THE ENGLISH SOUND CHANGES AMONG JAVANESE … · penelitian ini yakni 1) apa saja jenis perubahan bunyi dalam pengucapan kata bahasa Inggris yang dilakukan oleh mahasiswa berbahasa

THE ENGLISH SOUND CHANGES AMONG JAVANESE

STUDENTS OF THE ENGLISH LANGUAGE EDUCATION

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as a Partial Fulfillment of the Requirements

to Obtain a Sarjana Pendidikan Degree

in English Language Education

By

Rafael Marion Galley Margana

Student Number: 111214171

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE ENGLISH SOUND CHANGES AMONG JAVANESE

STUDENTS OF THE ENGLISH LANGUAGE EDUCATION

STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as a Partial Fulfillment of the Requirements

to Obtain a Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 111214171

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


ASarjana Pmdidilan Ttesis on

TIIE ENGLISH SOUND CIIANGES AMONG JAVANESESTUI}ENTS OT'TIIE ENGLISH LANGUAGE EDUCATIONSTUDY PROGRAM OF'SANATA DHAR]VIA UNTVERSITY

ByRafael lv{arion Galley MarganaStudert Ntrmber: l1l2l4l7 I

Approved by

Date

FX. Ouda Teda Ena, S.Pd., M.pd., Ed.D.

1l

14 Octobsr2016


THE ENGLISH SOUND CHANGES AMONG JAVANESESTUDENTS OF'THE ENGLISH LANGUAGE EDUCATIONSTUI}Y PROGRAM OF'SANATA DHARMA UI{IVEBSITY

By

RAFAEL MARION GALLEY MARGANA

Student Number: lll2l4l7 I

Defended before the Board of Examiners

on November 8e 2016

and Declared Acceptable

Board of Examiners

Chairperson : Yohana Venirand4 S.pd., M.Hum., ph.D.

Secretary : Christina Lhaksmita Anmldtri, S.pd., Ed.M.

Me,mhr : FX. Ouda TedaEna S.pd., M.pd., Ed.D.

Member : Paulus Kuswandono, ph.D.

Member : Christina Lhaksmita Anandari, S.pd., Ed.M.

Yogyakarta, November 8ft ZO16

Faculty of Teachers Training and Education

Smata Dharma Uaiversity

1l1


iv

“As long as there are games to play, it is not over.”

-Sir Alex Ferguson-

Former Manchester United Coach

I DEDICATE THIS THESIS FOR MY LITTLE SISTER AND BROTHER

CATHERINE ARQUETA GLENDA MARGANA

&

BORROMEUS BRAVE GRADY MARGANA

I know life is getting harder and harder as we grow up. Wherever you are,

whatever happens, I would not stop to finish this game of my life to see you

again.


STATEMENT OF WORK'S ORIGINALITY

Ihestly declare that this thesis, which I have written, does not contain the work

E ptrts of the work of other people, except those cited in the quotations and the

ftftrtnces, as a scientific paper should.

Yogyakart4 14 October 2016

ley Margana

ttt2t4t7t


LEMBAR PER}IYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Rafael Marion Galley Margana

Nomor Mahasiswa : lll2l4l7l

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

.IIIE ENGLISH SOTIND CIIANGES AMONG JAVANESE STUDENTSOF ENGLISH LAIIGUAGE EDUCATION STT'DY PROGRAM OF

SANATA DHARMA UNIVERSITY"

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

daa mendistribusikan secara terbatas, dan mempublikasikannya di Internet ataumedia lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis. ..

Demikan pernyataan ini yang saya buat dengan sebenamya.

Dibuat di Yogyakarta

Pada tanggal: 14 Oktober 2016

VI

Rafael Nlarion Galley Margana


vii

ABSTRACT

Margana, R. M. G. (2016). The English Sound Changes among Javanese Students

of the English Language Education Study Program of Sanata Dharma University.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

People need language to interact with one another. Language can be

expressed by writing or speaking. In speaking, pronunciation plays a role in

articulating sounds. Accurate pronunciation certainly helps people to understand

the information spoken by the speaker. Unfortunately, many speakers

mispronounce the words, especially second language words, for example,

Javanese people who mispronounce English words in speaking. This condition

causes misunderstanding when they interact with English native speakers, and is

caused by some sounds of English not existing in their native language. Therefore,

they tend to pronounce the words by changing the original sounds to the nearest

equivalence that they know.

This research was conducted to observe the occurrence of sound changes

among Javanese Students of the English Language Education Study Program of

Sanata Dharma University. There are two formulated problems in this study: 1)

what are the types of the English sound changes which occurred among Javanese

students of the English Language Education study program of Sanata Dharma

University? and 2) what are the distributions of the occurring sound changes

among Javanese English learners of English Language Education study program?

This study is classified as a qualitative research. The participants of this

research were the English Language Education Study Program 2015 students

whose first language is the Javanese language. The researcher used document

analysis method in analyzing data in form of audio recordings of Javanese

Learners of English Language Education Study Program of Sanata Dharma

University Yogyakarta.

Based on the research, the researcher found seven types of sound changes

observed in participants‟ pronunciation. They are lenition and fortition, sound

addition, fusion, unpacking, vowel breaking, assimilation, and abnormal sound

changes. From those seven types, the researcher also found that the dominant

sound change occurrence among the participants belonged to lenition and

fortition, while the least dominant occurrence belonged to sound addition and

fusion.

Keywords: sound change, pronunciation, Javanese students of English Language

Education Study Program


viii

ABSTRAK

Margana, R. M. G. (2016). The English Sound Changes among Javanese Students

of the English Language Education Study Program of Sanata Dharma University.

Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Manusia memerlukan bahasa dalam berinteraksi dengan manusia lainnya.

Dalam interaksi, bahasa menjadi media dalam menjembatani informasi antara

penutur dan mitra tutur. Bahasa dapat diekspresikan dalam tulisan maupun ujaran.

Dalam berujar atau berbicara, pengucapan berperan penting dalam

mengartikulasikan bunyi. Pengucapan secara akurat tentu memudahkan mitra

tutur untuk memahami kata yang diucapkan penutur. Namun, masih banyak

penutur mengucapkan kata secara tidak akurat terutama dalam mengucapkan kata

dalam tuturan menggunakan bahasa kedua. Contohnya adalah penutur bahasa

Inggris berbahasa ibu bahasa Jawa yang dapat menyebabkan kesalahpahaman

dalam bertutur dengan penutur bahasa Inggris asli. Mereka cenderung

mengucapkan bunyi yang tidak lazim diucapkan oleh penutur bahasa Inggris asli

akibat ketersediaan bunyi dalam sistem kebahasaannya.

Penelitian ini dilakukan untuk melihat perubahan bunyi yang terjadi dalam

pengucapan bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa

Jawa yang tergabung dalam prodi Pendidikan Bahasa Inggris angkatan 2015 di

Universitas Sanata Dharma Yogyakarta. Ada dua rumusan masalah dalam

penelitian ini yakni 1) apa saja jenis perubahan bunyi dalam pengucapan kata

bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa prodi

Pendidikan Bahasa Inggris Universitas Sanata Dharma? dan 2) bagaimana

distribusi perubahan bunyi yang dilakukan oleh para partisipan?

Penelitian ini tergolong sebagai penelitian kualitatif. Partisipan atau

responden dari penelitian ini adalah mahasiswa prodi Pendidikan Bahasa Inggris

Universitas Sanata Dharma Yogyakarta dengan bahasa Jawa sebagai bahasa ibu

mereka. Peneliti menggunakan metode analisis dokumen untuk menganalisis data

yang berupa rekaman suara para partisipan.

Dari penelitian yang dilakukan, peneliti menemukan tujuh tipe perubahan

bunyi yang terjadi yakni lenition dan fortition, sound addition, fusion, unpacking,

vowel breaking, assimilation, dan abnormal sound changes. Dari ketujuh jenis

tersebut, peeliti juga menemukan bahwa lenition dan fortition menjadi jenis

perubahan suara yang paling dominan terjadi dan sound addition serta fusion

menjadi jenis perubahan suara yang paling sedikit terjadi dalam penemuan

penelitian yang telah dilakukan.

Keywords: sound change, pronunciation, Javanese students of English Language

Education Study Program


ix

ACKNOWLEDGEMENTS

I know that conducting this research was not easy and simple. Therefore,

in this page, I am keen to express gratitude and appreciation for all individuals or

groups who had sincerely helped and supported me.

First of all, I would express my gratitude to God Almighty for His great

love, gift, and blessing to me. I do believe I can conduct, and finish this thesis

because of His great gift for me: breath of life.

Secondly, my gratitude is addressed to The English Language Education

Study Program of Sanata Dharma University for the chance to study there: I

achieve lots of great knowledge and experience by studying in such study

program of such university.

Thirdly, my thankful expression would be given to my thesis advisor FX.

Ouda Teda Ena, S.Pd., M.Pd., Ed.D. I sincerely appreciate his patience and

willingness in giving me some advice in completing and perfecting my thesis.

Fouthly, I would also thank my academic advisor Yuseva Ariyani

Iswandari, S.Pd., M.Ed. for her advice and guidance in studying in ELESP

Sanata Dharma University Yogyakarta. I can go through college life from the

beginning up to the end by her patience and wise suggestions.

Fifthly, I would thank my father Florentinus Panca Susila Margana and

my mother Elizabeth Erna Djohan. I thank my father for his guidance and life

support especially in my college period in Yogyakarta. For my mother, I would

tell her that I have finished my university study. Wherever she is now, I hope she

would be glad to see her first son achieving sarjana title.


x

Sixthly, I express my deep gratitude to the head and member of Yayasan

Yoseph Yeemye, Sr. Yasinta Rampengan, JMJ and Sr. Agustina Rante Allo,

JMJ. In addition, I also express my thankfulness to Sr. Clare Hand, FCJ. I

appreciate their support in assisting my college fee. Without their help, I believe

that I might not have finished my study.

Seventhly, I thank all my thesis proofreaders; Fidelis Chosa

Kastuhandani S.Pd., M.Hum., Krisna Septa Bernanda, S.Pd., Agatha Lisa,

S.Pd., and Istu Septania for their help in perfecting and completing my thesis. I

recognize that this thesis will not have been well-completed without your spent

energy and time, willingness, thoroughness, accuracy, and supersonic eyes and

awareness in proofreading my thesis.

Eighthly, I would like to express my gratitude to my college friends: Aries

Adven Kurniawan, S.Pd., Yulius Dony Prasetyadi, S.Pd., and Frederikus Boli

Lolan for their support in social life during my studying process in English

Language Education study program. Besides, I thank also friends of Unit

Kegiatan Pers Mahasiswa natas for allowing me to socialize and make friends

among them. The next special gratitude from me is addressed to my girlfriend

Josephine Fanny Damayanti, S.Pd. for her care and love which support me to

do the best either in studying, finishing this thesis, and working.

Finally, I would thank all other supportive individuals and groups. Such

priceless support and reinforcement in my study and process of conducting this

thesis now have led me into the final gate of college study. Hopefully all kindness

and sincere will be blessed by the Owner of the Universe.


xi

Thesis Author



xii

TABLE OF CONTENTS

Page

TITLE PAGE ..................................................................................................... i

APPROVAL PAGE ........................................................................................... ii

DEDICATION PAGE ........................................................................................ iv

STATEMENT OF WORK‟S ORIGINALITY .................................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi

ABSTRACT ....................................................................................................... vii

ABSTRAK ........................................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................... ix

TABLE OF CONTENTS ................................................................................... xii

LIST OF TABLES ............................................................................................. xiv

LIST OF APPENDICES .................................................................................... xv

CHAPTER I INTRODUCTION

A. Research Background ............................................................................... 1

B. Research Problems .................................................................................... 3

C. Problem Limitation ................................................................................... 4

D. Research Objectives .................................................................................. 4

E. Research Benefits ..................................................................................... 5

F. Definition of Terms .................................................................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Description ............................................................................ 8

1. Language Change ................................................................................ 8

2. English Sound Changes ....................................................................... 11

3. English Sound Pronunciation .............................................................. 17

B. Theoretical Framework ............................................................................. 31


xiii

CHAPTER III RESEARCH METHODOLOGY

A. Research Methodology ............................................................................. 33

B. Research Setting ....................................................................................... 34

C. Research Participants ................................................................................ 34

D. Research Instruments and Data Gathering Technique .............................. 34

E. Data Analysis Technique .......................................................................... 35

F. Research Procedure .................................................................................. 38

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

A. Types of Sound Changes which Occurred in English Language Education

Study Program 2015 Students‟ Pronunciation Process ................................ 40

1. Lenition and Fortition ........................................................................ 41

2. Sound Addition .................................................................................. 47

3. Fusion ................................................................................................ 48

4. Unpacking .......................................................................................... 49

5. Vowel Breaking ................................................................................. 50

6. Assimilation ....................................................................................... 51

7. Abnormal Sound Changes ................................................................. 53

B. The Distribution of Sound Change Features among Javanese English

Learners ........................................................................................................ 56

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions .............................................................................................. 59

B. Recommendations ..................................................................................... 60

REFERENCES ................................................................................................. 62

APPENDICES .................................................................................................. 64


xiv

LIST OF TABLES

Page

2.1 English Consonant Articulation by Indriani (2005) ...................................... 18

2.2 English Vowel Sounds by Campbell (2004) ................................................. 25

3.1 The Phonetic Transcription of Each Participant‟s Pronunciation ................ 35

3.2 The Phonetic Transcriptions‟ Comparison ................................................... 36

3.3 The Types of English Sound Changes by Crowley (1992) .......................... 37

3.4 The Distributions of Sound Changes ........................................................... 38

4.1.1 The Sound Changes Classified as Lenition ............................................... 41

4.1.2 The Sound Changes Classified as Fortition .............................................. 46

4.2 The Sound Changes Classified as Sound Addition ...................................... 47

4.3 The Sound Changes Classified as Fusion .................................................... 48

4.4 The Sound Changes Classified as Unpacking .............................................. 49

4.5 The Sound Changes Classified as Vowel Breaking ..................................... 50

4.6 The Sound Changes Classified as Assimilation ........................................... 52

4.7 The Sound Changes Classified as Abnormal Sound Changes ...................... 54

4.8 The Distributions of English Sound Change Features .................................. 56


xv

LIST OF APPENDICES

Page

APPENDIX A THE PASSAGE ......................................................................64

APPENDIX B THE PHONETIC TRANSCRIPTIONS OF THE

PARTICIPANTS‟ PRONUNCIATION .................................66

APPENDIX C THE COMPARISON OF PHONETIC

TRANSCRIPTIONS ...............................................................127

APPENDIX D THE RESULTS OF RESEARCH ANALYSIS ......................130


1

CHAPTER I

INTRODUCTION

The first chapter has six sub-chapters as the initial steps to give brief

description of what will be discussed in this thesis. They are the research

background, the problem limitation, the research problem, the research objectives,

the research benefit, and the definition of terms.

A. Research Background

People talk to one another by using language. Dardjowidjojo (2009) states

humans interact to others by using a language. Language helps speakers to convey

the expressed ideas. The uttered idea can be formed either into words or speech.

In speaking, people produce sounds. In the same book, Dardjowidjojo explains

that in actual speech, the way sounds are arranged and realized is discussed in the

field of phonology.

In every language, there is a variety (Kreidler, 2004: p. 1). For language

speech, especially English speech in a different region or country, there are some

variations, which can be observed. In the speech itself, Jones (1956: p. 4) divided

spoken language into two types of speech: „bad‟ and „good‟ speech. The „bad‟ one

refers to the way of speaking which is hard to understand by most people.

Meanwhile, the „good‟ one refers to the way of speaking which is easy to be

understood by most people. Collins and Mees (2003) state all languages typically


2

exist in a number of different forms. One of them is the sound change of English

word pronunciation.

According to Saussure (1992), sound change is the alteration of the speech

sound. It refers to pronunciation variation. It is identical to the theory of O‟Grady,

Dobrovolsky, and Katamba cited in their book titled Contemporary Linguistics:

an Introduction (1996) that states sound changes begin as subtle alterations in the

sound pattern of a language in a particular phonetics environment. The sound

change might occur because of the interference of accent. Collins and Mees

(2003) define accent as “a pronunciation variety characteristic of the speech of a

group of people.” Thus, the variation of the characteristics of each group of people

might change the sound of English pronunciation.

Referring to the previous description, the researcher infers that English

pronunciation varies in every occasion. Since the researcher lives in the English

Language Education study program society where English language is frequently

used, the researcher investigates how the English pronunciation also varies in such

society; examining what sound changes occur in the ways Javanese students of

English Language Education study program speak English. From the phenomena,

the researcher is keen to conduct a research of English sound change. Minimally,

English Language Education study program students of Sanata Dharma

University use English language at least in classroom activities. This condition

will socially increase the probability of sound changes occurrence in English word

pronunciation. Besides, it will support the researcher to find out enough samples

of sound change of English words‟ pronunciation.


3

Meanwhile, considering the benefits of such research, English Language

Education study program of Sanata Dharma University plays a role to prepare the

students to master English language and educational practices. This condition

requires students as teacher candidates to recognize English pronunciation of

Javanese-accented students. As teachers in the future, English Language

Education study program students should be able to recognize the typical sound

changes occurring in English words pronunciations among Javanese-accented

English speakers. The information of English sound variations in Javanese-

accented speakers‟ pronunciation should be acknowledged by English teachers to

be able to understand what information or idea does their students express in the

future.

B. Research Problems

This research specifically aims to discuss mainly the appearance of sound

change in English pronunciation. Therefore, the researcher prepared two main

questions as a guide of the discussion such as:

1. What are the types of the English sound changes occurring among Javanese

learners of English Language Education study program of Sanata Dharma

University?

2. What are the distributions of the occurring sound changes among Javanese

English learners of English Language Education study program?


4

C. Problem Limitation

This research focuses on students of English Language Education study

program of Sanata Dharma University. Since the research discusses the sound

change of English pronunciation, the researcher chose some specific students

whose first language is Javanese. The researcher assumed Javanese students of

English Language Education study program of Sanata Dharma University might

reflect the sound change phenomena in English words‟ pronunciation.

In this research, the researcher compared pronounced sounds of the

English words by the participants to Standard American English pronunciation.

Such English language was chosen considering its data availability in the form of

encoded phonetic transcriptions in many dictionaries. Since such English words

and phonetic transcriptions are legally encoded and published in the form of

dictionary, Standard American English is considered a reliable source to be

compared to participants‟ pronunciation result.

D. Research Objectives

The researcher established two main objectives of this research. First, this

research is conducted to find out the types of sound change that may occur in

English pronunciation of Javanese English learners of English Language

Education study program of Sanata Dharma University. Here, the researcher

compares two kinds of English pronunciations; standardized English

pronunciation and sound-changed English pronunciation. The second aim of this

research is to find out the sound changes of English pronunciation among


5

Javanese English learners. Next, the researcher distributes the sound changes

phenomena among Javanese English learners of English Language Education

study program of Sanata Dharma University, Yogyakarta.

E. Research Benefits

This research is beneficial for students of English Language Education

study program of Sanata Dharma University as the teacher candidates. This

research allows the teacher candidates to know the way of Javanese people

pronouncing English words. Since the students of English Language Education

study program of Sanata Dharma University are prepared to be English teachers,

they need to be aware of the variations of English pronunciation occurring in the

society. In teaching, they should be able to be aware of the mispronunciation of

English words that occur on a daily basis. This research aims to recognize what

mispronounced words are meant by their students with Javanese accent in the

future.

This research is also advantageous for native English teachers who teach

Javanese students who learn English. By recognizing the classified words, which

are commonly mispronounced, they might be more aware of the sound changes

occurring among Javanese learners of English language by referring to this study.

The last, this research is also beneficial for English Language Education

Study Program students to explore their knowledge of English pronunciation

variation. This research facilitates them to know that English pronunciation varies


6

in daily communication. Thus, this research can also become their basis to

develop their understanding of language.

F. Definition of Terms

Here is the brief explanation of related terms the researcher used in this

research.

1. Sound Change

Sound change is the change of the sound system of a certain language

(Crystal, 1991: p. 321). The change might occur in the environment, stress, and

sound pattern. Furthermore, Fasold and Linton (2006: p. 285) define sound

change as a change of pronunciation done by certain speakers.

2. Pronunciation

Pronunciation refers to the production of sounds that we use to make

meaning (Yates, 2002: p. 1). It includes attention to the particular sounds of a

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

such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how

the voice is projected (voice quality) and, in its broadest definition, attention to

gestures and expressions that are closely related to the way we speak a language.


7

3. Javanese Students of the English Language Education Study Program

Javanese learners in this research are the fresh students of English

Language Education study program of Sanata Dharma University (mentioned as

ELESP 2015 students for the next discussion) who start studying in English

Language Education study program of Sanata Dharma University in year 2015

and whose first language is Javanese language. In other words their mother tongue

is the Javanese language.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses about the related theories from the citations, books,

or any references, which are relevant to the discussed topic. This chapter also

contains the theoretical description and the theoretical framework.

A. Theoretical Description

In this sub-chapter, the researcher describes the concepts of the discussion.

Since the discussion is related to the sound changes in English pronunciation, the

description is about the language change, sound change of English language and

English pronunciation.

1. Language Change

Fasold and Linton (2006: p. 276) state that English in the past was

different from English that is used recently. It can be seen in the examples in their

book where they explained the words used in the late 14th

century from Chaucer‟s

Canterbury Tales. In the same book, some words like see, tooth, make, and open

were pronounced as [se:], [to:θ], [ma:kᴈn], and [ᴐ:pɛn]. From that statement, it

can be inferred that English has altered time by time. The alteration itself includes

four changes: morphological, syntactic, semantic, and phonological change.


9

a. Morphological Change

According to Fasold and Linton (2006: p. 283), morphological change is

the change of the morphophonemic system of a language. The change occurs in

the structure of the morpheme or lexical item of a word. The change includes the

modification of the structure of the word, either by adding some element or

making an internal change (O‟Grady, Dobrovolsky, & Katamba, 1997: p. 138).

For example, the recent English word pretty is originated form Old English

praetig.

b. Syntactic Change

Murray (1996: p. 337) states that syntactic changes involve modifications

to phrase structure rules or transformations. On the other hand, Fasold and Linton

(2006: p. 284) define syntactic changes as the change in the grammatical systems

of a language. Referring to both statements, syntactic change includes change of

the grammatical and structural environment of the sentences. For example, the

syntactic rule of Old English was changed into subject-verb-object pattern rather

than verb-subject-object.

c. Semantic Change

Murray (1996: p. 344) defines semantic change as the changes in word

meaning and explains that it does take place in all languages. Campbell (2004: p.

252) states that semantic change is the change in meaning and vocabulary. Fasold

and Linton (2006: p. 284) state that semantic changes involve the changes of the


10

meaning of the words. Therefore, when the meaning itself changes, it is probable

for a word to have some meaning variations. Schendl (2001: p. 29) states that

semantic changes trigger the variety of language meaning. Therefore, a number of

meanings might be found in certain words. For example is the Indonesian word

bajingan which was originated from a meaning of cart driver expands into such a

swearing words indicating a person which has low morality.

d. Phonological Change

Murray (1996) in the book titled Historical Linguistics: The Study of

Language Change states that most sound changes begin as subtle alterations in the

sound pattern of a language in particular phonetic environments (p. 318). It means

the changes of sound of a certain language including English occur slightly. Based

on Chaucer‟s poem titled The Romance of the Rose published in 1370, Murray

also states that English in the 14th

century is totally different from modern

English. Since the English sound has changed over a long period of time, the

slight change accumulates into significant change. Murray classifies three major

periods of English changes. They are Old English which existed from 450-1100,

then Middle English which existed from 1100-1500, and Modern English which

exists since 1500 up to recent time (O‟Grady, Dobrovolsky, & Katamba, 1996: p.

313). The examples could be seen in the next discussion.


11

2. English Sound Changes

Sound changes belong to phonological changes. The change involves the

original English phonemes to be substituted by new different phonemes caused by

the influence of source language sound system. In this part, the researcher

explains causes and types of sound changes.

a. The Causes of English Sound Change

Fasold and Linton have similar ideas of the causes of language changes in

the classification of Murray, as cited in O‟Grady, Dobrovolsky and Katamba‟s

book. If both statements are summarized, some causes of sound changes can be

classified as follows:

1) Articulatory Simplification

Fasold and Linton (2006: p. 277) express that many changes in articulating

language sounds are motivated by the ease of expression. It can be inferred that

some people “simplify” the mechanism of sound production. Ur (1999: p. 52)

states that a particular sound may not exist in the mother tongue. Therefore, some

non-native English speaker may substitute the nearest equivalence that the speaker

knows. For example is the reduction of last consonant in a cluster in word cent

[sent] into [sen] spoken by Indonesian people.


12

2) Spelling Pronunciation

Murray, in O'Grady, Dobrovolsky, and Katamba‟s book (1997) states that

since the written form of a word can differ significantly from the way it is

pronounced, a new pronunciation can arise which seems to reflect more closely

the spelling of the word (p. 247). One example, as cited from that book, in the

word often, since the letter [t] was retained in the spelling, [t] has been

reintroduced into foreign speakers' pronunciation and they pronounce it as [ɒftn].

3) Analogy and Reanalysis

According to O'Grady, Dobrovolsky, and Katamba (1997), analogy

reflects the preference of speaker for regular patterns over irregular ones.

Meanwhile, the term of reanalysis refers to particular commonalities in

morphological change. Morphological analysis refers more to the attribute (p.

248). For example, on the basis of its phonological similarity of a verb such as

sting/stung, swing/swung, in some dialects bring has developed a form to be

brung.

4) Language Contact

One of the main reasons for language change is that they come into contact

with other languages (Schendl, 2003: p. 55). It means the contact of two speakers

may lead to the language change. According to Fasold and Linton (2006: p. 278),

language contact is one of the factors of language change as a result of contacts

between speakers of different languages.


13

b. Types of Sound Changes

Sound changes might occur among speakers of second language and be

formed into many types. In general, according to Crowley (1992), there are nine

types of sound change that are classified (pp. 39-59). This part explains those nine

types of sound changes according to Crowley (1992).

1) Lenition and Fortition

Lenition means sound weakening, while fortition refers to the opposite:

strengthening (Crowley, 1992: p. 39). In Crowley‟s book, the explanation of

lenition and fortition refers to the change of the sound from a „stronger‟ sound to

„weaker‟ sound (lenition) and vice versa (fortition). Crowley explains that voiced

sounds are considered as strong and voiceless sounds are considered as weak. The

appearance of schwa is also another example of lenition. Lenition, in Crowley‟s

opinion, is a more common phenomenon of sound change rather than fortition (p.

41). In certain periods, the weakening might develop into the loss of sounds. The

loss of sounds –or commonly called deletion–, according to Crowley (1992), can

be classified into five forms: Aphaeresis which refers to the deletion of

consonantal sound in the beginning of the word, Apocope which refers to the loss

of vowel sound in the end of the word, Syncope which refers to the dropped

vowel sound in the middle of the word, Cluster Reduction which refers to the

omission of consonantal sound in such a cluster, and Haplology which refers to

the loss of an entire syllable in a word (pp. 39-43).


14

2) Sound Addition

Another phenomenon of sound change might occur in some form of sound

addition (Crowley, 1992: p. 43). Crowley (1992), however, states that the

phenomenon of sound addition is actually rarely found. The addition of the

sounds can also be classified into three forms. They are Excrescence or the

addition of extra consonantal sound between two other consonants in the word,

Epenthesis and or the insertion of a vowel to break up the cluster in the middle of

the word, and Prothesis, which is similar to epenthesis but occurring in the

beginning of the word (Crowley, 1992: pp. 43-45). For example is the addition of

schwa in [sm] cluster as seen in word smile.

3) Metathesis

Metathesis has taken place in the English history of an English word, and

the changed form has been accepted as the standard (Crowley, 1992: p. 46).

Metathesis is considered as another type of sound change, but rarely occurs in the

development of language. It refers to a change in the order of the sounds

(Crowley, 1992: p. 45). It can also be defined as a transposition of the sounds:

where a certain sound exchanges position with another sound of a word

(Campbell, 2004: p. 39). Metathesis phenomenon can be seen in tongue twisters,

where speakers might transpose such syllable from former position into new

position, as seen in word desk into deks.


15

4) Fusion

Fusion refers to the process of blending of two separated sounds becoming

one single sound (Crowley, 1992: p. 46). Fusion is included as common

occurrence in the phenomenon of sound change. The fusion occurs when there is

an addition of phonetic feature to a single sound from following another sound.

The example is the process of prefix me- addition in Indonesian word kira, where

the central mid sound /ə/ in prefix me- blends with voiceless velar stop /k/ sound

in kira word resulting the appearance of velar nasal /ŋ/ in word mengira.

5) Unpacking

Unpacking is the phonetic process that is just the opposite of phonetic

fusion (Crowley, 1992: p. 48). If fusion is the combination or blending of two

separated sounds becoming one single sound, unpacking is the process of

separating one single sound into two saeparated sound. Certain phonetic features

in a single sound then are divided as seen in word word. [wɜ:d] where it is

common for Indonesian people to separate the central mid vowel /ɜ:/ into mid

back /ᴐ:/ and post-alveolar roll /r/.

6) Vowel breaking

Vowel breaking refers to the change of a single vowel to become a

diphthong (Crowley, 1992: p. 49). The change includes an addition of a certain

glide following or preceding the original sound of a vowel. For example, some


16

Americans pronounce bad [bæd] into [bæəd] by adding neutral schwa sound /ə/

after the low front vowel /æ/.

7) Assimilation

Assimilation refers to sound change due to the influence of one sound

upon the other that results in the two sounds becoming similar (Crowley, 1992: p.

49). Certain sounds, which become more similar to another sounds (Campbell,

2004: p. 28) effect to the increase of the efficiency of articulation through a

simplification of the articulation (O‟Grady, 1996: p. 319). This instance is found

when a vowel is nasalized due to the existence of adjacent nasal consonant such as

the example word, band (Yulia & Ena, 2004).

8) Dissimilation

Dissimilation refers to the opposite change of the assimilation where the

result is that two sounds end up becoming less similar (Crowley, 1992: p. 56). It

can be defined also as a sound change in which sounds become less similar to one

another (Campbell, 2004: p. 30). Dissimilation reduces the number of shared

phonetics features between two sounds (Crowley, 1992: p. 56). This type of

change typically occurs when it will be difficult to articulate or perceive two

similar sounds in close proximity. (O‟Grady, 1996: p. 321) This phenomenon is

apparent in the pronunciation of the sequence of two fricative /f ϴ/ in „diphthong‟

with /pϴ/ by many English speakers (Yulia & Ena, 2004).


17

9) Abnormal Sound Changes

Abnormal sound changes are the sound changes that would appear, at first

glance, to be abnormal, in the sense that they do not obviously fit into any of the

categories that have mentioned above (Crowley, 1992: p. 57). For example there

is the tendency of Indonesian speakers to pronounce the word push [pʊʃ] into

[pʊs]. The change from [ʃ] to [s] is not included in the previous eight types.

Therefore, the unidentified type of such sound change phenomenon belongs to

abnormal sound changes.

3. English Sound Pronunciation

Since the research discusses about the sound change in non-native English

speakers‟ pronunciation, the researcher also reviews the English sound

production. The sound production covers three kinds of sounds: consonant, vowel,

and diphthong.

a. Consonant Sounds

Consonant is a speech sound which typically occurs at the margins of the

syllable (Collins & Mees, 2003: p. 72). It exists before or after a vowel or

diphthong to form a syllable. Indriani (2005) expands English consonants into

twenty-four namely, [p], [b], [t], [d], [k], [g], [f], [v], [s], [z], [ ʃ], [ʒ], [tʃ], [dʒ],

[ө], [ð], [m], [n], [ŋ], [h], [l], [r], [w], [j] (p. 8). Table 2.1 shows the articulation of

the English consonant sounds.


18

Table 2.1 English Consonant Articulation (Indriani, 2005, p. 11)

From those mentioned consonants, Indriani classifies them into sixteen

types based in the place and manner of articulation. For further and deeper

information of such consonants, the researcher provided explanation of following

Place of articulation

BIL

AB

IAL

LA

BIO

-

DE

NT

AL

DE

NT

AL

AL

VE

OL

AR

PO

ST

AL

VE

OL

AR

PA

LA

TO

-

AL

VE

OL

AR

PA

LA

TA

L

VE

LA

R

GL

OT

AL

Man

ner

of

art

icu

lati

on

COMPLETE

ORAL

CLOSURE

Plosive

p b t d k g

Affricate tʃ dʒ

Nasal m n ᵑ

INTERMITTENT

CLOSURE

Roll

R

PARTIAL

CLOSURE

Lateral

l

NARROWING

Fricative f v

ϴ

ð s z ʃ ʒ h

GLIDE

Semi Vowel w j


19

types in this section. The explanation of consonant sounds was taken from

Indriani (2005) herself and added to with content from Fromkin, Rodman, and

Hyams (2000).

1) Bilabial Plosives [p,b]

Based on the manner of the articulation, the sound [p] and [b] are called

plosives or oral stops because when there is an explosion of airstream when the

closure on the lips are opened (Fromkin, Rodman, & Hyams, 2000: p. 247).

Bilabial plosives, according to Fromkin, Rodman, and Hyams (2000), based on

the place of the articulation, [p] and [b] sounds are articulated by bringing both

lips together which is called bilabials (p. 242).

2) Alveolar Plosives [t,d]

Based on the place of the articulation, [t] and [d] sounds are called alveolar

in which these sounds are produced by raising the front part of the tongue to the

alveolar ridge (p. 242). Alveolar plosives are still considered as the oral stops.

Based on the manner of articulation alveolar plosives involve the airstream to be

obstructed in the mouth (Fromkin, Rodman, & Hyams, 2000).

3) Velar Plosives [k,g]

Based on the place of the articulation, [k] and [g] sounds are called velar

stops where these sounds are produced by raising the back part of the tongue to

the velum inside the mouth (p. 243). Based on the manner of the articulation [k]


20

and [g] sounds are called plosives because these sounds are produced because of

the explosion of the airstream which is released from the obstruction in the velum

(Fromkin, Rodman, & Hyams, 2000: p. 247).

4) Palato-alveolar Affricates [tʃ,dʒ]

According to Indriani (2005), based on the place of the articulation [tʃ] and

[dʒ] sounds are called palato-alveolar because to produce these sounds, the blade,

or the tip and blade, of the tongue articulate with the alveolar ridge and there is at

the same time a raising of the front of the tongue towards the hard palate (p. 9).

According to Fromkin, Rodman, and Hyams (2000), based on the manner of the

articulation, [tʃ] and [dʒ] are included as affricate sounds bacause these sounds are

produced by a closure or obstruction followed immediately by a gradual release of

the closure that produces a sound effect which is almost similar as fricative sounds

(p. 248). There is a characteristic friction sound when the obstruction is gradually

released.

5) Labio-dental Fricatives [f,v]

Labio refers to lips and dental refers to teeth (Fromkin, Rodman, &

Hyams, 2000: p. 242). It means the sounds are produced when the lip meets with

the teeth. Labiodental fricatives, According to Fromkin, Rodman, and Hyams

(2000), [f] and [v] sounds are produced by touching the bottom lip to the upper

teeth. Based on the manner of the articulation, these sounds are also called


21

fricatives because there is a partial obstruction between the lip and teeth, which

produces friction of the airstream (Fromkin, Rodman, & Hyams, 2000: p. 248).

6) Dental Fricatives [ө,ð]

Fromkin, Rodman, and Hyams (2000) state that [ө] and [ð] sounds are

considered as interdental sound. These sounds are produced by putting the tongue

tip between the upper and lower teeth. This condition creates a partial obstruction

of the airstream and causes the airstream to come out through the narrow opening,

which produces friction (p. 242). Based on the manner of the articulation, these

sounds are included as fricatives sounds as well as labio-dental fricatives.

7) Alveolar Fricatives [s,z]

Alveolar fricatives, based on the place of the articulation, are produced by

raising the tongue tip to the alveolar ridge (p. 242). Based on the manner of the

articulation, these sounds are considered as fricatives sounds because these sounds

cause friction when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).

8) Palato – alveolar Fricative [ʃ,ʒ]

Indriani (2005) explains that based on the place of the articulation [ʃ] and

[ʒ] sounds are called palato-alveolar because to produce these sounds, the blade,

or the tip and blade, of the tongue articulate with the alveolar ridge and there is at

the same time a raising of the front of the tongue towards the hard palate (p. 9).

Although these sounds are considered palate alveolar, the produced sounds are


22

different from [tʃ] and [dʒ] based on the manner of articulation. If [tʃ] and [dʒ] are

considered as affricates, [ʃ] and [ʒ] these sounds are considered as fricatives

sounds because these sounds cause friction when produced (Fromkin, Rodman, &

Hyams, 2000: p. 248).

9) Glottal Fricatives [h]

Glottal, according to Indriani (2005) is an obstruction, or narrowing

causing friction but not vibration, between vocal cords (p. 9). Based on the place

of the articulation, the [h] sound is included as glottal sound because there is a

partial obstruction on the vocal cords which causes friction of the contact between

airstream and the vocal cords. Based on the manner of the articulation, these

sounds are considered as fricatives sounds because these sounds cause friction

when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).

10) Bilabial Nasal [m]

Bilabial nasal, according to Fromkin, Rodman, and Hyams (2000), based

on the place of the articulation, [p] and [b] sounds are articulated by bringing both

lips together which is called bilabials (p. 242). Meanwhile, based on the manner

of the articulation [m] sound includes as a nasal sound. This sound is produced

when the airstream escapes through the nose and the mouth (Fromkin, Rodman, &

Hyams, 2000: p. 246).


23

11) Alveolar Nasal [n]

Alveolar nasal [n], based on the place of the articulation, are produced by

raising the tongue tip to the alveolar ridge according to Fromkin, Rodman, and

Hyams (2000: p. 242). Based on the manner of the articulation, this sound

includes as a nasal sound because this sound is produced when the airstream

escapes through the nose and the mouth (Fromkin, Rodman, and Hyams, 2000: p.

246).

12) Velar Nasal [ŋ]

Fromkin, Rodman, and Hyams (2000) state that based on the place of the

articulation, velar nasal [ŋ] is called velar where these sounds are produced by

raising the back part of the tongue to the velum inside the mouth (p. 243). Based

on the manner of the articulation, this sound includes as a nasal sound because

this sound is produced when the airstream escapes through the nose and the mouth

(Fromkin, Rodman, & Hyams, 2000: p. 246).

13) Alveolar Lateral [l]

Based on the place of articulation, basically, alveolar lateral sound [l] is

almost similar to alveolar sound, where the tongue tip is raised to the tip of

alveolar ridge. Indriani (2005) states that based on the manner of the articulation,

[l] sound is included as lateral sound. In producing this sound, a partial closure is

made at some point in the mouth and the airstream being allowed to escape on one

or both sides of the contact (p. 10).


24

14) Post- alveolar Roll [r]

Based on the place of the articulation, Indriani (2005) defines the [r] sound

as a post-alveolar sound. This sound is produced by raising the tip (and rims) of

the tongue to the rear part of the alveolar ridge (p. 9). Based on the manner of the

articulation, the [r] sound includes as a roll sound. To produce this sound, there is

a series of rapid intermittent closures or taps made by a flexible organ on a firmer

surface, or the tongue tip taps against the alveolar ridge (Indriani, 2005: p. 10).

15) Palatal Semi-vowel [j]

Based on the place of the articulation, Fromkin, Rodman, and Hyams

(2000) state the [j] sound is a palatal sound in which it is produced by raising the

blade of the tongue toward the hard palatal just behind the alveolar ridge (p. 243).

Based on the manner of the articulation, the [j] sound is considered as a semi-

vowel or glide sound. When this sound is produced, there is a little or no

obstruction of the airstream in the mouth (Fromkin, Rodman, & Hyams, 2000: p.

250).

16) Bilabial Semi-vowel [w]

According to Fromkin, Rodman, and Hyams (2000), based on the place of

the articulation, [w] sound is produced by bringing both lips together or bilabial

(p. 242). Based on the manner of the articulation, the [w] sound is considered as a

semi-vowel or glide sound. When this sound is produced, there is a little or no


25

obstruction of the airstream in the mouth (Fromkin, Rodman, & Hyams, 2000: p.

250).

b. Vowel

Jones (1987) states that an English vowel in normal speech is defined as a

voiced sound in forming which the air issues in a continuous stream through the

pharynx and mouth, there being no obstruction and no narrowing such as would

cause audible friction. The researcher also provides Table 2.2 to show the English

vowel sounds‟ distribution.

Table 2.2 English vowel sounds (Campbell, 2004: xxi)

Unrounded Rounded

Front Central Back

High

[i:] = peat

[ɪ] = pit

[u:] = boot

[ʊ] = put

Mid

[e] = pet

[ɜ:] = pert

[ə] = ago

[ᴐ:] = port

Low

[æ] = pat

[ʌ] = cup

[ɒ] = pot

[ɑ:] = part

The term front, central, and back refer to parts of the tongue raised

(Fromkin, Rodman, and Hyams, 2000: pp. 227-229). Then, the term high, mid and


26

low refer to the difference in the tongue height (Fromkin, Rodman, & Hyams

2000: p. 228). Besides, there are also two kinds of vowel based on the mouth

shape. They are rounded and spread or unrounded vowels.

1) Tense High Front Unrounded Vowel [i:]

This sound is produced when the front of the tongue is raised to a height

slightly below and behind the close front position; the lips are spread; the tongue

is tense, with the side rims making a firm contact with the upper molars. It does

not normally occur in a syllable closed by [ŋ] (Indriani, 2005: p. 57).

2) Lax High Front Unrounded Vowel [ɪ]

This sound is produced with a part of the tongue nearer to centre than to

front raised just above the half-close position; the lips are loosely spread; the

tongue is lax with the side rims making a light contact with the upper molars. It

may occur in all position in the word (Indriani, 2005: p. 59).

3) Mid Front Unrounded Vowel [e]

This sound is produced when the front of the tongue is raised between the

half-open and half-close positions; the lips are loosely spread and are slightly

wider apart than for [ɪ], the tongue may have more tension than in the case of [ɪ],

the side rims making a light contact with the upper molars. It does not occur in

final, open syllables (Indriani, 2005: p. 60).


27

4) Low Front Unrounded Vowel [æ]

This sound is articulated when the mouth is slightly more open than for

[e]; the front of the tongue is raised just below the half-open position, with the

side rims making a very slight contact with the back upper molars; the lips are

neutrally open (Indriani, 2005: p. 62).

5) Low Central Unrounded Vowel [ʌ]

This sound is articulated with a considerable separation of the jaws and

with the lips neutrally open; the centre of the tongue is raised just above the fully

open position, no contact being made between the tongue and the upper molars. It

does not occur in final, open syllables (Indriani, 2005: p. 63).

6) Low Back Rounded Vowel [a:]

This sound is articulated with a considerable separation of the jaws and the

lips neutrally open; a part of the tongue between the centre and the back is in the

fully open position; no contact being made between the rims of the tongue and the

upper molars. This sound does not normally occur before [ŋ] (Indriani, 2005: p.

65).

7) Low Back Rounded Vowel [ɒ]

This sound is produced with wide open jaws and slight, open lip-rounding;

the back of the tongue is in the fully open position, no contact being made


28

between the tongue and the upper molars. It does not occur in final, open syllable

(Indriani, 2005: p. 67).

8) Mid Back Rounded Vowel [ᴐ:]

This sound is articulated with medium lip-rounding; the back of the tongue

is raised between the half-open and half-close positions, no contact being made

between the tongue and the upper molars. This sound does not normally occur

before [ŋ] (Indriani, 2005: p. 68).

9) Lax High Back Rounded Vowel [ʊ]

This sound is produced with a part of the tongue nearer to centre than to

back raised just above the half-close position; the tongue is laxly held, no firm

contact being made between the tongue and the upper molars. This sound does not

normally occur before [ŋ] or in initial position (Indriani, 2005: p. 69).

10) Tense High Back Rounded Vowel [u:]

This sound is pronounced when the tongue raising is relaxed from the

closest position and is somewhat advanced from true back; the articulation of [u:]

being tense though no firm contact is made between the tongue and the upper

molars; the lips tend to be closely rounded. This sound does not normally occur

before [ŋ] (Indriani, 2005: p. 71).


29

11) Tense Mid Central Unrounded Vowel [ɜ:]

This sound is articulated with the centre of the tongue raised between half-

close and half-open, no firm contact being made between the tongue and the upper

molars; the lips are neutrally spread. It does not normally occur before [ŋ]

(Indriani, 2005: p. 73).

12) Lax Mid Central Unrounded Vowel [ə]

This sound has a very high frequency of occurrence in unaccented

syllables. Its quality is that of a central vowel with neutral lip position, having in

non-final positions a tongue-raising between half-open and half-close (Indriani,

2005: p. 74). This sound is also known as schwa.

c. Diphthong

Diphthong is a sequence of two sounds, vowel and glide (Fromkin,

Rodman, & Hyams, 2000: p. 255). Diphthong is represented phonetically by

sequences of two letters, the first showing the starting point and the second

indicating the direction of which the glide is made (Indriani, 2005: p. 76)

1) Closing Fronting Diphthong [eɪ] [aɪ] [ᴐɪ]

According to Indriani (2005), when [eɪ] sound is produced, the tongue

glide begins from slightly below the half-close front position and moves in the

direction of [ɪ], there being a slight closing movement of the lower jaw, the lips

are spread (p. 77). Some words containing this diphthong are say [seɪ], pray [preɪ],


30

and grey [greɪ]. Next, when [aɪ] sound is produced, the tongue glide begins at a

point slightly behind the front open position, and moves in the direction of the

position associated with [ɪ]; the lips change from a neutral to a loosely spread

position (p. 78). Some relevant words containing this sound are pie [paɪ] and my

[maɪ]. Meanwhile, when [ᴐɪ] sound is produced, the tongue glide begins at a point

between the back half-open positions and moves in the direction of [ɪ]; the lips are

open rounded for the first element, changing to the neutral for the second element

(p. 80). The words boy [bᴐɪ] and coy [kᴐɪ] are the representation of such sound

appearrance.

