidak 3 4
9 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3 Tidak 4 3
10 Bahasa
Indonesia
Bahasa
Indonesia 0-3 tahun 4
Ya, 2 kali
per minggu. 4 5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
Participant Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7
11 Bahasa
Indonesia
Bahasa
Indonesia
SD
(6-11 tahun) 3
Ya, 1 kali
per minggu. 3 4
12 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 2 Tidak 3 4
13 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 2 Tidak 3 3
14 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 2 Tidak 3 3
15 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3 Tidak 4 3
16 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 3
Ya, 2 kali
per minggu. 3 4
17 Bahasa
Indonesia
Bahasa
Indonesia 0-3 tahun 3
Ya, 2 kali
per minggu. 4 5
18 Bahasa
Indonesia
Bahasa
Indonesia 0-3 tahun 3 Tidak 3 4
19 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 4
Ya, 2 kali
per minggu. 3 3
20 Bahasa
Indonesia
Bahasa
Indonesia
TK
(4-5 tahun) 2 Tidak 3 3
21 Bahasa
Indonesia
Bahasa
Indonesia
SD
(6-11 tahun) 3 Tidak 3 4
22 Bahasa
Indonesia
Bahasa
Indonesia 0-3 tahun 3 Tidak 4 4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI