i
THE ENGLISH SOUND CHANGE IN THE PRONUNCIATION OF THE FIRST GRADE STUDENTS OF SEKOLAH MENENGAH
KEJURUAN NEGERI 2 DEPOK SLEMAN YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Linda Gusviariani Student Number: 041214131
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Gusviariani, Linda. 2010. The English Sound Change in the Pronunciation of the First Grade Students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. Yogyakarta: English Language Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education. Sanata Dharma University.
Pronunciation is one of the difficulties on the process of English language teaching learning activities for the first grade students of Geologi Pertambangan (GPB) class. The students often mispronounce English words. Students’ mispronunciation happens because the students tend to substitute the English sounds with other sounds which are easier for them to pronounce.
This research was intended to provide information about the types of the English sound change of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta and the English speech sounds as the result of the sound change.
This research was a descriptive research qualitative. The reason for using qualitative approach was that the data analyzed were in the form of words.
The participants of this study were the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleaman Yogyakarta. The number of the students in this research was twenty-two students of GPB (Geologi Pertambangan) class.
The researcher analyzed the sound changes phenomena in the students’ pronunciation. The researcher used observation as the instrument in this research. The students’ pronunciation was recorded by using audio recorder. After recording, the researcher made the phonetic transcription based on the recording of the students’ pronunciation and compared the phonetic transcription of the students’ pronunciation with the phonetic transcription based on Pronunciation Longman Dictionary (2008), Longman Dictionary Contemporary English (2001) and Oxford American Dictionary (2003). The researcher observed the emerging of the sound changes phenomena.
The researcher found six types of sound changes which occurred in the students’ pronunciation. They were assimilation, deletion, sound addition, monophtongization, strengthening, and other findings. The researcher discovered twenty-nine English speech sounds as the result of the sound change.
vii ABSTRAK
Gusviariani, Linda. 2010. The English Sound Change in the Pronunciation of the First Grade Students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa Inggris dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.
Pelafalan adalah salah satau kesulitan dalam aktifitas belajar mengajar bahasa Inggris bagi siswa kelas satu Geologi Pertambangan. Siswa sering salah mengucapkan kata-kata dalam bahasa Inggris. Kesalahan siswa dalam pengucapan terjadi dikarenakan siswa cenderung untuk mengganti bunyi dari bahasa Inggris dengan bunyi lain yang lebih mudah untuk di lafalkan bagi para siswa.
Penelitiain ini di maksudkan untuk memberikan informasi tentang tipe-tipe dari perubahan bunyi dalam bahasa Inggris yang terjadi pada siswa kelas satu di Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta dan bunyi-bunyi bahasa Inggris yang di hasilkan dari perubahan bunyi-bunyi tersebut.
Penelitian ini merupakan sebuah penelitian deskripsi kualitatif.Alasan untuk menggunakan pendekatan kualitatif ini adalah bahwa data dianalisa dalam bentuk kata-kata.
Peserta dalam penelitian ini adalah siswa kelas satu di Sekolah Menengah Kejuruan Negeri 2 Depok Sleaman Yogyakarta. Total siswa dalam penelitian ini berjumlah dua puluh dua orang siswa dari kelas GPB (Geologi Pertambangan).
Peneliti menganalisa gejala perubahan bunyi dalam pelafalan siswa. Peneliti menerapkan obseerfasi sebagai metode untuk mengumpulkan data dalam penelitian ini. Pelafalan siswa direkam dengan menggunakan alat perekam. Setelah merekam, peneliti membuat transkrip fonetik berdasarkan dari rekaman pelafalan siswa dan membandingkan dengan transkrip fonetik berdasarkan kamus Pronunciation Longman (2008), kamus Longman Contemporary English (2001) dan kamus Oxford American (2003). Peneliti mengobservasi perubahan-perubahan suara yang terjadi pada pengucapan para siswa.
Peneliti menemukan enam tipe perubahan suara yang terjadi pada pelafalan siswa. Peneliti menemukan gejala asimilasi, penghilangan bunyi, penambahan bunyi, perubahan bunyi rangkap menjadi bunyi tunggal, penguatan bunyi, dan penemuan yang lain. Peneliti juga menemukan dua puluh sembilan bunyi bahasa Inggris sebagai hasil dari perubahan suara.
viii
.
How many miles to Babylon?
Three score miles and ten.
