EDUCATION DEPARTMENT OF UIN SUSKA RIAU
BY
DESI RAMA SIN. 11810422782
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
EDUCATION DEPARTMENT OF UIN SUSKA RIAU
BY
DESI RAMA SIN. 11810422782
Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S. Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
i
ii
iii
ACKNOWLEDGMENT
In the name of Allah, the most Gracious and Merciful, praise belongs to Allah almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “An Analysis on Students’ Ability in Pronouncing English Diphthong and Triphthong at English Education Department of UIN SUSKA RIAU”. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S. Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last mesengger of Allah, prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to the researcher‟s beloved mommy Mrs.
Ratnawati who has devoted all love and affection as well as moral and material attention. and My beloved sibling Mrs. Sri Lestari. May Allah SWT always bestow grace, health, and blessings in the world and in the here after for the kindness that has given to the researcher. Thank you for the love, hug, pray and support to the researcher. Thank you so much Mom. Please keep becoming my inspiration.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M. Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj, Helmiati, M. Ag., as Vice Rector I, Dr. H. Mas‟ud Zein, M.Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., M. Sc., Ph.D, as Vice Rector III, and all staff. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
iv
Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and the encouragement.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Robi Kurniawan, S.Pd, M.A, the Academic Supervisor for his guidance to the students.
6. Hj. Harum Natasha, M.Pd, my beloved supervisor who has given me correction, suggestions, support, advice, and guidance in accomplishing this thesis.
7. All lecturer of English Education Department who have given their knowledge an information to the researcher through the meeting in the class or personally.
8. Hj. Harum Natasha, M.Pd as the rater 1 and Kurnia Budiyanti, M.Pd as the rater 2. Thank you for the help and suggestion that have been given to the researcher to finish this thesis.
9. The students of fifth semester at English Education Department(EED) who had participated in collecting data process, thank you so much.
10. The researcher‟s love, Feby Berliana Difa, S.Pd, Siti Amaliah, S.Pd, Meitri Mega Islami, S.Pd. Thank you for the love, motivation, hug and support for 4 years.
11. The researcher‟s sweetheart, Mutiara Dina, S.Pd, Siti Fadila Rahmi, Vemithalia, S.Pd, Khofifah Aznel, S.Pd and Hafifah Dwi Lestari, S.Pd.
For accompany the researcher almost 4 years . Thank you for give me a lot of love and support. Thank you for making my university life full of happiness.
12. All of my friends in English Education Department(EED) 2018, especially all of te members of E class. Thank you for support and memories.
v
Finally, the researcher realize that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, December 15th 2022 The Reseacher
Desi Rama 11810422782
vi
ABSTRACT
Desi Rama (2023): An Analysis on Students’ Ability in Pronouncing English Diphthong and Triphthong at English Education Department of UIN SUSKA RIAU
The purpose of this research was to know the students‟ ability in pronouncing English diphthong and triphthong in the fifth semester of English Education Department in UIN SUSKA Riau. This research used quantitative research. The research design of this reseach was descriptive quantitative. This research was carried out on september 2022 at Department of English Education UIN SUSKA Riau. The population in this research were 124 students. The sample were taken by using simple random sampling technique, so that the sample obtained were 25 students of 5A-5E class. The instrument used in this research was a pronunciation test of English diphthong and triphthong words, With the total words are 25 words which consist of 8 kinds of English diphthong and 5 kinds of English triphthong.
For each kinds, there are two focus words. It used voice recorder to record the students' pronunciation. The findings revealed that there were 4 students in “Very good” category. There are 12 students in “Good” category. There are 6 students in
“Enough” category. There are 3 students in “Less” category. The researcher concluded that the students‟ ability in pronouncing diphthong and triphthong in
“Good” category.
vii
ABSTRAK
Desi Rama (2023): Analisis Kemampuan Siswa dalam Mengucapkan Diftong dan Triftong Bahasa Inggris di Jurusan Pendidikan Bahasa Inggris UIN SUSKA RIAU
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan mahasiswa dalam mengucapkan diftong dan triphthong bahasa Inggris pada semester lima Jurusan Pendidikan Bahasa Inggris di UIN SUSKA Riau. Penelitian ini menggunakan penelitian kuantitatif. Rancangan penelitian ini adalah deskriptif kuantitatif.
Penelitian ini dilaksanakan pada bulan september 2022 di Jurusan Pendidikan Bahasa Inggris UIN SUSKA Riau. Populasi dalam penelitian ini adalah 124 siswa. Sampel diambil dengan menggunakan teknik simple random sampling, sehingga diperoleh sampel sebanyak 25 siswa kelas 5A-5E. Instrumen yang digunakan dalam penelitian ini adalah tes pelafalan kata-kata diftong dan triphthong bahasa Inggris, dengan jumlah kata sebanyak 25 kata yang terdiri dari 8 macam diftong bahasa Inggris dan 5 macam triphthong bahasa Inggris. Untuk setiap jenis, ada dua kata fokus. Ini menggunakan perekam suara untuk merekam pengucapan siswa. Hasil penelitian menunjukkan bahwa terdapat 4 siswa dengan kategori “Sangat Baik”. Terdapat 12 siswa dalam kategori “Baik”. Terdapat 6 siswa dalam kategori “Cukup”. Ada 3 siswa dalam kategori “Kurang”. Peneliti menyimpulkan bahwa kemampuan siswa dalam melafalkan diftong dan triphthong dalam kategori “Baik”.
viii
صخلم
امار يسيد ،
) ٠٢٠٢ في ةيزيلنجلإابغنثفرتوغنوثبيد قطن في ذيملاتلا ةردقل ليلتح :)
مساق فيرشلا ناطلسلا ةعمابج ةيزيلنجلإا ةغللا ميلعت مسق ويار ةيموكلحا ةيملاسلإا
قطن ىلع بلاطلا ةردق ديدتح وى ةساردلا هذى نم ضرغلا ةيزيلنجلإا ةغللغنثفرتوغنوثبيد
مالخا لصفلا في في ةيزيلنجلإا ةغللا ميلعت مسق نم س
مساق فيرشلا ناطلسلا ةعمابج
تم .يمك يفصو وميمصت .ايمك اثبح ثحبلا اذى مدختسي .ويار ةيموكلحا ةيملاسلإا برمتبس في هؤارجإ 2222
مساق فيرشلا ناطلسلا ةعمابج ةيزيلنجلإا ةغللا ميلعت مسق في
با تانيعلا ذخأ تم .ويار ةيموكلحا ةيملاسلإا ةيئاوشعلا تانيعلا ذخأ ةينقت مادختس
نم ةنيع ىلع لوصلحا تم ثيبح ةطيسبلا 25
فوفصلا في اذيملت 5أ
- 5 ةادلأا .و
ةغللا في غنثفرتوغنوثبيد نم تاملكلا قطن رابتخا يى ثحبلا اذى في ةمدختسلدا نم نوكتت تيلاو ،ةيزيلنجلإا 8
و ةيزيلنجلإا ةغلل غنوثبيد نم عاونأ 5
نم عاونأ
نثفرت ليجستل توص لجسم مدختسُي .زيكترلل ناتملك كانى ،عون لكل .ةيزيلنجلإاةغللغ
دوجو جئاتنلا ترهظأ .ذيملاتلا قطن دجوي ."اًدج ديج" ةئف في بلاط 4
في اًبلاط 22
دجوي ."ديج" ةئف 6
دجوي ."ىفك" ةئف في بلاط 3
تصلخو ."لقأ" ةئف في بلاط
فدلا قطن ىلع بلاطلا ةردق نأ لىإ ةثحابلا
."ديج" ةئف في تناك غنوتفيترلاو تاعا
ix
LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صَّخَلُم
... viiiLIST OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF CHARTS ... xiii
LIST OF APPENDICES... xiv
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Problem of the Research ... 5
1. Identification of the Problem ... 5
2 Limitation of the Problem ... 5
3. Formulation of the Problem ... 5
C. Objective and Significant of the Research ... 6
1. Objective of the Research ... 6
2. Significant of the research ... 6
D. Definition of term ... 6
CHAPTER II LITERATURE REVIEW A. Theoretical Framework ... 8
1. Pronunciation... 8
2. Diphthong ... 12
3. Triphthong ... 17
B. Relevant Research ... 20
C. Operational Concept ... 22
x
CHAPTER III METHOD OF THE RESEARCH
A. Design of the Research ... 23
B.Time and Location of the Research ... 23
C. Subject and Object of the Research ... 24
D. Population and Sample of the Research ... 24
1. Population of the Research ... 24
2. Sample of the Research ... 24
E. Technique of Data Collection ... 25
F. Technique of Data Analysis ... 27
CHAPTER IV FINDING AND DISCUSSION A. Finding ... 29
B. Discussion... 34
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 36
B. Suggestion ... 36 REFERENCES
APPENDICES
CURRICULUM VITAE
xi
LIST OF TABLES
Table II.1 Consonant ... 11 Table II.2 Vowel ... 12 Table III.1 The Population of the Students at the Fifth Semester of
English Education Department UIN SUSKA RIAU ... 24 Table III.2 The Sample of the Students at the Fifth Semester of Engliah
Education Department UIN SUSKA RIAU ... 25 Table III.3 The Blue Print of English Diphthong and Triphthong ... 26 Table III.4 The Scoring Criteria of English Diphthong and Triphthong .... 27 Table III. 5 The Classification of Students‟score ... 28 Table IV. 1 Students‟ Score in Pronouncing English and Triphthong ... 30 Table IV. 2 Descriptive Statistic Students‟ Pronunciation English
Diphthon and Triphthong ... 31 Table IV. 3 The score frequency and Classification of Students‟ Ability
in Pronouncing English Diphthong and Triphthong ... 33
xii
LIST OF FIGURES
Figure II.1 Features of Diphthong ... 13
Figure II.1.1 The Diphthong /ɪə/ ... 14
Figure II.1.2 The Diphthong /eə/ ... 14
Figure II.1.3 The Diphthong /ʊə/ ... 15
Figure II.1.4 The Diphthong /eɪ/ ... 15
Figure II.1.5 The Diphthong /ɑɪ/ ... 16
Figure II.1.6 The Diphthong /ɔɪ/ ... 16
Figure II.1.7 The Diphthong /əʊ/ ... 17
Figure II.1.8 The Diphthong /ɑʊ/ ... 17
Figure II.2 Features of Triphthong ... 18
xiii
LIST CHARTS
Chart II.1 Frequency of Students‟ Score in Pronouncing English Diphthong and Triphthong ... 31 Chart II.2 Percentage of Students‟ score in Pronouncing English
Diphthong and Triphthong ... 32
xiv
LIST OF APPENDICES
Appendix 1 Syllabus
Appendix 2 Instrument of Pronunciation Test Appendix 3 Raters‟ Check Sheet
Appendix 4 Rekomendation Letter Appendix 5 Documentation
1 CHAPTER I
INTRODUCTION
A. Background of the Problem
Speaking is one of the skills in English. In speaking, the learners have to have a good pronunciation. A person can be understood if the pronunciation is clear. The correct pronunciation will carry the correct meaning, but if the pronunciation is wrong it will carry the wrong meaning. As non-native speakers Indonesian learners have to learn how to pronounce words in L2 correctly although they often make error when pronounce English words (Shaymaa, 2021). If the learners have a good pronunciation, They can be easily understood so that no misunderstanding takes place, Richards et al (2010) state that pronunciation as the technique for creating specific sounds.
According to Gilakjani (2016), Pronunciation should be viewed as more than correct production of individual sounds or words. It should be viewed as an important part of communication that is incorporated into classroom activities. Hornby (1995) states that pronunciation is the way in which a language is spoken, the way in which a word is pronounced, the way a person speaks the words a language. While Harmer (2001) proposes that the areas of pronunciation which we need to draw our students‟
attention to include individual sounds they are having difficulty with word
and phrase/sentence, stress and intonation. English vowels consist of three types, they are pure vowel, diphthong, and triphthong.
Roach (1998) mentions that diphthongs are sounds which consist of a movement or glide from one vowel to another. A vowel which remains constant and does not glide is call a pure vowel . And one of the most common pronunciation mistakes that result in a learner of English having a "foreign " Accent is the production of pure vowel where a diphthong should be pronounced. McMahon (2002) proposes that diphthongs change in quality during their production, and are typically transcribed with one starting point, and aquite different end point; as might be expected from this description,diphthongs are typically long vowels. In English, all diphthongs have the first element as longer and more prominent than the second, and are known as falling diphthongs. While, a triphthong is a glide from one vowel to another and then to a third produced rapidly and without interruption (Roach, 1998). So, diphthong sound has two vowel sounds and triphtong sound has three vowel sounds.
Some of previous studies have discussed about the topic of pronunciation of diphthong and triphthong. As research by Donal (2016), the researcher focuses on students difficulties in pronouncing English diphthong. In the other research Suryatiningsih (2015), the researcher analyzes the students‟ ability in pronouncing diphthong, and the result is the students‟ ability in pronouncing English diphthong was in “fair”
category. Farooq et al (2018) focus to identify triphthong in Pakistani
English (PakE). Another Research by Saadah and Ardi (2020) analyzed students pronunciation error in English diphthong. The result is ability of students in pronouncing diphthong were “fair” category with the total percentage 60 %.
The fifth semester‟ students of English Education Department had taken phonetic and phonology course when they are in the third semester.
Based on Syllabus Phonetic and Phonology Course in English Education Department students. One of the goals of this course is students have a deep understanding of English pronunciation. It means students are able to pronunce the words especially the word that containing diphthong and triphthong sound. But in fact the students still made error in pronounciation even though they have studied phonetic and phonology subject in the previous semester. Based on preliminary research at English Education Department, students pronunciation ability have been better.
However, some of students still were difficult when prononounced words that containing English diphthong and triphtong, example for diphthong sounds , “able” it should be /„eɪbl/ , but they pronounced “ebel”, “go” it should be /gəʊ/ but they pronounced “go” and for triphthong “tower” it should be / tɑʊə(r)/ but they pronounced “towe(r)”. The reason they were difficult to pronounce because English is not their mother tongue and they lack of knowledge with the some words containing diphthong and triphthongs
Based on the researcher‟s experience after the researcher took the course. Even though the researcher's ability in pronunciation improved, the researcher still made error in pronouncing some words in English.
especially the words containing diphthong and triphthong. It also happened when she observed some of her friends when they were speaking English.So that, Sometimes the message that conveyed was difficult to understand because mispronunciation.
The researcher got such the case by interviewing one of the pronunciation lecturers of English Education Department (EED).
Pronunciation ability of some of students in speaking is less good. In teaching learning process, when they were talking to their lecturer, they pronounced English words, it‟s like pronounce Indonesian words. So, sometime it makes misunderstanding. When they are conveying their idea, some of them still made error in pronouncing the words. It also made misunderstanding.
Some of previous study just focused on diphthong and another just focused on triphthong. In this research the researcher is interested in conducting a research about students ability in pronouncing English diphthong and triphthong. In this research, the researcher will be looking for the differences with the previous study.
Based on the description above, the researcher is interested in conducting a research entitled “AN ANALYSIS ON STUDENTS’
ABILITY IN PRONOUNCING ENGLISH DIPHTHONG AND
TRIPHTHONG AT ENGLISH EDUCATION DEPARTMENT OF UIN SUSKA RIAU”.
B. Problem of the Research
1. Identification of the Problem
The problem of the research that the researcher will analyze are as follows :
a. Some of students were difficult to pronounce some words containing English diphthong.
b. Some of students were difficult to pronounce some words containing English triphthong.
c. There are several factors that cause students were difficult to pronounce English diphthong and triphthong
2. Limitation of the Problem
Based on identification of the problem, the researcher limits and focuses to the problem of this research “Students‟ Ability in Pronouncing English Diphthong and Triphthong in the fifth semester of English Education Department in UIN SUSKA Riau”.
3. Formulation of the Problem
The formulation of this research is how is the students‟ ability in pronouncing English diphthong and triphthong in the fifth semester of English Education Department UIN SUSKA Riau?
C. Objective and Significance of the Research 1. Objective of the Research
Based on the formulation of the research above, the objective of the research is to know the students‟ ability in pronouncing English diphthong and triphthong in the fifth semester of English Education Department in UIN SUSKA Riau.
2. Significance of the Research
The significance of the research is addressed to give the insight that very meaningful:
a. Theoritically, the significances of this research are to know the students‟ ability in pronouncing English diphthong and triphthong and findings are also expected to be positive and valuable information for the readers especially for those who concern in the world of teaching and learning English as a foreign language.
b. Practically, the finding of this research is also hoped to be useful as a means of adding references for English Education Department at UIN SUSKA Riau.
D. Definition of the Term 1. Pronunciation
According to Gilakjani cited in Ambalegin et al (2018), Pronunciation is how words are spoken in an acceptable way. In this research, pronunciation is a way of producing sound according to the rules.
2. Diphthong
Carr cited in Pratiwi et al (2021) assert that diphthongs are a series of two types of vowel sounds with 'squash' together, diphthongs provide phonemic feedback in many languages, one of which is in English. while Fromkin et al (2003) suggest that a sequence of two vowel sounds is called a diphthong. In this research, diphthong is a combination of two vowels spoken at once.
3. Triphthong
Richards et al (2010)state that the combination of three vowels are called triphthong.The triphthong consist of closing diphthong and ə (schwa). In this research, triphthong is a combination of three vowels spoken at once.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Pronunciation
a. Concept of Pronunciation
Gilakjani (2016) asserts that pronunciation refers to the sound is produced and used by people to make meaning. Pronunciation is the act or manner of pronouncing words; utterance of speech, a way of speaking a word, especially a way that is accepted or generally understood, and a graphic representation of the way a word spoken, using phonetic symbols. Otlowski (1998) states that pronunciation is the way of uttering a word in an accepted manner. According to Paulston & Burder cited in Gilakjani (2016), pronunciation is the production of a sound system which doesn't interfere with communication either from the speakers‟ or the listeners‟ viewpoint.
Cakir et al (2014) mentions that in foreign language learning learners usually find the target language pronunciation difficult because the new sounds do not always correspond to the ones in their mother tongue. Good pronunciation leads to study and bad pronunciation brings great difficulty in teaching the language (Gilakjani, 2016). Fraenkel (1984) expresses that there are two main steps to learning how to pronounce a language:
1) Receptive/List Stage
In this stage, we learn to differentiate the significant sounds and pattern by listening to the language.
2) Productive/Speaking Stage
By this stage, we learn to speak or to produce what we have learned before.
b. Features of Pronunciation 1) Suprasegmental
Muslich cited in Octavia (2018) purposes that suprasegmental or prosody is an element that accompanies and influences the sound of language, and is not a true sound.
a) Intonation
Intonation is the use of tone to indicate meaning difference at the level of the whole phrase or sentence. In addition to giving meaning, intonation provides clues to the listener about the speaker's attitude,so the listener can undersand and interprate what he hears (Sukarni et al, 2020).
Wells cited in Alsmadi (2020) mentions that intonation as speech‟ melody. According to Wells cited in Holliman (2016), there are several functions of intonation :
1) Attitudinal (to express speaker's mood, emotions, and feeling).
2) Grammatical (to indicate the difference between a statemennt and a question)Focusing (to focus attention on certain words for meaning).
3) Discourse (to indicate how ideas go together in a conversation).
4) Psychological (to make the ideas are easier to understood,remembered and said) and
5) Indexical (to indicate personal , social or cultural identities like teacher, friends and mother)
a) Stress
Underhill cited in Lasi (2020) that stress is a particular syllable in a word that is emphasized or accented. Kelly (2000) suggests that the stressed syllable has a louder sound level compared to the others, changes in tone and the addition of vowels in the syllable. The use of stress in speaking helps the speaker conveys the message and the audience understands the message easily when interacting, because stress is related to intonation.
b) Tone of Voice (Voice Quality)
Skandera et al (2004) state that tone of voice (voice quality) is the difference in “colour that we hear between two voices when they procuces a sound with otherwise exactly the same phonetic features(purely phonetic and distinctive)
2. Segmental
According to Byrne cited in Khorasani (2017), segmental is how segmental features (vowels and consonants) are produced by articulators (tongue, lips, vowels cards). Roach( 1998) mentions that vowel and consonant are familiar but they are different. The differences vowel and consonant is how their way are produced.
a) Consonant
Fromkin et al (2003) define that consonants are produced when the vocal tract is restricted or closed which obstructing the flow of air from the lungs. There are 24 consonant phonemes :
Table II.1 Consonant
No Sounds Letter Example Phonetic
Symbols Meaning
1 /b/ B Buy baɪ Membeli
2 /d/ D Crop krɒp Memotong
3 /h/ H High haɪ Tinggi
4 /j/ Y You juː Anda
5 /g/ G Get Get Mendapat
6 /f/ F Find faɪnd Menemukan
7 /k/ K Cat Kæt Kucing
8 /l/ L Lamp Læmp Lampu
9 /n/ N Number „nʌmbe(r) Angka
10 /p/ P Pen „pen Pena
11 /r/ R Cry Krai Menangis
12 /w/ W Wet Wet Basah
13 /tʃ/ Ch Teach tɪ:tʃ Mengajar
14 /dʒ/ J Judge dʒʌdʒ Menilai
15 /m/ M Man Mæn Pria
16 /ŋ/ Ng King Kiŋ Raja
17 /z/ Z Rose „rəʊzeɪ Bunga mawar
18 /s/ S Spread Spred Menyebar
19 /ʃ/ Sh Show ʃəʊ Menunjukkan
20 /θ/ Th Throat θrəʊt Tenggorokan
21 /v/ V Voice vɔɪs Suara
22 /ð/ Th Then Ðen Kemudian
23 /t/ T Tree trɪː Pohon
24 /ʒ/ G Genre „ʒɑːnrə Aliran
b) Vowel
Roach (1998) asserts that English short vowel are only relatively short, as well shall see later, vowels can have quite different length in different contet, and english long vowel.Yule (2010) proposes that In vowel sounds, the shape of the sound is influenced by the tongue, which must be passed by the air flow, because the relatively free air flow produces vocal sounds. Fromkin (2003) states that vocal quality depends on the shape of the vocal tract as air passes through it. The quality of a vowel depends on the shape of the vocal tract as the air passes through. Vowel features : low/high, back/front, round, nasal, long.
Table II.2 Vowel
No Sounds Example Phonetic
symbols Meaning
1 /uː/ Food fuːd Makanan
2 /ʌ/ Cup kʌp Cangkir
3 /ɜː/ Bird bɜːd Burung
4 /ɑː/ Arm ɑːm Lengan
5 /ɔː/ All ɔːl Semua
6 /ɪː/ See sɪː Melihat
7 /ʊ/ Pull pʊl Menarik
8 /ɒ/ Hot hɒt Panas
9 /ɪ/ Sit sɪt Duduk
10 /e/ Eight eɪt Delapan
11 /æ/ Match mætʃ Cocok
12 /ə/ Soldier „səʊldʒə(r) Tentara
2. Diphthong
Carr (2013) states that all vowels are oral sounds (i.e. that the velum is raised during their production. Yule (2010) proposes that two
vowels are joined known as diphthong. Carr (2013) asserts that a diphthong is a vowel whose quality changes within a syllable. A diphthong is not simply a sequence of two vowels. Diphthongs are classified into 2 parts based on their ending as follow: centering diphthong end in /ə/ and closing diphthong end in /ɪ/ and /ʊ/. All of figures of diphthongs are taken from Roach (1998).
Figure II.1 Features of Diphthong
a. Centering Diphthong Ending in /ə/
1) The Diphthong /ɪə/
Diphthong /ɪə/ is a high-front-centering diphthong.
Diphthong /ɪə/ is formed by vowel /ɪ/ and /ə/. In pronunciation, it starts with /ɪ/ and ends with /ə/. Examples : deer /dɪə(r)/ , ear /ɪə(r)/, idea /aɪ‟dɪə /.
Diphthongs
Closing Central
Ending in /ʊ//ʊ/v/ʊ//ʊ//
Ending in /ɪ/
Ending in /ə/
/eə/ /ʊə/ /eɪ/ /əʊ /ɑʊ/
/ /ɑɪ/ /ɔɪ/
/ɪə/
Figure II.1.1 The Diphthong /ɪə/
2) The Diphthong /eə/
Diphthong /eə/ is a low-front-centering diphthong.
Diphthong /eə/ is formed by vowel /e/ and /ə/. In pronunciation it starts with /e/ and ends with /ə/. Examples : wear /weə(r)/ , area /‟eərie/, stair /steə(r)/
Figure II.1.2 The Diphthong /eə/
3) The Diphthong /ʊə/
Diphthong /ʊə/ is a high-back-centering diphthong.
Diphthong /ʊə/ is formed by vowel /ʊ/ and /ə/. In pronunciation, it starts with /ʊ/ and ends with /ə/. Examples :poor /pʊə(r)/ , tourniquet /‟tʊənɪkeɪ/ , tour /tʊə(r)/.
Figure II.1.3 The Diphthong /ʊə/
b. Closing Diphthong Ending in /ɪ/ and /ʊ/
1) Ending in /ɪ/
a) The Diphthong /eɪ/
Diphthong / eɪ / is a front-front closing half diphthong. Diphthong /eɪ/ is formed by vowel /e/ and /ɪ/.
In pronunciation, it starts with /e/ and ends with /ɪ/.
Examples : pain /peɪn/ , make /meɪk/ , state /steɪt/ . Figure II.1.4
The Diphthong /eɪ/
b) The Diphthong /ɑɪ/
Diphthong /ɑɪ/ is a front-front closing full diphthong. Diphthong /ɑɪ/ is formed by vowel /ɑ/ and /ɪ/.
In pronunciation it starts with /ɑ/ and ends with /ɪ/.
Examples : die /dɑɪ/, mine /mɑɪn/ , fly /flɑɪ/
Figure II.1.5 The Diphthong /ɑɪ/
c) The Diphthong /ɔɪ/
Diphthong /ɔɪ/ is a back-front closing full diphthong. Diphthong /ɔɪ/ is formed by vowel /ɔ/ and /ɪ/.
In pronunciation, it starts with /ɔ/ and ends with /ɪ/.
Examples: enjoy /ɪndʒ‟ɔɪ/ , toy /tɔɪ/ , hoist /hɔɪst/
Figure II.1.6 The Diphthong /ɔɪ/
2) Ending In /ʊ/
a) The Diphthong /əʊ/
Diphthong /əʊ/ is a back-back closing half diphthong. Diphthong /əʊ/ is formed by vowel /ə/ and /ʊ/.
In pronunciation, it starts with /ə/ and ends with /ʊ/.
Examples: shoulder /„səʊldʒə(r)/ , slow /sləʊ/ , road /rəʊd/
Figure II.1.7 The Diphthong /əʊ/
b) The Diphthong /ɑʊ/
Diphthong /ɑʊ/ is a front-back closing half diphthong. Diphthong /ɑʊ/ is formed by vowel /ɑ/ and /ʊ/.
In pronunciation it starts with /ɑ/ and ends with /ʊ/.
Examples : loud /lɑʊd/ , now /nɑʊ/ , pouch /pɑʊtʃ/
Figure II.1.8 The Diphthong /ɑʊ/
3. Triphthong
According to Wells cited in Farooq et al (2018), The term of triphthong comes from the Greek language which means triple sound, which means a vowel consisting of three vowel sounds. So, triphthongs are a group derived from diphthongs.
Sinurat (2013) proposes that triphthong is formed by a successive production of the English diphthong and english schwa.
So, Thriphthongs consist of five sounds, they are 5 closing diphthong + /ə/ (schwa).
Figure II.2
Features of Triphthong
/ə/
a. Triphthong /eɪə/
This triphthong begins to move the front half-close region rising slightly to the front close region then ends at the centre of the mouth. It is another complex triphthong as it involves a multiple configuration of the jaws and the lips.
Triphthongs sound
Closing Diphthong + /ə/
/eɪ/ + /ə/
eɪə
/ɑɪ/ + /ə/
ɑɪə
/ɔɪ/ +/ə/
ɔɪə
/əʊ/ + /ə/
əʊə
/ɑʊ/+ /ə/
ɑʊə
Example : player /‟pleɪə(r)/ , layer /‟leɪə(r)/
b. Triphthong /ɑɪə/
This triphthong starts at the open region , goes to the front close region and ends at the middle of the mouth. The tongue too has a complex movement during the articulation as it moves from the low position to the high posotion and finally to the neutral position.
Example : higher /‟hɑɪə(r)/ , Lion /‟lɑɪən/
c. Triphthong /ɔɪə/
This triphthong moves from the back close position to the front half-close region and ends at the middle of the oral cavity. It has a complex configuration.
Example : employer /im‟plɔɪə(r)/ , loyal /‟lɔɪəl/
d. Triphthong /əʊə/
This triphthong moves from the middle of the oral cavity to central back then ends at the middle of the oral cavity.
Example : lower /‟ləʊə/.
e. Triphthong /ɑʊə/
This triphthong also starts at the open region, moves to the back close region and ends at the middle of mouth.
Example : flower /‟flɑʊə(r)/ , sour /‟sɑʊə(r)/
B. Relevant Research
The first relevant research is the analysis of students‟
pronunciation error in english diphthong made by fifth semester of english language education program Universitas Negeri Padang by Saadah and Ardi (2020). The purpose of this research was to determine students‟
pronunciation error in pronuncing English diphthong sounds made by fifth semester of English language education program Universitas Negeri Padang. This research was descriptive quanntitative with the result is ability of students in pronouncing diphthong were fair (60.00%), good (24.00%), poor (12.00%) and very good only one students (2.00%).
The second relevant research is production of english diphthong: A speech Study by Dosia and Rido in 2017. The purpose of this study is to analysing the official speech of the seventh president of Republic of Indonesia, He is Mr. Joko Widodo as in APEC forum 2014 in China focusing on the production of diphthong sounds. This research was qualitative method with the results are 71 sounds of English diphthong.
diphthong /aɪ/ was used 15 times, diphthong /ʊə/ was stated twice , diphthong /ɔɪ/ was mentioned once, diphthong /aʊ/ was stated 7 times, Diphthong /eɪ/ was produced 21 times, diphthong /əʊ/ was produced 16 times, diphthong /ɪə/ used 6 times, diphthong /eə/ was mentioned 3 times.
The third relevant research is Students‟ Inconsistency Problems in Pronouncing Diphthong Sounds in Reading Aloud Activity at English Department of STKIP PGRI Sumatera Barat by Rasaki, Ikhsan and Pratiwi
(2018). This research aims to describe the inconsistency in pronouncing diphthong sounds in Reading Aloud Activity. This research was a descriptve research with the result is there are 5 inconsistent sounds in the pronunciation, namely /ɪə/ , /eɪ/ , /aɪ/ , /ɔʊ/.