2) Closing Backing Diphthongs [əʊ] [aʊ]

According to Indriani (2005), when [əʊ] sound is produced, the tongue

glide begins at a central position, between half-close and half-open, and moves in

the direction of [ʊ], there being a slight closing movement of the lower jaw; the

lips are neutral for the first element, but have a tendency to round on the second

element (p. 81). Some words containing such sound are go [gəʊ] and so [səʊ]. On

the other hand, when [aʊ] sound is produced, the tongue glide begins at a point

between the back and front open positions, slightly more fronted than the position

for [a:], and moves in the direction of [ʊ], though the tongue may not be raised

higher than the half-close level. The lips change from a neutrally open to a weakly

rounded position (p. 82).


31

3) Centering Diphthongs [ɪə] [ɛə] [ʊə]

According to Indriani (2005), when [ɪə] sound is produced, the tongue glide

begins with a tongue position approximately that used for [ɪ], i.e. centralized front

half-close, and moves in the direction of the more open variety of [ə] when [ɪə] is

final in the word; in non-final positions. The lips are neutral throughout, with a

slight movement from spread to open (p. 84). Some words associated with this

sound are hear and here [hɪə] which are allophonic. Furthermore, Indriani (2005)

states that when [ɛə] sound is produced, the tongue glide begins in the half-open

front position, i.e. approximately [ɛ], and moves in the direction of the more open

variety of [ə]. Where [ɛə] occurs in a syllable closed by a consonant the [ə]

element tends to be a mind [ə] type. The lips are neutrally open through-out (p.

86). Some words containing this sound are hair [hɛə] and bear [bɛə]. Meanwhile,

when [ʊə] sound is produced, the tongue glides from a tongue position similar to

that used for [ʊ] towards the more open type of [ə] which forms the end-point of

all three centring diphthongs with, again, a somewhat closer variety of [ə] when

the diphthong occurs in a closed syllable. The lips are weakly rounded at the

beginning of the glide, becoming neutrally spread as the glide progresses (p. 87).

Such sounds appear in words poor [pʊə] and cure [kjʊə]

B. Theoretical Framework

In this research, the ELESP 2015 Javanese students of Sanata Dharma

University played a role as the English beginner learners. In learning English

pronunciation, as second language learners, they experienced the process of sound


32

change. Therefore, this research discussed about the process of occurred sound

change in the participants‟ pronunciation (i.e. the pronunciation of ELESP 2015

Javanese students of Sanata Dharma University). The theories used were limited

only in the process of the sound changes occurring in participants‟ pronunciation.

The researcher focused on finding out the types of English sound changes of the

participants‟ pronunciation. To answer the first research problem, the researcher

used nine types of sound change from the theory by Crowley (1992). Next, the

researcher continued to find out the results of the sound changes spoken by

participants. The results were classified based on the theory of Crowley (1992).

Then, the researcher classified the sound change distributions that occurred in the

participants‟ pronunciation.


33

CHAPTER III

METHODOLOGY

This chapter explains to the readers about the methodology that the

researcher uses in conducting the research. There are six sub-chapters, which are

discussed in this chapter. They are the research methodology, research subject,

research setting, data gathering technique, data analysis technique, and research

procedure.

A. Research Methodology

According to Ary, Jacobs, Sorensen, and Razavieh (2010: p. 22), a

qualitative research focuses on understanding social phenomena from the

perspective of the human participants in a natural setting. Since this research

analysed the social phenomenon of sound changes in non-native English speaker‟s

pronunciation, this research was considered as qualitative research. Moreover, in

the same book, Ary, Jacobs, Sorensen and Razavieh (2010) state that qualitative

research aims to understand a phenomenon by focusing on the total picture rather

than breaking it down into variables. Referring to the statement, this research

required observations, interviews, and document reviews because the focus in this

research was about the explanation of phonological change occurrence. So, the

researcher attempted to observe certain phenomenon related to the phonological

change appeared in Javanese English learners of ELESP 2015 students of Sanata


34

Dharma University, Yogyakarta and analysed it into an explanation based on the

reviewed theories and literary sources.

B. Research Setting

The location of generating the research was in Sanata Dharma University,

Mrican, Depok, Sleman, Yogyakarta, specifically in English Language Education

study program of Faculty of Education and Teacher‟s Training. The researcher

conducted the research in April 2016.

C. Research Participants

In generating the research, the researcher chose the students of ELESP

batch 2015 of Sanata Dharma University Yogyakarta whose first language is

Javanese as the participants. The researcher took samples of 30 students. The

reasons of choosing the participants were:

1. English Language Education study program students frequently use English

language in classroom. They are already familiar with English language use.

2. The researcher found some variations of English sounds among ELESP 2015

Javanese students‟ pronunciation.

3. The researcher could find Javanese students of ELESP 2015 very easily.

D. Research Instruments and Data Gathering Technique

In conducting the research, the researcher played a role as the instrument

of the research. Ary, Jacobs, Sorensen, and Razavieh (2010) state the primary


35

instrument used for data collection in qualitative research is the researcher

himself, often collecting data through direct observation or interview (p. 421). The

researcher chose 30 students of ELESP 2015 whose first language is Javanese.

Those participants consisted of 15 male students and 15 female students. The

researcher then asked each participant to read a passage (included in the appendix)

and recorded their voice. This recording technique was repeated until all the

participants‟ voices were recorded.

E. Data Analysis Technique

The researcher started the analysis by transcribing the audio data into

written forms. The written forms of data were typed into phonetic transcription

containing the representative participants‟ pronunciation of observed words. The

transcribing process from audio recording into written phonetic transcriptions

aimed to validate the actual data gathered in observation. To gather all the

phonetic transcriptions from each participant, the researcher provided a table to

simplify the following data analysis. The table could be observed in Table 3.1.

Table 3.1 The Phonetic Transcription of Each Participant’s Pronunciation

Words Participant’s Pronunciations


36

After the data from the recording was collected, the researcher compared

the phonetic transcriptions of participants‟ pronunciation with the correct phonetic

transcriptions based on Longman‟s Pronunciation Dictionary (2008). The

researcher used the table as seen in Table 3.2.

Table 3.2 Phonetic Transcription’s Comparison

Words

Phonetic transcription

Longman Dictionary

(2008) Participants’ Pronunciation

Next, to answer the first research problem, the researcher analysed the

occurred English sound change phenomena by using the theory of English sound

changes, which is proposed by Crowley (1992). To assist the analysis, the

researcher used Table 3.3.


37

Table 3.3 Types of English Sound Changes by Crowley (1992)

Types Words Longman

Dictionary

Participants’

Pronunciation Changes

Lenition and Fortition

Sound Addition

Metathesis

Fusion

Unpacking

Vowel Breaking

Assimilation

Dissimilation

Abnormal Sound Changes

Afterwards, to answer the second research problems, the researcher made

a list of the distributions of sound change that occurred in the students‟

pronunciation by using Table 3.4.


38

Table 3.4 Distributions of the Occurring Sound Change in the Participants’

Pronunciation

The Type of Sound Change Number of

Cases

Percentage

Lenition and fortition

Sound addition

Metathesis

Fusion

Unpacking

Vowel breaking

Assimilation

Dissimilation

Abnormal sound changes

F. Research Procedure

The research procedure in this research was divided into two steps. First of

all was data collection. Here, the researcher decided on the choice of the research

participants. The researcher chose English Language Education study program

students 2015 whose first language is Javanese. Then, the researcher chose 30

samples as the representation of English Language Education study program 2015

population. After choosing the participants, the researcher provided them some

sheets with some English words formed into sentences. Next, the researcher asked

the participants to read the text and recorded their pronunciation. After collecting


39

their pronunciation recordings then the researcher transcribed all recording into

phonetic transcriptions.

The second step was analysing the data. After all the recordings were

already transcribed, the researcher referred to the transcriptions to the

standardized English dictionary. The required dictionary was Longman‟s

Pronunciation Dictionary (2008). The use of the dictionary aimed to compare the

participants‟ transcribed pronunciation to the standardized English pronunciation

transcriptions. Next, the researcher analysed the data based on the theory that the

researcher used as well as reviewed on Chapter II.


40

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter consists of the discussion and analysis of the data gathered by

the researcher after observation. There are two sub-chapters in this part. They are

the types of sound changes that occurred in English Language Education Study

Program 2015 students‟ pronunciation process and the distribution of occurred

sound change among English Language Education Study Program 2015 Students

of Sanata Dharma University of Yogyakarta. The names each respondent here

have been formed into alias/pseudonames.

A. Types of Sound Changes which Occurred in Pronunciation of ELESP

2015 Students.

This sub-chapter conveys the findings of this research. The researcher

found seven types of sound changes occurred in pronunciation of English

Language Education Study Program 2015 students of Sanata Dharma University

Yogyakarta whose first language is Javanese. The classification of sound changes

refers to Crowley‟s (1992) theory of sound changes types. They are Lenition and

Fortition, Sound Addition, Fusion. Unpacking, Vowel Breaking, Assimilation,

and Abnormal Sound Changes.


41

1. Lenition and Fortition

In this sub chapter, the researcher explained the appearance of lenition and

fortition of Javanese English learners‟ pronunciations.

a. Lenition

Lenition refers to weakening or even deletion of the certain sound in

pronunciation. In this case, the researcher found some results of lenition

phenomenon as listed in the Table 4.1.1.

Table 4.1.1 The Classification of Words Affected by Lenition

Types Words Longman Dictionary Common

Mispronunciation

Weakening

Sound

Appears /əˈpɪərz/ /əˈpɪər

s/

Because /bɪˈkɑːz/ /bɪ ˈkos/

Believe /bɪˈliːv/ /bəˈliːf/

Cases /keɪs. ɪz/ /kes. ɪs/

Desire /dɪˈzaɪər/ /dɪˈsaɪər

/

Does /dʌz/ /dʌs/

Example /ɪgˈzæm.pl / /ɪkˈsem.pəl /

Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər

/

Give /gɪv/ /gɪf/

Have /hæv/ /hef/

Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/

Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/

Native /ˈneɪ.tɪv/ /ˈne.tɪf/

Of /ɑːv/ /of/

Over /ˈoʊ. vər/ /ˈo.fə

r/

Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/

Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/

Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/


42


Mispronunciation

Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/

Without /wɪˈðaʊt/ /wɪˈtot/

Syncope

Also /ˈɑːl.soʊ/ /ol.so/

Cases /keɪs. ɪz/ /kes. ɪs/

Change /tʃeɪndʒ/ /tʃens/

Changed /tʃeɪndʒd/ /tʃens/

Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/

Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər

/

Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/

Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/

Make /meɪk/ /mek/

Most /moʊst/ /mos/

Native /ˈneɪ.tɪv/ /ˈne.tɪf/

Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/

Old /oʊld/ /old/

Older /oʊld.ər/ /old.ə

r/

Only /ˈoʊn.li/ /on.li/


r/

Progress /ˈproʊ.gres/ /ˈpro.gres/

Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/

Spoken /ˈspoʊ.kən/ /ˈspo.kən/

Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/

Cluster

Reduction

Accent /ˈæk.sənt/ /ek.sən/

And /ænd/ /en/

Can‟t /kænt/ /ken/

Changed /tʃeɪndʒd/ /tʃens/

Don‟t /doʊnt/ /don/

End /end/ /en/

English /ˈɪŋglɪʃ/ /ˈɪŋ.lɪs/

First /ˈfɜːst/ /ˈfɜːs/


Just /dʒʌst/ /dʒʌs/

Language /ˈlæŋgwɪdʒ/ /ˈleŋ.wɪdʒ/

Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/

Most /moʊst/ /mos/

Noticed /ˈnəʊ.tɪsd/ /ˈno.tɪs/


43


Mispronunciation

Second /ˈsek. ənd/ /ˈsek. ən/

Sound /saʊnd/ /saʊn/

Won‟t /woʊnt/ /won/

As seen in Table 4.1, there are lenition and two types of lenition

development (syncope and cluster reduction) that occurred in ELESP 2015

students‟ pronunciation. The researcher divided the explanation of lenition into

three parts; weakening sound, syncope, and cluster reduction.

i. Weakening Sound

In weakening sound phenomenon, there were five appearing cases in

pronunciation. The errors covered voiced sounds to change into voiceless sounds.

Those five cases included the change from voiced sound /z/ to voiceless sound /s/,

voiced sound /v/ to voiceless sound /f/, voiced sound /g/ to voiceless sound /k/,

voiced sound /ʒ/ to voiceless sound /s/ and voiced sound /ð/ to voiceless sound /t/.

The first case of weakening sound was the change of voiced sound /z/ to voiceless

sound /s/ in the final syllable of word as seen in word appear [əˈpɪərz] to be

[əˈpɪərs] and in the middle syllable of word as seen in word example

[ɪgˈzæm.pl ]to be [ɪkˈsem.pəl ]. In Yulia and Ena‟s (2004) opinion, the sound /z/

and /s/ are allophonic in Indonesian language sound system. This condition

triggered the sound change by English Language Education Study Program 2015

students‟ pronunciation.


44

Next, the shift from voiced sound /v/ to voiceless sound /f/ could be

inferred from the word believe [bɪˈliːv] which changed into [bɪˈliːf]. This case was

different from the previous one. The absence of /v/ sound in Indonesian language

sound system (Yulia & Ena, 2004) caused the replacement by the sound /s/ in this

phenomenon.

The third case, the voiced sound /ʒ/ to voiceless sound /s/ change could be

seen in word usually [ˈjuː.ʒu.ə.li] to [ˈjuː.su.ə.li]. Similar to the second case, in

this case, the sound /ʒ/ was also absent in the Indonesian language sound system

according to Yulia and Ena (2004). Similar reason was also valid for the next

case: the shift from interdental voiced fricative /ð/ to /t/ in word without [wɪˈðaʊt],

where most participants pronounced /wɪˈtot/

The last case was the voiced sound /g/ to voiceless sound /k/ which could

be observed in the word example [ɪgˈzæm.pl ]. Most participants tended to

pronounce the word [ɪkˈsem.pəl ]. The changes of the sounds were neither caused

by the absence nor were both sounds allophones in Indonesian language sound

system. This case was included into inappropriate analogy according to Yulia and

Ena (2004). This error occurred because the participant associated „ex‟ syllable

with [eks] sound which affects the change from [g] sound into [k] sound.

ii. Syncope

The researcher also found that there were three cases of syncope; the

deletion of vowel sound in a pronunciation of a word. Those three cases of


45

syncope involved the loss of /ʊ/, /ɪ/, and /a/ in diphthong /oʊ/, /eɪ/, and /aɪ/ in the

participants‟ pronunciation.