The fourth relevant research is An Error Analysis: Iraqi EFL College Learners Problem in British Diphthongs and Triphthongs Pronunciation by Shaymaa (2020). This research investigates the difficulties that Iraqi EFL learners face in uttering English British complex vowel: diphthong and triphthong in connected speech. The data specified for this study have been collected directly from a cross setional random sample drawn from 4th Iraqi college students. The result is the selected college students though they are in their final academic stage, but they have weakness in mastering andunderstanding the phonological processes concerning vowels particularly diphthongs and triphthongs, and females show a little progress in this subject than males but not tobe counted as a good result.
Based on the relevant researches above, the researcher can conclude that the similarities and differences among of them. The similarity among this research and three relevant researches above is focusing on pronunciation. For the differences among three relevant researches above are the researches were conducted by Saadah et al, Dosia and Rido et al, and rasaki et al focused on Diphthong sounds. while the research conducted by Shaymaa focused on diphthong and triphthong sounds.
C. Operational Concept
Indicators of students‟ ability to pronounce diphthong and triphthong follow Roach (2009) proposal. They are as follows :
1. Students are able to pronounce English diphthong /ɪə/
2. Students are able to pronounce English diphthong /eə/
3. Students are able to pronounce English diphthong /ʊə/
4. Students are able to pronounce English diphthong /eɪ/
5. Students are able to pronounce English diphthong /ɑɪ/
6. Students are able to pronounce English diphthong /ɔɪ/
7. Students are able to pronounce English diphthong /əʊ/
8. Students are able to pronounce English diphthong /ɑʊ/
9. Students are able to pronounce English triphthong /eɪə/
10. Students are able to pronounce English triphthong /ɑɪə/
11. Students are able to pronounce English triphthong /ɔɪə/
12. Students are able to pronounce English triphthong /əʊə/
13. Students are able to pronounce English triphthong /ɑʊə/
23 CHAPTER III RESEARCH METHOD
A. Design of the Research
This research used quantitative method. Bryman (2012) defined that quantitative research was a research strategy that emphasized quantification in the collection and analysis of data. Khotari (2007) Mentioned that quantitative research was the technique and measurements that produces quantifiable/discrete values. This research used descriptive quantitative design. Quantitative descriptive data in order to describe , explain, predict or control the phenomena that was studied in this research regard to statistic or numerical data (Gay,2000). According to Best et al (2007) the term descriptive research has often been used incorrectly to describe three types of investigation that was different.
This method was chosen because the researcher wanted to interpret the result of data analysis in the form of number. So that, the readers could more easily understand the result of this research.
B. Time and Location of the Research
This research was conducted on August-September 2022 at English Education Department of State Islamic University of Sultan Syarif Kasim Riau which was located Jl. H.R. Soebrantas No. 155 Km 15, Simpang Baru, Tampan, Pekanbaru, Riau, Indonesia.
C. Subject and Object of the Research
The subject of this research was the fifth semester of English Education Department at UIN SUSKA Riau. The object of this research was the students error in pronouncing English diphthong and triphthong.
D. Population and Sample of the Research 1. Population of the Research
The population of this research was whole of the fifth semester of English Education Department UIN SUSKA Riau. The total number of the fifth semester of English Education Department UIN SUSKA Riau was 124 students.
Table III.1
The Population of the Students at the Fifth Semester of English Education Department UIN SUSKA Riau
No Class Population
1 5A 24
2 5B 26
3 5C 24
4 5D 23
5 5E 27
Total 124
2. Sample of the Research
In this research the researcher used simple random sampling.
Simple random sampling was a sampling technique from a population that was taken out randomly regardless of the level in the population (Sugiyono, 2001). Arikunto (2010) asserted that if the population is not up to 100 then the total number could be a sample. but if the population is more than 100, then the researcher took about 10-15% or 20-25% of
the total population. In this research, the population amount to 124 . the researcher took 20% of the total population, namely as many as 25 participants.
The researcher used simple random sampling because all of the population were entitled to be a sample.And the reason the researcher chosen A, B, C, D, E classes was so that they could represent the population in each class.
Table III.2
The Sample of the Students at the Fifth Semester of English Education Department UIN SUSKA Riau
No Class Population Sample
1 5A 24 5
2 5B 26 5
3 5C 24 5
4 5D 23 5
5 5E 27 5
Total 124 25
E. Technique of Data Collection
For collecting the data in this research, the researcher used instrument as follow :
1. Pronunciation Test
Arikunto (2010) proposed that test was used to measure the capabilities of the object of the research. The test as an instrument of this research helped the research to obtain the data of students‟ ability in pronouncing English diphthong and triphthong. The researcher asked permission to participants and explained the purpose of the researcher via Whatsapp. After that the researcher gave a test to the participants.
The tests consist of 26 words. The test was carried out by recording the participants' voices when they were pronouncing the words that containing elements of diphthongs (/ɪə/, /eə/, /ʊə/, /eɪ/, /ɑɪ/, /ɔɪ/, /əʊ/, /ɑʊ/) and triphthongs (/eɪə/, /ɑɪə/, /ɔɪə/, /əʊə/, /ɑʊə/). Then the recordings were sent to the researcher by participants via Whatsapp.
Table III.3
The Blue print of English Diphthong and Triphthong
No Indicators Focus Words
1 Diphthong /ɪə/ Clear, Genius
2 Diphthong /eə/ Hair, Fair
3 Diphthong /ʊə/ Sure, Secure
4 Diphthong /eɪ/ Pay, Faith
5 Diphthong /ɑɪ/ Light, Tittle
6 Diphthong /ɔɪ/ Boy, Join
7 Diphthong /əʊ/ Home, Go
8 Diphthong /ɑʊ/ Mouth, Mouse
9 Triphthong /eɪə/ Player, Mayor
10 Triphthong /ɑɪə/ Giant, Tired
11 Triphthong /ɔɪə/ Soya, Lawyer
12 Triphthong /əʊə/ Slower, Grower
13 Triphthong/ɑʊə/ Power, Nowadays
Sources: Lestari, Suci et al (2018) and Lupita, Lusi et al(2019)
Table III.4
The Scoring Criteria of English Diphthong and Triphthong
No Aspect Score Criteria
1 Diphthong /ɪə/ 1 The students‟ pronunciation is correct 0 The students‟ pronunciation is incorrect 2 Diphthong /eə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 3 Diphthong /ʊə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 4 Diphthong /eɪ/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 5 Diphthong /ɑɪ/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 6 Diphthong /ɔɪ/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 7 Diphthong /əʊ/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 8 Diphthong /ɑʊ/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 9 Triphthong /eɪə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 10 Triphthong /ɑɪə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 11 Triphthong /ɔɪə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 12 Triphthong /əʊə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect 13 Triphthong /ɑʊə/ 1 The students‟ pronunciation is correct
0 The students‟ pronunciation is incorrect
(Guttman Scale)
F. Technique of Data Analysis
In this research, the researcher analyzed of the sound that have been recorded by participants. In this process, the researcher was helped by two raters to identify the score of the test. Richards et al (2010) asserted that rater was a person who assign a score or rating to a test taker‟s oral or written performance on the basis of a set of rating criteria.
The researcher used Guttman Scale to give a score for the data. which is each sounds were given score 1 (one) for the correct pronunciation and score 0 (zero) for the incorrect pronunciation. To calculate the percentage
per classification. The formula for the percentage analyzed by using the following formula (Sudjono, 2009).
P = In which :
P = Number of percentage f = Frequency
n = Total of students 100 = Constant value
The researcher used SPSS 21.0 for analyzing data for the further analysis description on students‟ ability in pronouncing English diphthong and triphthong. Then the result of the data analysis were classified based on scale classification by (Arikunto, 2010).
Table III. 5
The Classification of Students’ Score
No Score Category
1 80-100 Very Good
2 66-79 Good
3 56-65 Enough
4 40-55 Less
5 30-39 Fail
36 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was conducted to know the students‟ ability in pronouncing diphthong and triphthong in the fifth semester of English Education Department in UIN SUSKA Riau. Based on the analysis, The findings revealed that there were 4 student in “Very good” category. There are 12 students in “good” category. There are 6 students in “enough”
category. There are 3 students in “less” category. The researcher concluded that the students‟ ability in pronouncing diphthong and triphthong in “good” category.
B. Suggestion
1. For the students, to help the students to know deeply how to pronounce well and correctly. The students must practice the English diphthong and triphthong more. In order to further improve their knowledge about pronunciation . Students should read a lot of books and always pay attention to the lecturer when speak English and teach how to have a good pronunciation, because it is impossible to speak English corectly without learning.
2. For the lecturers, especially the lecturer in a pronunciation subject, to teach or to give examples of vocabularies contained English diphthong and triphthong. The lecturers are suggested to make the students
practice and teach how to pronounce the words correctly to avoid interference from their native language.
3. For the other researchers, the researcher expects that the finding of this research can be used by other researcher for further research on different topic and methodology.
REFERENCES
Al- Khresheh, M.H. (2010). Interlingual Interference in English Language Word Order structure of Jordanian EFL Learners.Proceedings of the Europen Journal of Social Sciences.
Alsmadi, K. Y. (2020). The Importance of Intonation In The Performance of Different Speech Acts i. English Education: Jurnal Tadris Bahasa Inggris.
Ambalegin. (2018). English Vowels and Consonants Mispronunciation of the Seventh President of Republic of Indonesia in His Official English Speeches and Its Influencing Factors. Language Literacy: Journal of Linguistics, Literature and Language Teaching.
Arikunto, S. (2010). Prosedur Peneitian. Jakarta: PT. Rineka Cipta.
A, S. Hornby. (1995). Oxford Advanced Learner's Dictionary of Current English, Fifth Edition. New York: Oxford University Press.
Best, John W. and Kahn, J.V. (2007). Research in Education. New Delhi: Prentice Hall of India Private.
Brown, H. D. (1994). Principles of Learning and Teaching. New Jersey: Practice Hall.
Brown, H. D. (2000). Principles of Learning and Teaching. New Jersey: Practice Hall.
Brown, H. D. (2007). Principles of Language Learning and Teaching: Fifth Edition. New York: Pearson Education, Inc.
Bryman, A. (2012). Social research methods. New York: Oxford University Press.
Cakir et al. (2014). Foreign Language learners' views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies.
Carr, P. (2013). English Phonetics and Phonology : an Introduction (2nd ed).
Oxford: Blackwell.
Chelli, Saliha. (2013). Interlingual and Intralingual Errors in the Use of Preposition and Articles. M'sila: Unpublished. Retrieved from http://archives.univ-biskra.dz/handle/123456789/3571
Creswell, John W. (2012). Educational Research Planning Conducting And Evaluating Quantitative and Qualitative Research. New Jersey: Pearson.
Donal, Andri. (2016). Indonesian Students' Difficulties in Pronouncing English Diphthongs. Journal of English Education.
Dosia, Putri A & Ridho, Akhyar. (2017). Production of English Diphthongs: A Speech Study. Teknosastik.
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
Erdogan, V. (2005). Contribution of Error Analysis to Foreign Language Teaching. Mersin University Journal of the Faculty of Education.
Farooq, Mahwish. & Mahmood Asim. (2018). Identification of Thriphthong in Pakistan English. International Journal of English Linguistic.
Fauzi, F. (2014). Error analysis of Sundanese English pronunciation on fricatives sound. Al-Turas.
Fraenkel, D. (1984). Learning How to Pronounce a Language . London.
Fraenkel, J. R., Wallwn, N. E., & Hyun, H. H. (2012). How to Desighn and Evaluate Research in Education 8th Edition. Boston: McGraw-Hill Higher Education.
Fromkin et al (2003). An Introduction of Language.Chicago: Michael Rosenberg.
Gay, R. L. (2000). Educational Research 6th Edition. New Jersey: Prentice Halls.
Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review.
International Journal of Research in English Education.
Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman: Harlow.
Holliman, A. (2016). Suprasegmental phonology and early reading development:
Examining the relative contribution of sensitivity to stress, intonation and timing. . John Benjamins Publishing Company.
Kelly, G. (2000). How to teach Pronunciation. Harlow: Pearson Education Limited.
Khansir, A. A. (2012). Error Analysis and Second Language Acquisition. Error Analysis and Second Language Acquisition.
Khorasani, M. N. (2017). The Impact of Teaching Segmental and Suprasegmental Features on the Reading Comprehension of Iranian EFL Learners.
International Journal of Educational Investigations.
Kothari, C. R. (2007). Research Methodology: Methods and Techniques. New Delhi: New Age international (P) limited publishers.
Lasi, F. (2020). A Study on the Sbility of Suprasegmental and Segmental Aspecs in English Pronunciation. Ethical Lingua.