The first syncope case was the loss of /ʊ/ in diphthong /oʊ/. This

phenomenon can be viewed in word old [oʊld] which included the loss of /ʊ/

sound to be [old]. The loss happened because the participants were accustomed to

the limited set of diphthong in Indonesian language sound system (Yulia & Ena,

2004). Similar reason was also valid in the second case; the loss of /ɪ/ sound from

/eɪ/ diphthong. The monophthongization can be seen in the word make [meɪk]. In

this case, the participants tend to pronounce the word make into [mek].

The last one was the loss of /a/ sound in /aɪ/ diphthong. It can be observed

in the word identify [aɪˈden.tɪ.faɪ]. Most participants pronounced [ɪˈden.tɪ.faɪ] in

this case. Although the case was similar, the valid reason was different from

preceding cases. The participants might have associated this word with Indonesian

language word identifikasi [ɪˈden.tɪ.fɪ.kʌ.sɪ] which does not need any diphthong

in pronouncing the word. Then, the valid reason for this case was included in

inappropriate analogy regarding to the words associated to each other.

iii. Cluster Reduction

Cluster reduction became the last phenomenon of lenition in this research

findings. The researcher found six cases of cluster reduction in this research.

Those five cases involved the loss of /t/ sound in /nt/ and /st/ clusters, /d/ in /nd/

and /dʒd/ clusters, /j/ in /dj/ cluster, and /g/ in /ŋg/ cluster. Yulia and Ena (2004)

state that Indonesian speakers tend to drop a sound in a cluster because of the


46

unfamiliar sequence of the cluster. The researcher took an example of the cluster

in word accent [ˈæk.sənt]. Indonesian language sound system has no /nt/ cluster

to exist in pronunciation. This resulted into the loss of the last part of the cluster

which was represented in participants‟ pronunciation [ˈek.sən].

b. Fortition

Fortition is the opposite of lenition; if lenition indicates the weakening

sound in pronunciation, fortition refers to a strengthening sound occurred in

pronunciation. There were two cases of fortition discovered in this research. The

appearance of fortition can be seen in table 4.1.2.

Table 4.1.2 The Classification of Words Affected by Fortition

Words Longman

Dictionary

Participants’


Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ Central mid /ə/ Front

mid /e/

Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ Central mid /ə/ Front

mid /e/

Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/

Central mid unrounded

/ə/ Low back

rounded /o/

Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/

Central mid unrounded

/ə/ Low back

rounded /o/

By referring to table 4.1.2, the researcher discovered two cases of fortition

happened in this research. The first was the vowel change from central mid /ə/

into front mid /e/ as seen in the word accurate [ˈæk.jʊ.rət] and Arabic [ˈær.ə.bɪk].

Both words shared the sound /ə/ feature in each pronunciation. The participants,


47

however, mispronounced the shared sound feature, which resulted to [ek.ʊ.ret]

and [ˈer.e.bɪk] pronunciations. According to Yulia and Ena (2004), this

phenomenon happened because of the difficulties in pronouncing the neutral

schwa vowel /ə/ which resulted in erroneous sounds. This reason was also valid

with the second case of fortition. The neutral schwa vowel /ə/ was strongly

pronounced to become /o/. It was conveyed in words recognize [ˈrek.əg.naɪz]

which changed into [ˈrɪk.og.naɪs] and pronunciation [prəˌnʌn.siˈe.sɪən] which

changed into [proˌnʌn.siˈe.sɪən].

2. Sound Addition

Sound addition refers to the insertion of sound in a word pronunciation. As

mentioned and explained in the previous two chapters, sound addition consisted of

three types: excrescence, epenthesis, and prothesis. In this case, the researcher

found only epenthesis type; the sound addition process which occurs in the middle

of the word. While, the other two types: excrescence and prothesis did not appear

in this research. The sound addition occurrence, especially epenthesis in

participants‟ pronunciation and can be viewed in Table 4.2.

Table 4.2 The Classification of Words Affected by Sound Addition

Words Longman

Dictionary

Participants’


Able /ˈeɪ.bl / /ˈe.bəl / Addition /ə/ sound in /bl/

cluster

Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / Addition /ə/ sound in /pl/

cluster


48

There was only one case of sound addition that occurred in participants‟

pronunciation; the insertion of central mid vowel /ə/ in cluster /bl/ and /pl/. The

insertion was applied in the word able [ˈeɪ.bl ] which had /bl/ cluster and example

[ɪgˈzæm.pl ] with its /pl/ cluster. The insertion of central mid vowel /ə/ in this case

was caused by the absence of such cluster in the participants‟ native language

sound system. The appearance of those two clusters challenged the participants‟

pronunciation. According to Yulia and Ena (2004), speakers tend to add a sound

to conform to the phonotatic constraints. The addition of central mid vowel /ə/

helped the participants to relax the cluster in both words.

3. Fusion

Fusion refers to the blending of two sounds to become one new single

sound. In this research, there were two words contains the fusion phenomenon.

They can be observed in the Table 4.3.

Table 4.3 The Classification of Words Affected by Fusion

Words Longman

Dictionary

Participants’


About /əˈbaʊt/ /əˈbot/ /aʊ/ diphthong /o/ vowel

Without /wɪˈðaʊt/ /wɪˈtot/ /aʊ/ diphthong /o/ vowel

There was also only one case occurred in this type of sound change based

on the table. The fusion involved the blending of /aʊ/ diphthong sound into /o/

one single sound. The case was available to be observed in the word about


49

[əˈbaʊt] which most participants tended to pronounce [əˈbot]. In this case, the

change was the result of the simplification. The simplification happened because

such particular sound does not exist in the participants‟ mother tongue (Ur, 1999).

That was why the participants tended to replace the sound into the nearest

equivalence they knew.

4. Unpacking

Unpacking is the opposite of fusion. If fusion is the process of blending

two sounds into one single sound, unpacking refers to the separation of one single

sound into two or more sounds in a word pronunciation. The appearance of

unpacking in this research can be observed in Table 4.4.

Table 4.4 The Classification of Words Affected by Unpacking

Words Longman

Dictionary

Participants’


Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ Unpacking of /ʃ/ /s/,

/ɪ/, and /ə/ sounds

Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪə

r /

Unpacking of /ʒ/ /s/,


Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ Unpacking of /ʃ/ /s/,


Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ Unpacking of /ʃ/ /s/,


From the table, the unpacking phenomenon in this research was divided

into two cases. The first case was the separation of /ʃ/ into three sounds /s/, /ɪ/, and

/ə/. The first case, as seen on the table, can be observed in the pronunciation of

word combination [ˌkɑːm.bɪˈneɪ.ʃn]. The researcher found that most participants


50

tended to pronounce [ˌkom.bɪˈne.sɪən]. The breaking the palatal voiceless

consonantal sound /ʃ/ resulted the alveolar voiceless consonantal /s/ sound

followed by high front /ɪ/ and central mid /ə/ vowel sounds. The same sounds

results appeared in the change of palatal voiced consonantal sound /ʒ/ as seen in

the word exposure [ɪkˈspoʊ.ʒər] which was commonly pronounced [ekˈspo.sɪə

r ]

by most participants in this research. The separation in both palatal voiceless

consonantal sound /ʃ/ and palatal voiced consonantal sound /ʒ/ into alveolar

voiceless consonantal /s/ sound were followed by high front /ɪ/ and central mid /ə/

vowel sounds. It occurred because of the simplification. The participants tended to

substitute the palatal sounds into alveolar sounds /s/, which is more familiar in

Indonesian language sound system.

5. Vowel Breaking

Vowel breaking is almost similar to unpacking. The difference is that

vowel breaking indicates the change of the sound from single vowel into

diphthong. The appearance of vowel breaking based on this research was

available in table 4.5.

Table 4.5 The Classification of Words Affected by Vowel Breaking

Words Longman Participants’ Changes

Country /ˈkʌn.tri/ /ˈkaʊn.tri/ Breaking of /ʌ/ /aʊ/ sounds

Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ Breaking of /ə/ /eɪ/ sounds


51

In this research, the vowel breaking phenomenon appeared in two cases.

The first case was the breaking of single vowel sound /ʌ/ into diphthong sound

/aʊ/. As observed on the table, the representative example for the first case was

the word country [ˈkʌn.tri]. Most participants mispronounced the word to become

[ˈkaʊn.tri], allowing the diphthongization result to replace the single vowel

sound.

The second case was the breaking of single vowel /ə/ into diphthong /eɪ/.

The breaking can be seen in the word foreign [/ˈfɔːr.ən], which most participants

pronounced [ˈfor.eɪn]. The diphthong sound /eɪ/ replaces schwa sound /ə/.

Although both cases did not share the same phonetic features to change, the cause

of this phenomenon was simply similar to each other. Yulia and Ena (2004) state

Indonesian spelling is identical to the pronunciation. It means the vowel-breaking

occurrence in this case was caused by most participants who pronounced those

words identically to the word spelling.

6. Assimilation

Assimilation refers to the sound change due to the influence of one sound

upon each other resulting in the two similar sounds. Assimilation phenomenon is

divided into three types: palatalization, nasalization, and final devoicing

(Crowley, 1992: p. 49-56). In this research, the assimilation types occurred only in

final devoicing; allowing the final voiced sound into voiceless one. The sounds

containing final devoicing phenomenon are available in the Table 4.6.


52

Table 4.6 The Classification of Words Affected by Assimilation

Words Longman

Dictionary

Participants’


Appears /əˈpɪərz/ /əˈpɪər

s/ /z/ /s/

Because /bɪˈkɑːz/ /bɪ ˈkos/ /z/ /s/

Believe /bɪˈliːv/ /bəˈliːf/ /v/ /f/

Cases /keɪs. ɪz/ /kes. ɪs/ /z/ /s/

Change /tʃeɪndʒ/ /tʃens/ /dʒ/ /s/

Does /dʌz/ /dʌs/ /z/ /s/

Give /gɪv/ /gɪf/ /v/ /f/

Good /gʊd/ /gʊt/ /d/ /t/

Have /hæv/ /hef/ /v/ /f/

Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ /z/ /s/

Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ /z/ /s/

Native /ˈneɪ.tɪv/ /ˈne.tɪf/ /v/ /f/

Of /ɑːv/ /of/ /v/ /f/

Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ /z/ /s/

Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ /z/ /s/

By referring to the table above, final devoicing occurrence in participants‟

pronunciations involved four final voiced sounds to change. For example, in word

because [bɪˈkɑːz]. The researcher found that participants pronounced [bɪ ˈkos];

indicating the assimilation between /z/ and /s/. The next example of final

devoicing assimilation was the word believe [bɪˈliːv] to change into [bəˈliːf],

allowing the final devoicing from voiced labiodental fricative /v/ into the

voiceless one /f/. In Indonesian language sound system, as explained by Yulia and

Ena (2004), the sound /z/ and /s/ are allophonic as well as the sound /v/ and /f/.


53

Therefore, the assimilation occurred because the participants did not perceive

those sounds as distinctive sounds.

The sound good [gʊd] to become [gʊt], allows the final devoicing of

voiced alveolar stop /d/ into /t/. In Indonesian sound system, voiced alveolar stop

/d/ is allophonic to voiceless alveolar stop /t/ if it is occurred in the end of the

word. This change was caused by inappropriate analogy. The participants might

have been accustomed to the allophonic sounds in the end of the word of their

native language and then applied it in pronouncing the target language.

The word change [tʃeɪndʒ] to be [tʃens] stimulated the final devoicing of

voiced palatal affricates /dʒ/ into voiceless alveolar fricative /s/. In Indonesian

language sound system, such affricates do not exist in the end of the word (Yulia

& Ena, 2004). The participants then substituted the palatal sounds into alveolar

sound /s/, which is more familiar in Indonesian language sound system.

7. Abnormal Sound Changes

Crowley (1992) state other sound changes that do not obviously fit into

any categories are included into abnormal sound changes. In this research, the

researcher found three cases of abnormal sound changes that did not fit into any

categories. Those three sound changes involved one vowel sound change and two

consonantal sound changes. For the complete information, the researcher had

listed the classification of words affected by abnormal sound changes in the Table

4.7.


54

Table 4.7 The Classification of Words Affected by Abnormal Sound Changes

Types Words Longman Participants’

Front low /æ/ to Front

mid /e/


Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/

And /ænd/ /en/

Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/

Can /kæn/ /ken/

Can‟t /kænt/ /ken/

Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / France /fræns/ /frens/

Habits /ˈhæb.ɪts/ /ˈheb.ɪts/

Have /hæv/ /hef/

Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/

Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ /

Path /pæθ/ /pet/

Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/

That /ðæt/ /det/

Interdental

to Alveolar

/ð/ to /d/

Another /əˈnʌð.ər/ /əˈnʌd.ə

r/

That /ðæt/ /det/

The /ðiː/ or /ðə/ /də/

Their /ðeər/ /deɪr

/

They /ðeɪ/ /deɪ/

This /ðɪs/ /dɪs/

/θ/ to /t/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/

Path /pæθ/ /pet/

The first change was the shift of low front vowel [æ] into mid front vowel

[e]. The shift from the former vowel into the latter vowel occurred in both front

and middle of the word. The sound change in front of the word can be seen in

word accurate [æk.jʊ.rət]. The participants tended to pronounce [ek.jʊ.rət] which


55

allowed the shift. Meanwhile, the shift occurred in the middle of the word can be

seen in word example [ɪgˈzæm.pl ] which was commonly pronounced

[/ɪkˈsem.pəl]. This type of sound change occurs because of the absence of the low

front vowel /æ/ in the participants‟ native language sound system (i.e. Indonesian

language).

The second change of abnormal sound changes was the replacement of

interdental voiced sound /ð/ by alveolar voiceless sound /t/. This phenomenon

also happened in two conditions: in the beginning and middle of the word. The

replacement that occurred in the beginning of the word can be seen in the word

that /ðæt/. In this case, most participants pronounced /det/ when reading such

word. In the middle of the word, the shift can be discovered in the word another

[əˈnʌð.ər]. Still, the replacement from original sound was by alveolar voiced stop

was reflected in participants pronunciation [əˈnʌd.ər]. The absence of interdental

voiced fricative sound /ð/ became the main reason of the mispronunciation.

The last case of abnormal sound change was also about the replacement of

interdental fricative sound by alveolar fricative sound. The difference for this case

was that the voiceless sounds took place in the substitution; the sound /θ/ was

replaced sound /s/. This phenomenon is available in word theories. Referring to

the research findings, the researcher found that most participants tended to

pronounce [ˈteo.ri:s] rather than [ˈθɪə.ri:z]. The shift did not appear only in the

beginning of the word. The other example conveyed the shift which applied in the

end of the word; path [pæθ]. In this occurrence, most participants pronounced


56

/pet/. Again, the absence of such consonantal sound in Indonesian language sound

system triggered participants‟ mispronunciation in this word.

B. The Distribution of Sound Change Features among Javanese English

Learners

After analyzing the data, the researcher generated the statistical calculation

in conveying the distribution of sound change features among English Language

Education 2015 students of Sanata Dharma University. The researcher also found

out from nine types of sound changes based on Crowley (1992) theory of sound

change, there were seven types of sound change represents the findings on this

research. The types of sound changes including the distribution for each type were

listed in the Table 4.8.