Lestari, Suci et al. (2018). An Analysis Students Error in English Pronunciation Related to the Diphthong Sounds at Muhammadiyah University of Metro.
Jurnal Perspektif Pendidikan.
Lupita, Lusi et al. (2009). The Causes of the Students' Difficulties in Pronouncing Triphthong in Third Semester at English Education Program of Muhammadiyah University of Bengkulu. Bengkulu: Unpublished.
Marichal. Dulay et al. (1982). Language two . New York: Oxford University Press.
McMahon, A. (2002). An Introduction to English Phonology. Edinburgh:
Edinburgh University.
Mulansari, I. d. (2014). The Analysis of the First Year Students‟ Errors in Pronouncing English Words. e-Journal of English Language Teaching Society (ELTS).
Octavia, W. (2018). Penamaan Bunyi Segmental dan Suprasegmental pada Pedagang Keliling. Jurnal Bahasa Lingua Scientia.
Otlowski, M. (1998). Pronunciation: What Are the Expectations?. The internet TESL Journal.
Pratiwi, E E. (2021). An Error Analysis on Triphthong Sounds Pronounced by the Eight Semester Students of English Education Study ProgramUIN Raden Intan Lampung in the Academic Year 2020/2021. Lampung: Unpublished.
Pratiwi, Desy Rianai et al (2021). Pronunciation Error on English Diphthongs Made by EFL Students. Teknosastik.
Rasaki, Irvan H., Ikhsan, M K., & Pratiwi, A. (2018). Students‟ Inconsistency Problems in Pronouncing Diphthong Sounds in Reading Aloud Activity at English Department of STKIP PGRI Sumatera Barat. TELL-US Journal.
Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Pearson Education Limited.
Roach, P. (1998). English phonetics and phonology. Cambridge: The Press Syndicate of the University of Cambridge.
Saadah, Fatihatus et al. (2020). The Analysis of Students‟ Pronunciation Error in English Diphthong Made By Fifth Semester of English Language Education Program Universitas Negeri Padang. Journal of English Language Teaching.
Seitova, M. (2016). Error Analysis of Written Production: The Case of 6th Grade Students of Kazakhstani School. Procedia: Social and Behavioral Sciences.
Shaymaa, Sadeq M. (2021). An Error Analysis: Iraqi EFL College Learners Problems in British Diphthongs and Triphthongs Pronunciation. Al-Ustath Journal for Human and Social Sciences.
Sinurat, B. (2013). General British and American Speech Sound. Medan:
Universitas HKBP Nommensen
Skandera, Paul & Bureleigh, Peter. (2004). A Manual of English Phonetics and Phonology: Twelve Lessons with an Integrated Course in Phonetic Transcription. Nehren: Gunter Narr Verlag Tübingen.
Sudjono, A. (2009). Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada.
Sugiyono. (2001). Metode Penelitian. Bantung: CV Alfa Beta.
Sukarni. Setiyono, J. &. (2020). Suprasegmental Errors of Students with Javanese Mother Tongue: A Case at a Private Islamic University in Purworejo.
Ta'dib: Jurnal Pendidikan Islam.
Suryatiningsih, Ninik. (2015). A Study on The Students' Ability in Pronouncing Diphthongs at STKIP PGRI Pasuruan. Jurnal Dimensi Pendidikan dan Pembelajaran.
The Merriam Webster Dictionary. (2004). Retrieved from https://www.merriam- webster.com/dictionary/dictionary
Yule, G. (2010). The study of Language Fourth edition. New York: Cambridge University Press.
Yusnita, E. (2018). Analysis of asatudents' Error in Proniuncing English Nasal at The Second Second Semester of Islamic University Sulthan Thaha Saifuddin Jambi.Jambi: Unpublished.
Appendix 1
Syllabus
FACULTY OF EDUCATION AND TEACHER TRAINING UIN SUSKA RIAU SYLLABUS
Subject : Phonetic and Phonology Code : PBI 2425
Credits : 2 Credits
Lecturer : Kurnia Budiyanti, M.Pd
Objectives : This course aim to give a deep understanding about phonetic and phonology , it discusses about segmental and suprasegmental features. In segmental features, the students will learn about phonemes, both vowel and consonant sound with the classification. They also discusses the difference of phonemes both in American and British English stye . While in suprasegmental the students will intended to know about stress and intonation.
Topics :
1. Phonetics and Phonology 2. Letters and sounds
3. Phonetic symbols : Comparing American and British English symbols 4. Vowels : Pure vowels, Diphthongs and Triphthongs
5. Consonants 1 : Places of Articulation 6. Consonants 2 : Manner of Articulation
7. Consonants 3 : Voicing and Force of Articulation 8. Mid Term Test
9. Minimal Pairs 10. Allopohones
11. Sounds of Ending „s/es‟ and „ed‟
12. Word stress 13. Sentence stress 14. Intonation 15. Contraction 16. Final Test
Assesments :
The Students will be assessed with the following aspects:
1. Individul Assignment 15%
2. Structural Assignment 15%
3. Mid Term Test 35%
4. Final Test 35%
References :
1. Budiyanti, Kurnia. 2017. A Basic Understanding of Pronunciation.
Pekanbaru: Cahaya Firdaus.
2. McMahon, Apri. 2002. An Introduction to English Phonology.
Edinburgh: Edinburgh Press.
3. Odden, David. 2005. Introduction Phonology. New York: Cambrigde University Press.
4. Strevens Petter. 1972. British and American English. London: Collier- Macmillan Publishers.
Appendix 2
Instrument Of Pronunciation Test
Pronunciation Test Instruction:
Please Read the words below and record by using Recorder!
No Indicators Words
1 Diphthong /ɪə/ Clear Genius 2 Diphthong /eə/ Hair
Fair 3 Diphthong /ʊə/ Pure
Secure 4 Diphthong /eɪ/ Pay
Faith 5 Diphthong /ɑɪ/ Light
Title 6 Diphthong /ɔɪ/ Boy
Join 7 Diphthong /əʊ/ Home
Go 8 Diphthong /ɑʊ/ Mouth
Mouse 9 Triphthong /eɪə/ Player
Mayor 10 Triphthong /ɑɪə/ Giant
Tired 11 Triphthong /ɔɪə/ Soya
Loyal 12 Triphthong /əʊə Lower
Grower 13 Triphthong /ɑʊə/ Power
Nowadays