Table 4.8 The Distribution of Sound Change Types

Types of Sound Change Number of Cases Percentage

Lenition

- Weakening Sound

- Syncope

- Cluster Reduction

Fortition

16 Cases

5 Cases

3 Cases

6 Cases

2 Cases

55.17%

17.24%

10.34%

20.69%

6.90%

Sound Addition 1 Cases 3.45%

Fusion 1 Cases 3.45%

Unpacking 2 Cases 6.90%


Vowel Breaking 2 Cases 6.90%

Assimilation 4 Cases 13.79%

Abnormal Sound Change 3 Cases 10.34%


57

Total 29 Cases 100%

Based on the data mentioned in table 4.8, the researcher found that lenition

and fortition were in the top rank of the most frequent sound changes occurred in

English Language Education Study Program 2015 students‟ pronunciation. The

total number of cases of lenition and fortition were 16 cases with 55.17%

percentage. In specific calculations of lenition occurrence frequency, the cluster

reduction contributed the most number of cases with 6 cases and 20.69%

percentage of all cases occurred in English Language Education Study Program

2015 of Sanata Dharma University students‟ pronunciation. The next contributor

of frequently occurred cases in lenition was the weakening sound which gained

17.34% percentage with 5 cases occurring. Syncope became the third-most-

dominating type of lenition with 3 cases and 10.34% percentage followed by

fortition with 2 numbers of occurred cases in English Language Education Study

Program 2015 of Sanata Dharma University students‟ pronunciation and 6.90%

occurrence percentage.

The second ranking of sound change occurrence was held by assimilation.

It has 4 numbers of cases occurred in participants‟ pronunciation with 13.79%

occurrence percentage. Meanwhile, the abnormal sound change was in the third

position of most contributing type of sound change that occurred in English

Language Education Study Program 2015 students‟ pronunciation with 10.34%

occurrence percentage and 3 numbers of cases that occurred.


58

In the fourth place, unpacking and vowel breaking types shared similar

number of occurred cases and occurrence percentage. They gained 2 numbers of

cases and 6.90% percentage of occurrence in this research.

In the last ranking, two types of sound change also shared similar number

of cases that occurred and percentage. Fusion and sound addition contributed in

3.45% occurrence percentage with only one case occurring in English Language

Education Study Program 2015 of Sanata Dharma University of Yogyakarta

students‟ pronunciation.


59

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher provides two sub chapters: conclusions and

recommendations. The conclusions consist of the answer for the formulated

problems based on the findings and analysis generated in the previous chapter.

The second part, the recommendation, is the researcher‟s suggestions for further

researchers of the similar research topic.

A. Conclusions

Regarding to the research finding and analysis, the researcher found two

conclusions. The conclusions obtained by the researcher provided the answer to

the proposed research problems. To clarify the conclusion, the researcher also

mentioned the research problems to be answered in this chapter. Those research

problems were:

1. What are the types of the English sound changes occurring in students‟

pronunciation of English Language Education study program of Sanata

Dharma University whose first language is Javanese?

2. What are the distributions of the sound changes that occurred among Javanese

students of English Language Education study program?


60

To answer the first research problem, the researcher referred to Crowley‟s

(1992) theory of sound change in pronunciation. According to Crowley, there are

nine types of sound changes occurred in pronunciation. They are lenition and

fortition, sound addition, metathesis, fusion, unpacking, vowel breaking,

assimilation, dissimilation, and abnormal sound changes. Based on the analysis,

the researcher found out that there were seven types of sound change found in this

research. They were lenition and fortition, sound addition, fusion, unpacking,

vowel breaking, assimilation and abnormal sound changes. The other two types of

sound changes; metathesis and dissimilation were not found in this research.

The researcher also found the distribution of sound change types that

occurred in this research to answer the second problem formulation. The

researcher concluded that lenition and fortition appeared the most in English

Language Education Study Program 2015 Javanese students‟ pronunciation. The

distribution was 55.17% of all seven types occurred in participants‟ pronunciation.

While, the least appearing types of sound change was sound addition and fusion

with 3.45% occurrence percentage of all seven types that occurred in participants‟

pronunciation.

B. Recommendations

The researcher also provides recommendations for related individuals or

groups based on this research. The first recommendation is intended for all

English learners. This research is beneficial to understand common sound

variations that occur among Javanese English learners, which might provide


61

information of sound variations to be recognized in order to avoid such

misinterpretations.

The next recommendation is aimed for the English teachers who teach

Javanese learners. The containing information in this research is available to be

the base of pronunciation teaching strategy for Javanese English learners. By

knowing the common sound variations especially the sound changes which belong

to lenition and fortition, English teachers who teach Javanese English learners can

recognize the meaning of the pronounced sound.

The last recommendation is directed to the future researchers who plan to

conduct similar research topic. There are many beneficial points in this research.

For example, the problem formulations in this research can be developed more for

deeper research. Next, the review of literature can be used to generate new studies

or look for more related literary sources. Then, the methodologies and techniques

of this research can be adapted to conduct new research of similar topic. The last

is the phenomena that occurred in this research can be analyzed further and deeper

to get wide-ranging results of research.


62

REFERENCES

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to

research in education. Belmont: Wadsworth Cengage Learning.

Campbell, L. (2004). Historical linguistics (2nd

ed). Edinburgh: Edinburgh

University Press.

Crystal, D. (1991). A Dictionary of linguistics and phonetics (3rd

ed). Oxford:

Blackwell.

Crowley, T. (1992). An introduction to historical linguistics. Auckland: Institut

d‟etudes Theologiques.

Collins, B., & Mees, I. M. (2003). Practical phonetics and phonology. London:

Routledge Taylor and Francis Group.

Dardjowodjojo, S. (2009). English phonetics & phonology for Indonesians.

Jakarta: Yayasan Obor Indonesia.

Fasold, R., & Linton, J. (2006). An introduction to language and linguistics.

Cambridge: Cambridge University Press.

Fromkin, V., Rodman, R., & Hyams, N. (2000). An introduction to language.

Boston: Thomson Corporation.

Indriani, M. I. (2003) English pronunciation: The English speech sound theory

and practice. Jakarta: Gramedia Pustaka Utama.

Jones, D. (1956). The pronunciation of English. Cambridge: Cambridge

University Press.

Kreidler, C. W. (2004). The pronunciation of English: A course book (2nd

ed).

Oxford: Blackwell.

O‟Grady, W., Dobrovolsky, M., & Katamba, F. (1996). Contemporary linguistics:

An introduction. California: Longman.


63

O‟Grady, W., Dobrovolsky, M., & Katamba, F. (1997). Contemporary linguistics:

An introduction. London: Addison Wesley Longman Limited.

Sausurre, F. D., (1992). Course in general linguistics. Springfield: Open Court.

Schendl, H. (2001). Historical linguistics. Oxford: Oxford University Press.

Ur, P. (1999). A course in language teaching: Practice and theory. Cambridge:

Cambridge University Press.

Wells, J. C. (2008). Longman pronunciation dictionary. Edinburgh: Gate Pearson

Education Limited.

Yates, L. (2002). Fact sheet-what is pronunciation? Retrieved August 10th

, 2016

from http://www.nceltr.mq.edu.au/pdamep

Yulia, M. F., & Ena, O. T. (2004). Proceedings of the 9th

ESEA conference:

Pronunciation Problems of Indonesian EFL Teachers. Yogyakarta: Sanata

Dharma University.


64

APPENDIX A

The Passage


65

If English is not your native language, people may have noticed that you come

from another country because of your “foreign accent.” Why do people usually

have an accent when they speak a second language? Several theories address this

issue. Many people believe that only young children can learn a second language

without an accent, but applied linguists have reported cases of older individuals

who have mastered a second language without an accent. Another common belief

is that your first language influences your pronunciation in a second language.

Most native speakers of English can, for example, recognize people from France

by their French accents. They may also be able to identify Spanish or Arabic

speakers over the telephone, just by listening carefully to their pronunciation.

Does this mean that accents can‟t be changed? Not at all! But old habits won‟t

change without a lot of hard work, will they? In the end, the path to learning to

speak a second language without an accent appears to be a combination of hard

work, a good ear, and a strong desire to sound like a native speaker. You also need

accurate information about the English sound system and lots of exposure to the

spoken language. Will you manage to make progress, or will you just give up?

Only time will tell, I‟m afraid. Good luck, and don‟t forget to work hard!


66

APPENDIX B

The Phonetic Transcription of

the Participants’ Pronunciation

(The names of each participant here have been formed into alias/pseudonames)


67

Student 1: Aloysius Sujatmiko

No Words Phonetics Transcription

Longman Participant’s

1 Able /ˈeɪ.bl / /ˈe.bəl /

2 About /əˈbaʊt/ /əˈbaʊt/

3 Accent /ˈæk.sənt/ /ˈek.sən/

4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.ret/

5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/

6 And /ænd/ /en/

7 Another /əˈnʌð.ər/ /əˈnʌd.ə

r/

8 Appears /əˈpɪərz/ /əˈpɪə

rz/

9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/

10 Because /bɪˈkɑːz/ /bɪˈkɑːz/

11 Belief /bɪˈliːf/ /bəˈliːf/

12 Believe /bɪˈliːv/ /bəˈliːf/

13 Can /kæn/ /ken/

14 Can‟t /kænt/ /ken/

15 Carefully /ˈkeə.fəl.i/ /ˈkeər.fʊl.i/

16 Cases /keɪs. ɪz/ /keɪs. ɪs/

17 Change /tʃeɪndʒ/ /tʃeɪns/

18 Changed /tʃeɪndʒd/ /tʃeɪns/

19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/

20 Country /ˈkʌn.tri/ /ˈkʌn.tri/

21 Desire /dɪˈzaɪər/ /dɪˈsaɪə

r/

22 Does /dʌz/ /dʌs/

23 Don‟t /doʊnt/ /don/

24 End /end/ /en/

25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/

26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl /

27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjə

r/

28 First /ˈfɜːst/ /ˈfɜːs/

29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/

30 Forget /fərˈget/ /fə

rˈget/

31 France /fræns/ /frʌns/

32 French /frentʃ/ /frens/

33 Give /gɪv/ /gɪf/

34 Good /gʊd/ /gʊd/

35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/

36 Have /hæv/ /hef/

37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/

38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns.ɪs/


68



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fo

rˈme.sɪən/

41 Just /dʒʌst/ /dʒʌs/

42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/

43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/

44 Make /meɪk/ /meɪk/

45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/

46 Mastered /ˈmæ.stərd/ /ˈmɑː.stə

rd/

47 Mean /miːn/ /miːn/

48 Most /moʊst/ /moʊs/

49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/

50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/

51 Of /ɑːv/ /of/

52 Old /oʊld/ /old/

53 Older /oʊld.ər/ /old.ər/

54 Only /ˈoʊn.li/ /onli/

55 Over /ˈoʊ. vər/ /ˈo.fə

r/

56 Path /pæθ/ /path/

57 Progress /ˈproʊ.gres/ /ˈproʊ.gres/

58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/

59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪs/

60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔː

r.tɪd/

61 Second /ˈsek. ənd/ /ˈsek. ən/

62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/

63 Sound /saʊnd/ /saʊn/

64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/

65 Speak /spiːk/ /spɪk/

66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/

67 Telephone /ˈtel.ə.foʊn/ /ˈtəl.ə.fon/

68 That /ðæt/ /ndet/

69 The /ðiː/ or /ðə/ /di/

70 Their /ðeər/ /deɪr/

71 Theories /ˈθɪə.ri:z/ /ˈtɪə.ri:s/

72 They /ðeɪ/ /deɪ/

73 This /ðɪs/ /dɪs/

74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/

75 Without /wɪˈðaʊt/ /wɪˈtaʊt/

76 Won‟t /woʊnt/ /won/

77 Young /jʌŋ/ /jʌŋ/


69

Student 2: Andreas Wagimin




2 About /əˈbaʊt/ /əˈbot/


4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.rət/

5 Also /ˈɑːl.soʊ/ /ˈʌl.so/

6 And /ænd/ /en/

7 Another /əˈnʌð.ər/ /əˈnʌð.ə

r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/

10 Because /bɪˈkɑːz/ /bɪˈkaʊːs/



13 Can /kæn/ /ken/


15 Carefully /ˈkeə.fəl.i/ /ˈkerə.fʊl.i/

16 Cases /keɪs. ɪz/ /kes/

17 Change /tʃeɪndʒ/ /tʃeŋ/

18 Changed /tʃeɪndʒd/ /tʃeŋ/


20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/


r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ekˈsem.pəl /

27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspə

rs/



30 Forget /fərˈget/ /forˈget/

31 France /fræns/ /frens/




35 Habits /ˈhæb.ɪts/ /heb.ɪts/



38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.als/

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/


70



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/



43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/

44 Make /meɪk/ /mek/



rd/

47 Mean /miːn/ /mɪn/

48 Most /moʊst/ /mos/



51 Of /ɑːv/ /of/

52 Old /oʊld/ /ol/

53 Older /oʊld.ər/ /old.ə

r/

54 Only /ˈoʊn.li/ /ˈon.li/

55 Over /ˈoʊ. vər/ /ˈo.fə/

56 Path /pæθ/ /pʌt/

57 Progress /ˈproʊ.gres/ /ˈpro.gres/

58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/


60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpot/


62 Several /ˈsev. ər. əl/ /ˈse.frəl/

63 Sound /saʊnd/ /son/

64 Spanish /ˈspæn.ɪʃ/ /ˈspan.ɪs/



67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/

68 That /ðæt/ /det/

69 The /ðiː/ or /ðə/ /ndə/

70 Their /ðeər/ /nder/

71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/

72 They /ðeɪ/ /ndeɪ/



75 Without /wɪˈðaʊt/ /wɪˈtot/


77 Young /jʌŋ/ /joŋ/


71

Student 3: Apriyadi





3 Accent /ˈæk.sənt/ /ˈe.sən/

4 Accurate /ˈæk.jʊ.rət/ /ˈek.ʊ.ret/

5 Also /ˈɑːl.soʊ/ /ˈol.so/

6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈ ʌr. ʌ.bɪk/

10 Because /bɪˈkɑːz/ /bɪˈkos/



13 Can /kæn/ /ken/


15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/

16 Cases /keɪs. ɪz/ /kesəs/






r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ekˈsʌm.pəl /

27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈsposjə

r/







34 Good /gʊd/ /gʊt/

35 Habits /ˈhæb.ɪts/ /heb.ɪt/



38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ənsɪs/


72





42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/




46 Mastered /ˈmæ.stərd/ /ˈme.stə

rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈo.fər/

56 Path /pæθ/ /pet/



59 Recognize /ˈrek.əg.naɪz/ /ˈrek.og.naɪs/

60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.tɪd/

61 Second /ˈsek. ənd/ /ˈsek.ən/








69 The /ðiː/ or /ðə/ /də/

70 Their /ðeər/ /der/









73

Student 4: Angga Baskara







5 Also /ˈɑːl.soʊ/ /ˈəl.so/

6 And /ænd/ /en/


r/

8 Appears /əˈpɪərz/ /əˈpɪrs/

9 Arabic /ˈær.ə.bɪk/ /ˈer. e.bɪk/




13 Can /kæn/ /ken/



16 Cases /keɪs. ɪz/ /kesɪs/






r/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo ʒə

r/










37 Identify /aɪˈden.tɪ.faɪ/ /aɪˈden.tɪ.faɪ/




74










rd/





51 Of /ɑːv/ /of/



r/






59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. əg.naɪs/

60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.təd/


62 Several /ˈsev. ər. əl/ /ˈsev.ər.əl/


64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/


66 Spoken /ˈspoʊ.kən/ /ˈspʊ.kən/

67 Telephone /ˈtel.ə.foʊn/ /ˈtəl.ə.fon/




71 Theories /ˈθɪə.ri:z/ /ˈθɪo.ri:s/




75 Without /wɪˈðaʊt/ /wɪˈdaʊt/




75

Student 5: Athanasius Siwi Danurdara




2 About /əˈbaʊt/ /əˈboʊt/

3 Accent /ˈæk.sənt/ /ˈæk.sən/



6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈ ər. e.bɪk/




13 Can /kæn/ /kæn/

14 Can‟t /kænt/ /kæn/



17 Change /tʃeɪndʒ/ /tʃendʒ/

18 Changed /tʃeɪndʒd/ /tʃendʒ/




r/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/

28 First /ˈfɜːst/ /ˈfɜːst/













76









46 Mastered /ˈmæ.stərd/ /ˈmæ.stə

rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈo.vər/





60 Reported /rɪˈpɔːr.tɪd/ /rɪˈport/


62 Several /ˈsev. ər. əl/ /ˈsef.ər.əl/







69 The /ðiː/ or /ðə/ /di:/










77

Student 6: Bangun Prasojo






4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.rət/


6 And /ænd/ /en/


r/


r/





13 Can /kæn/ /ken/




17 Change /tʃeɪndʒ/ /tʃeɪŋ/

18 Changed /tʃeɪndʒd/ /tʃeɪŋs/



21 Desire /dɪˈzaɪər/ /dɪˈsaɪə/



24 End /end/ /en/

25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/














39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ən/


78



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sən/







rd/





51 Of /ɑːv/ /of/



r/














67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/












79

Student 7: Banu Budi Prasetya






4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/


6 And /ænd/ /en/


r/

8 Appears /əˈpɪərz/ /əˈpɪ

rs/





13 Can /kæn/ /ken/

14 Can‟t /kænt/ /kʌn/


16 Cases /keɪs. ɪz/ /keɪs/

17 Change /tʃeɪndʒ/ /tʃens/




21 Desire /dɪˈzaɪər/ /dɪˈsaɪr/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ɪkˈspo sjʊr/














80










rd/





51 Of /ɑːv/ /of/

52 Old /oʊld/ /ol/


r/

















70 Their /ðeər/ /ndeɪr/









81

Student 8: Dion Saktiyanto








6 And /ænd/ /en/


r/

8 Appears /əˈpɪərz/ /əˈpɪ

rs/

9 Arabic /ˈær.ə.bɪk/ /ˈər.e.bɪk/




13 Can /kæn/ /ken/








21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/



24 End /end/ /en/














38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əl/



82










r/





51 Of /ɑːv/ /of/



r/







60 Reported /rɪˈpɔːr.tɪd/ /reˈport/













73 This /ðɪs/ /ndɪs/






83

Student 9: Erwin Eka Asmara








6 And /ænd/ /en/


r/


rs/


10 Because /bɪˈkɑːz/ /bɪˈkaʊs/



13 Can /kæn/ /ken/




17 Change /tʃeɪndʒ/ /tʃeŋs/

18 Changed /tʃeɪndʒd/ /tʃeŋs/



21 Desire /dɪˈzaɪər/ /dɪˈzaɪə

r/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjər/














84










rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈoʊ. və

r/

56 Path /pæθ/ /pɑːθ/



59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. og.naɪs/



62 Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/

















85

Student 10: Fransiskus Asisi Danaredja





3 Accent /ˈæk.sənt/ /ˈək.sen/

4 Accurate /ˈæk.jʊ.rət/ /ˈək.ʊ.ret/


6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈər.e.bɪk/


11 Belief /bɪˈliːf/ /bəˈliːv/


13 Can /kæn/ /ken/





18 Changed /tʃeɪndʒd/ /tʃeɪnsd/




r/



24 End /end/ /en/








32 French /frentʃ/ /frentʃ/







39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ensɪs/


86










rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈo.və

r/




59 Recognize /ˈrek.əg.naɪz/ /ˈrek.ə.naɪz/


r.tɪd/


62 Several /ˈsev. ər. əl/ /ˈsev.ə.rəl/


64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/



67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/

68 That /ðæt/ /ðet/

69 The /ðiː/ or /ðə/ /ðə/

70 Their /ðeər/ /ðeɪr/


72 They /ðeɪ/ /ðeɪ/

73 This /ðɪs/ /ðɪs/


75 Without /wɪˈðaʊt/ /wɪˈðaʊt/




87

Student 11: Georgius Dwi Ananto Putra








6 And /ænd/ /en/


r/


rs/





13 Can /kæn/ /ken/

14 Can‟t /kænt/ /kent/



17 Change /tʃeɪndʒ/ /tʃeɪŋs/

18 Changed /tʃeɪndʒd/ /tʃeɪŋs/


20 Country /ˈkʌn.tri/ /ˈkon.tri/


r/



24 End /end/ /en/















39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens/


88










rd/





51 Of /ɑːv/ /of/

52 Old /oʊld/ /oʊld/


r/



r/




59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪz/






65 Speak /spiːk/ /spiːk/














89

Student 12: Hans Dewa Putra Werkudara






4 Accurate /ˈæk.jʊ.rət/ /ˈæk.jʊ.ret/

5 Also /ˈɑːl.soʊ/ /ˈʌl.soʊ/

6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈʌr. ʌ.bɪk/




13 Can /kæn/ /ken/



16 Cases /keɪs. ɪz/ /kes. ɪs/






r/



24 End /end/ /en/

25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/








33 Give /gɪv/ /gɪv/



36 Have /hæv/ /hev/





90








45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ /

46 Mastered /ˈmæ.stərd/ /ˈmʌstə

rd/





51 Of /ɑːv/ /of/



r/



r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnon.siˈe.sɪən/

59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪz/




















91

Student 13: Januarius Hartono Setya Darmadi






4 Accurate /ˈæk.jʊ.rət/ /ˈæk.ʊ.ret/

5 Also /ˈɑːl.soʊ/ /ˈ ɑːl.soʊ/

6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈʌr. ʌ.bɪk/


11 Belief /bɪˈliːf/ /bɪˈliːf/

12 Believe /bɪˈliːv/ /bɪˈliːf/



15 Carefully /ˈkeə.fəl.i/ /ˈ keə.fəl.i/







r/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjə

r/


29 Foreign /ˈfɔːr.ən/ /ˈfor.en/


31 France /fræns/ /fræns/





36 Have /hæv/ /hæf/


38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əls/



92



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈmeɪ.sɪən/


42 Language /ˈlæŋ.gwɪdʒ/ /ˈlæŋ.gwɪdʒ/




46 Mastered /ˈmæ.stərd/ /ˈmɑːstə

rd/



49 Native /ˈneɪ.tɪv/ /ˈneɪ.tɪf/


51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈ oʊ. və

r /

56 Path /pæθ/ /pɑːt/



59 Recognize /ˈrek.əg.naɪz/ /ˈrek.ə.naɪz/

60 Reported /rɪˈpɔːr.tɪd/ / rɪˈpɔː

r.tɪd/






66 Spoken /ˈspoʊ.kən/ /ˈspoʊ.kən/


68 That /ðæt/ /dæt/











93

Student 14: Kumara Yoga







5 Also /ˈɑːl.soʊ/ /ˈ ʌl.so/

6 And /ænd/ /en/


r/


rs/




12 Believe /bɪˈliːv/ /bəˈliːv/

13 Can /kæn/ /ken/


15 Carefully /ˈkeə.fəl.i/ /ˈ ker.fʊl.i/

16 Cases /keɪs. ɪz/ /keɪs.ɪs/





21 Desire /dɪˈzaɪər/ /dɪˈsaɪə/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ɪkˈsæm.pəl /

27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjə

r/




31 France /fræns/ /frɑːns/










94









46 Mastered /ˈmæ.stərd/ /ˈmʌstə

rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈ o.fə

r /




59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/

60 Reported /rɪˈpɔːr.tɪd/ / rɪˈpɔː

r.tɪd/
















76 Won‟t /woʊnt/ /woʊn/



95

Student 15: Setyanto Pamungkas








6 And /ænd/ /en/


r/

8 Appears /əˈpɪərz/ /əˈpɪrs/

9 Arabic /ˈær.ə.bɪk/ /ˈ er.ə.bɪk/




13 Can /kæn/ /ken/


15 Carefully /ˈkeə.fəl.i/ /ˈ ker.fʊl.i/

16 Cases /keɪs. ɪz/ /kes.əs/


18 Changed /tʃeɪndʒd/ /tʃens/






24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊ

r/




31 France /fræns/ /frentʃ/








39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns.əs/


96









46 Mastered /ˈmæ.stərd/ /ˈmɑːstə

rd/





51 Of /ɑːv/ /of/




55 Over /ˈoʊ. vər/ /ˈ o.fər /




59 Recognize /ˈrek.əg.naɪz/ /ˈrek.əg.naɪs/

60 Reported /rɪˈpɔːr.tɪd/ / rɪˈpor.təd/



















97

Student 16: Adriana Tita Kusuma








6 And /ænd/ /en/


r/


rz/

9 Arabic /ˈær.ə.bɪk/ /ˈʌr.ʌ.bɪk/






15 Carefully /ˈkeə.fəl.i/ /ˈkeər.fʊl.i/

16 Cases /keɪs. ɪz/ /kes.ɪs/






r/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjʊ

r/





32 French /frentʃ/ /fræns/



35 Habits /ˈhæb.ɪts/ /ˈheb.ɪt/



38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.a:ls/

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.es/


98








45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ/

46 Mastered /ˈmæ.stərd/ /ˈmʌ.stə

rd/





51 Of /ɑːv/ /of/





r/




59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/










69 The /ðiː/ or /ðə/ /di/










99

Student 17: Amanda Listyantari Wicaksana Dewi



1 Able /ˈeɪ.bl / /ˈeɪ.bl /





6 And /ænd/ /en/


r/


rz/

9 Arabic /ˈær.ə.bɪk/ /ˈ ər.ʌ.bɪk/




13 Can /kæn/ /ken/

14 Can‟t /kænt/ /kænt/

15 Carefully /ˈkeə.fəl.i/ /ˈkeə.fʊl.i/


17 Change /tʃeɪndʒ/ /tʃeɪndʒ/

18 Changed /tʃeɪndʒd/ /tʃeɪndʒ/

19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkɑːm.bɪˈne.sɪən/



r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl/


r/








35 Habits /ˈhæb.ɪts/ /ˈheɪb.ɪt/




39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu. əns/


100




rˈme.sɪən/



43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs.tɪks/




rd/




50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪsd/

51 Of /ɑːv/ /of/



r/



r/






r.tɪd/














74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.ʒu.ə.li/





101

Student 18: Augusta Kristyantari





3 Accent /ˈæk.sənt/ /ˈʌk.sen/



6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈʌ.re.bɪk/

10 Because /bɪˈkɑːz/ /bɪˈkaʊz/



13 Can /kæn/ /ken/

14 Can‟t /kænt/ /kɑːn/








r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ɪkˈsæm.pl/


r/












39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ɪns.ɪs /


102




rˈmeɪ.sən/





45 Manage /ˈmæn.ɪdʒ/ /ˈmɪn.ɪdʒ/


rd/





51 Of /ɑːv/ /of/



r/



r/

56 Path /pæθ/ /pʌθ/



59 Recognize /ˈrek.əg.naɪz/ /ˈreɪk.əg.naɪs/


rt/




64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪs/







71 Theories /ˈθɪə.ri:z/ /ˈteə.ri:s/








103

Student 19: Bernardin Safitri






4 Accurate /ˈæk.jʊ.rət/ /ˈæk.jʊ.rət/

5 Also /ˈɑːl.soʊ/ /ˈɑːl.so/

6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈʌ.rʌ.bɪk/



12 Believe /bɪˈliːv/ /bɪˈliːv/


14 Can‟t /kænt/ /kæn/

15 Carefully /ˈkeə.fəl.i/ /ˈkeə.fəl.i/

16 Cases /keɪs. ɪz/ /keɪs.ɪz/

17 Change /tʃeɪndʒ/ /tʃeɪndʒd/




21 Desire /dɪˈzaɪər/ /dɪˈzaɪə

r/



24 End /end/ /end/


26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl /

27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspoʊ.ʒə

r/


29 Foreign /ˈfɔːr.ən/ /ˈfɔːr.eɪn/


rˈget/





35 Habits /ˈhæb.ɪts/ /ˈhæb.ɪts/



38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈvɪd.ju.əlz/

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪz /


104



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fɔː

rˈmeɪ.ʃn/


42 Language /ˈlæŋ.gwɪdʒ/ /ˈlæŋ.wɪdʒ/

43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪst/




rd/


48 Most /moʊst/ /moʊst/

49 Native /ˈneɪ.tɪv/ /ˈnæ.tɪf/


51 Of /ɑːv/ /of/



r/



r/


57 Progress /ˈproʊ.gres/ /ˈprɔ:.gres/


59 Recognize /ˈrek.əg.naɪz/ /ˈrek.əg.naɪz/


r.tɪd/

61 Second /ˈsek. ənd/ /ˈsek. ənd/


63 Sound /saʊnd/ /saʊnd/







70 Their /ðeər/ /ðeə

r/

71 Theories /ˈθɪə.ri:z/ /ˈθɪə.ri:z/





76 Won‟t /woʊnt/ /woʊnt/



105

Student 20: Bernadetha Eka Pangesti







5 Also /ˈɑːl.soʊ/ /ˈɑːl.so/

6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈe.re.bɪk/




13 Can /kæn/ /ken/







20 Country /ˈkʌn.tri/ /ˈkoʊn.tri/


r/



24 End /end/ /end/


26 Example /ɪgˈzæm.pl / /ɪkˈsem.pl /


r/

28 First /ˈfɜːst/ /ˈfərs/










38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əlz/



106



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fɔː

rˈme.ʃn/



43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪst/




rd/





51 Of /ɑːv/ /of/




55 Over /ˈoʊ. vər/ /ˈɔ:.və

r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sən/


60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.təd/


62 Several /ˈsev. ər. əl/ /ˈsev. ər. əl/









71 Theories /ˈθɪə.ri:z/ /ˈteə.ri:z/








107

Student 21: Dewi Astuti








6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈe.rə.bɪk/




13 Can /kæn/ /ken/





18 Changed /tʃeɪndʒd/ /tʃenʒdəd/




r/


23 Don‟t /doʊnt/ /doʊn/

24 End /end/ /end/




r/












39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.səs/


108



40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fə

rˈme.sɪən/







rd/





51 Of /ɑːv/ /of/



r/



r/















70 Their /ðeər/ /deə

r/









109

Student 22: Efriana Bumi Pertiwi








6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈær.ə.bɪk/




13 Can /kæn/ /ken/









r/



24 End /end/ /en/




r/




31 France /fræns/ /fræns/







38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈvɪd.ju.əlz/

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.sɪs/


110




rˈmeɪ.sɪən/



43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪst/




rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈo.və

r/

56 Path /pæθ/ /pæt/





rt/



















111

Student 23: Elisa Hartini





3 Accent /ˈæk.sənt/ /ˈæk.sənt/


5 Also /ˈɑːl.soʊ/ /ˈol.soʊ/

6 And /ænd/ /en/


r/


rz/

9 Arabic /ˈær.ə.bɪk/ /ˈær.e.bɪk/

10 Because /bɪˈkɑːz/ /bɪˈkəz/




14 Can‟t /kænt/ /kɑːnt/


16 Cases /keɪs. ɪz/ /keɪs. ɪz/






r/



24 End /end/ /en/




r/




rˈget/

31 France /fræns/ /fræntʃ/







38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əlz/



112




rˈmeɪ.sɪən/


42 Language /ˈlæŋ.gwɪdʒ/ /ˈlæŋ.gwɪdʒ/

43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪst/



46 Mastered /ˈmæ.stərd/ /ˈmæ.stə

rd/



49 Native /ˈneɪ.tɪv/ /ˈnæ.tɪf/


51 Of /ɑːv/ /of/



r/



r/






r.tɪd/










70 Their /ðeər/ /ðeɪr/

71 Theories /ˈθɪə.ri:z/ /ˈθɪo.ri:z/








113

Student 24: Francisca Hillary Prastiwi








6 And /ænd/ /en/


r/


rs/





13 Can /kæn/ /ken/




17 Change /tʃeɪndʒ/ /tʃeŋs/





r/



24 End /end/ /en/




r/



30 Forget /fərˈget/ /fo

rˈget/

31 France /fræns/ /frɑːntʃ/








39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ən.sɪs/


114




rˈme.sɪən/







rd/





51 Of /ɑːv/ /of/



r/



r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /prəˌnʌn.siˈe.sɪən/



r.tɪd/











r/

71 Theories /ˈθɪə.ri:z/ /ˈθɪo.ri:s/








115

Student 25: Hilda Setyaningsih








6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈær.æ.bɪk/




13 Can /kæn/ /ken/

14 Can‟t /kænt/ /kænt/










24 End /end/ /en/




r/














116




rˈmeɪ.ʃn/







rd/




50 Noticed /ˈnoʊ.tɪsd/ /ˈnəʊ.tɪsd/

51 Of /ɑːv/ /of/



r/



r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnoʊn.siˈe.sɪən/



rt/










70 Their /ðeər/ /ðeɪ

r/









117

Student 26: Indah Sari Susetyaningtyas








6 And /ænd/ /en/


r/


rs/





13 Can /kæn/ /ken/



16 Cases /keɪs. ɪz/ /keɪs. ɪz/


18 Changed /tʃeɪndʒd/ /tʃeɪndʒd/

19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkəm.bɪˈne.sɪən/



r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ɪkˈsem.pl /

27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sʊ

r/




rˈget/









39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ən.sɪs/


118




rˈmeɪ.ʃn/







rd/





51 Of /ɑːv/ /of/



r/


55 Over /ˈoʊ. vər/ /ˈo. və

r/






rt əd/



63 Sound /saʊnd/ /saʊnd/




67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fəʊn/




r/






76 Won‟t /woʊnt/ /woʊnt/



119

Student 27: Juliana Mimi Prawesti








6 And /ænd/ /en/


r/


rs/





13 Can /kæn/ /ken/

14 Can‟t /kænt/ /kenət/

15 Carefully /ˈkeə.fəl.i/ /ˈker.ə.fʊl.i/







r/



24 End /end/ /en/

25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪs/



r /














120




rˈmeɪ.ʃn/







rd/





51 Of /ɑːv/ /of/



r/

54 Only /ˈoʊn.li/ /əʊn.li/


r/




59 Recognize /ˈrek.əg.naɪz/ /ˈrek.og.naɪs/


rt /







67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fən/



70 Their /ðeər/ /deɪ

r/









121

Student 28: Liliyana Ambar Kinasih





3 Accent /ˈæk.sənt/ /ˈʌk.sen/



6 And /ænd/ /en/


r/


rs/






14 Can‟t /kænt/ /kɑ:n/








r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ekˈsʌm.pəl /


r /








35 Habits /ˈhæb.ɪts/ /ˈhæb.ɪts/






122




rˈmeɪ.ʃn/





45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ /


rd/





51 Of /ɑːv/ /of/



r/

54 Only /ˈoʊn.li/ /əʊn.li/

55 Over /ˈoʊ. vər/ /ˈoʊ.fə

r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /prəˌnʌn.siˈe.sɪən/



rt /











r/









123

Student 29: Maria Goretty Evangelista Andari








6 And /ænd/ /en/


r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈ ʌr.ə.bɪk/



12 Believe /bɪˈliːv/ /bɪˈliːf/

13 Can /kæn/ /ken/





18 Changed /tʃeɪndʒd/ /tʃeŋs/




r/



24 End /end/ /en/


26 Example /ɪgˈzæm.pl / /ɪkˈsʌm.pəl /


r /




rˈget/











124




rˈme.sɪən/







rd/




50 Noticed /ˈnoʊ.tɪsd/ /ˈno.taɪs/

51 Of /ɑːv/ /of/



r/

54 Only /ˈoʊn.li/ /on.li/


r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /prəˌnaʊn.siˈe.sɪən/



rtəd /


62 Several /ˈsev. ər. əl/ /ˈsev.ər. əl/








70 Their /ðeər/ /ndeɪ

r/









125

Student 30: Sisilia Nawang Wulandari








6 And /ænd/ /en/


r/


rs/





13 Can /kæn/ /ken/









r/



24 End /end/ /en/




r /




rˈget/

31 France /fræns/ /frʌns/










126




rˈme.sɪən/







r/





51 Of /ɑːv/ /of/



r/



r/






r.təd /











r/









127

APPENDIX C

The Comparison of the Phonetic

Transcriptions


128

The Table of Phonetic Transcriptions Comparison

No Words

Phonetics Transcription

Longman Dictionary Common

Mispronunciation



3 Accent /ˈæk.sənt/ /ek.sən/

4 Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/

5 Also /ˈɑːl.soʊ/ /ol.so/

6 And /ænd/ /en/ 7 Another /əˈnʌð.ə

r/ /əˈnʌd.ə

r/


rs/

9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪ ˈkos/



13 Can /kæn/ /ken/


15 Carefully /ˈkeə.fəl.i/ /ˈker.ə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes. ɪs/



19 Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/



r/



24 End /end/ /en/



27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪə

r /




rˈget/










129

No Words

Phonetics Transcription

Longman Dictionary Common

Mispronunciation

39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/








rd/





51 Of /ɑːv/ /of/



r/



r/



58 Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/



r.təd /











r/









130

APPENDIX D

The Result of the Research

Analysis


131

List of Lenition Occurrence

Types Words Longman

Dictionary

Participants’

pronunciation Changes

Weakening

Sound

Appears /əˈpɪərz/ /əˈpɪə

rs/

Voiced /z/

voiceless /s/

Because /bɪˈkɑːz/ /bɪ ˈkos/ Voiced /z/

voiceless /s/

Believe /bɪˈliːv/ /bəˈliːf/ Voiced /v/

voiceless /f/

Cases /keɪs. ɪz/ /kes. ɪs/ Voiced /z/

voiceless /s/

Desire /dɪˈzaɪər/ /dɪˈsaɪə

r/

Voiced /z/

voiceless /s/

Does /dʌz/ /dʌs/ Voiced /z/

voiceless /s/

Example /ɪgˈzæm.pl / /ɪkˈsem.pəl /

Voiced /g/

and /z/

voiceless /k/

and /s/


r /

Voiced /ʒ/

voiceless /s/

Give /gɪv/ /gɪf/ Voiced /v/

voiceless /f/

Have /hæv/ /hef/ Voiced /v/

voiceless /f/


Voiced /v/

and /z/

voiceless /f/

and /s/

Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ Voiced /z/

voiceless /s/

Native /ˈneɪ.tɪv/ /ˈne.tɪf/ Voiced /v/

voiceless /f/

Of /ɑːv/ /of/ Voiced /v/

voiceless /f/


r/

Voiced /v/

voiceless /f/

Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ Voiced /z/

voiceless /s/

Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ Voiced /v/

voiceless /f/

Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ Voiced /z/

voiceless /s/

Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ Voiced /ʒ/

voiceless /s/

Without /wɪˈðaʊt/ /wɪˈtot/ Voiced /ð/

voiceless /t/


132

Types Words Longman

Dictionary

Participants’


Aphaersis - - - -

Apocope - - - -

Syncope

Also /ˈɑːl.soʊ/ /ol.so/ Loss of /ʊ/

sound

Cases /keɪs. ɪz/ /kes. ɪs/ Loss of /ɪ/

sound

Change /tʃeɪndʒ/ /tʃens/ Loss of /ɪ/

sound

Changed /tʃeɪndʒd/ /tʃens/ Loss of /ɪ/

sound

Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ Loss of /ɪ/

sound


r /

Loss of /ʊ/

sound

Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ Loss of /a/

sound


Loss of /ɪ/

sound

Make /meɪk/ /mek/ Loss of /ɪ/

sound

Most /moʊst/ /mos/ Loss of /ʊ/

sound

Native /ˈneɪ.tɪv/ /ˈne.tɪf/ Loss of /ɪ/

sound

Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ Loss of /ʊ/

sound

Old /oʊld/ /old/ Loss of /ʊ/

sound

Older /oʊld.ər/ /old.ə

r/

Loss of /ʊ/

sound

Only /ˈoʊn.li/ /on.li/ Loss of /ʊ/

sound


r/

Loss of /ʊ/

sound

Progress /ˈproʊ.gres/ /ˈpro.gres/ Loss of /ʊ/

sound

Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ Loss of /ɪ/

sound

Spoken /ˈspoʊ.kən/ /ˈspo.kən/ Loss of /ʊ/

sound

Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ Loss of /ʊ/

sound


133

Types Words Longman

Dictionary

Participants’


Cluster

Reduction

Accent /ˈæk.sənt/ /ek.sən/ Loss of /t/

sound

And /ænd/ /en/ Loss of /d/

sound

Can‟t /kænt/ /ken/ Loss of /t/

sound

Changed /tʃeɪndʒd/ /tʃens/ Loss of /d/

sound

Don‟t /doʊnt/ /don/ Loss of /t/

sound

End /end/ /en/ Loss of /d/

sound

English /ˈɪŋglɪʃ/ /ˈɪŋ.lɪs/ Loss of /g/

sound

First /ˈfɜːst/ /ˈfɜːs/ Loss of /t/

sound

Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ Loss of /j/

sound

Just /dʒʌst/ /dʒʌs/ Loss of /t/

sound

Language /ˈlæŋgwɪdʒ/ /ˈleŋ.wɪdʒ/ Loss of /g/

sound

Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ Loss of /t/

and /s/ sound

Most /moʊst/ /mos/ Loss of /t/

sound

Noticed /ˈnoʊ.tɪst/ /ˈno.tɪs/ Loss of /t/

sound

Second /ˈsek. ənd/ /ˈsek. ən/ Loss of /d/

sound

Sound /saʊnd/ /saʊn/ Loss of /d/

sound

Won‟t /woʊnt/ /won/ Loss of /t/

sound

Haplology - - - -


134

List of Fortition Occurrence

Words Longman

Dictionary

Participants’


Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ Central mid /ə/ Front mid

/e/

Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ Central mid /ə/ Front mid

/e/

Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən

/

Central mid unrounded /ə/

Low back rounded /o/

Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ Central mid unrounded /ə/

Low back rounded /o/

List of Sound Addition Occurrence

Words Longman

Dictionary

Participants’


Able /ˈeɪ.bl / /ˈe.bəl / Addition /ə/ sound in /bl/

cluster

Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / Addition /ə/ sound in /pl/

cluster

List of Fusion Occurrence

Words Longman

Dictionary

Participants’


About /əˈbaʊt/ /əˈbot/ /aʊ/ diphthong /o/ vowel

Without /wɪˈðaʊt/ /wɪˈtot/ /aʊ/ diphthong /o/ vowel

List of Unpacking Occurrence

Words Longman

Dictionary

Participants’


Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ Unpacking of /ʃ/ /s/, /ɪ/, and

/ə/ sounds


r /

Unpacking of /ʒ/ /s/, /ɪ/, and

/ə/ sounds


Unpacking of /ʃ/ /s/, /ɪ/, and

/ə/ sounds

Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ Unpacking of /ʃ/ /s/, /ɪ/, and

/ə/ sounds


135

List of Vowel Breaking Occurrence

Words Longman

Dictionary

Participants’


Country /ˈkʌn.tri/ /ˈkaʊn.tri/ Breaking of /ʌ/ /aʊ/ sounds

Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ Breaking of /ə/ /eɪ/ sounds

List of Assimilation Occurrence

Words Longman

Dictionary

Participants’


Appears /əˈpɪərz/ /əˈpɪə

rs/ /z/ /s/

Because /bɪˈkɑːz/ /bɪ ˈkos/ /z/ /s/

Believe /bɪˈliːv/ /bəˈliːf/ /v/ /f/

Cases /keɪs. ɪz/ /kes. ɪs/ /z/ /s/

Change /tʃeɪndʒ/ /tʃens/ /dʒ/ /s/

Does /dʌz/ /dʌs/ /z/ /s/

Give /gɪv/ /gɪf/ /v/ /f/

Good /gʊd/ /gʊt/ /d/ /t/

Have /hæv/ /hef/ /v/ /f/

Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ /z/ /s/

Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ /z/ /s/

Native /ˈneɪ.tɪv/ /ˈne.tɪf/ /v/ /f/

Of /ɑːv/ /of/ /v/ /f/

Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ /z/ /s/

Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ /z/ /s/

List of Abnormal Sound Changes Occurrence

Types Words Longman

Dictionary

Participants’

pronunciation

Front low /æ/ to Front

mid /e/


Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/

And /ænd/ /en/

Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/

Can /kæn/ /ken/

Can‟t /kænt/ /ken/ Example /ɪgˈzæm.pl / /ɪkˈsem.pəl /

France /fræns/ /frens/

Habits /ˈhæb.ɪts/ /ˈheb.ɪts/

Have /hæv/ /hef/

Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/

Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ /

Path /pæθ/ /pet/

Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/

That /ðæt/ /det/


136

Types Words Longman

Dictionary

Participants’

pronunciation

Interdental

to alveolar

/ð/ to /d/

Another /əˈnʌð.ər/ /əˈnʌd.ə

r/

That /ðæt/ /det/

The /ðiː/ or /ðə/ /də/

Their /ðeər/ /deɪ

r/

They /ðeɪ/ /deɪ/

This /ðɪs/ /dɪs/

/θ/ to /t/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/

Path /pæθ/ /pet/

The Distribution of Sound Change Types


Lenition

- Weakening Sound

- Syncope

- Cluster Reduction

Fortition

16 Cases

5 Cases

3 Cases

6 Cases

2 Cases

55.17%

17.24%

10.34%

20.69%

6.90%

Sound Addition 1 Cases 3.45%

Fusion 1 Cases 3.45%

Unpacking 2 Cases 6.90%

Vowel Breaking 2 Cases 6.90%

Assimilation 4 Cases 13.79%

Abnormal Sound Change 3 Cases 10.34%

Total 29 Cases

100%


Documents

THE ENGLISH SOUND CHANGES AMONG JAVANESE … · penelitian ini yakni 1) apa saja jenis perubahan bunyi dalam pengucapan kata bahasa Inggris yang dilakukan oleh mahasiswa berbahasa