Can I get there by candlelight?
Yes, and back again.
If your heels are nimble and light,
You may get there by candlelight.
Hey world....
Give a girl the right shoes and
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ACKNOWLEDGMENTS
I would like to address my first and greatest gratitude to Allah S.W.T who guides me all the time and gives me strength to finish this work.
I address my deepest gratefulness to Dr. Retno Muljani, M.Pd., as my major sponsor for her assistance in guiding me through many confusing processes of this work. I would like to express my sincere appreciation for her patience to be the listener and advisor on my complaints and problems. I deeply thank for the willingness to spare time in giving me precious criticism, advices, and many corrections on my work even during her busy days.
I would also like to extend my deepest thankfulness to all of PBI’s lecturers for all shared knowledge and intellectual experiences and secretary staff for openhandedly giving me their time in preparing all administration data.
I address my indisputable thanks to my father, Karno for giving a sincere love, patience, and support, and to my mother Darmi, who has been a though, responsible, and inspirational woman that I ever have. I acknowledge profound gratitude for their hard work in paying my tuition fee and trust to make me achieve my degree. Genuine thank is also to my brother Agus for his helps during the computation problems.
I am grateful to thank all friends in PBI for all great shared moments during my study. Special thanks are given to Dita, Agnes, Valen, Pepni, Ayu, Etsa, Mayora, Esti, Hebi, Seno and Rico for memorable friendship and for giving such a combination of mutual friendship and partnership experience. I also express my thankfulness to CERIA’s family especially for SMILE class and Miss Komang for giving me such an experience about teamwork, working world and new world.
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I also thank for Taufik, Bu Niken and Geologi Pertambangan B class in the academic year 2008-2009 to show me a new world. I shall always miss every chat and cheerful moment we have shared together. I also express my thankfulness to Yudi, Jansen, Hendri and all Jayapura’s family for keeping my spirit on with their warm and open-minded reception.
Finally, I would like also to show my sincere appreciations and thankfulness to everyone who has been involved in my effort to finish my work. At least, I realize that this research still has many weaknesses. So, I will openly receive any suggestions and criticisms to improve this thesis. Hopefully, this research can be useful for all the readers who are involved in the educational field.
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DEDICATION PAGE... viii
ACKNOWLEDGMENTS... ix
xii
4. The Potential Problems in Learning English Pronunciation... 15
a. The sounds [θ] and [ð] by the initial letter ‘th’... 15
14) Post–alveolar frictionless continuant [r]... 22
15) Unrounded palatal semi–vowel [j]... 23
xiii
2. Questionnaire... 31
3. Interview... 32
D. Data Gathering Technique... 33
E. Data Analysis Technique... 34
F. Research Procedure... 38
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Types of sound change which occur in the process of pronunciation among the first grade learners of SMKN 2 Depok Sleman Yogyakarta... 39
1. Assimilation... 39
a. Final devoicing... 39
2. Deletion... 41
a. Apocope... 41
3. Sound addition... 42
a. Anaptyxis (anaptyctic)... 43
b. Excrescence... 44
4. Monophthongization... 44
5. Strengthening... 45
6. Other findings... 47
B. The English speech sounds as the result of the sound change to pronounce ... 48
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions... 51
xiv
LIST OF TABLES
Page
Table 3.1. Table to analyze the data... 34
Table 4.1. The sound changes that were categorized as final devoicing... 41
Table 4.2. The sound changes that were categorized as apocope... 43
Table 4.3.1. The sound changes that were categorized as anaptyxis... 44
Table 4.3.2. The sound changes that were categorized as excrescence... 45
Table 4.4. The sound changes that were categorized as monophthongization. 46
Table 4.5. The sound changes that were categorized as strengthening... 49
Table 4.6. The sound changes that were categorized as other findings... 49
xv
LIST OF FIGURES
Figure Page
xvi
LIST OF APPENDICES
1 CHAPTER I
INTRODUCTION
This chapter presents a discussion of the background of this study. There are seven parts to deal with in this chapter. They are the research background, the problem formulation, the problem identification, the problem limitation, the research objectives, the research benefits, and the definitions of terms.
A. Research Background
“Pronunciation is a way a certain sound or sounds are produced (Richards
and Webwe 1992:296)”. Pronunciation is one of the English language elements which are used as a means of mastering the sounds in speaking. In Sekolah Menengah Kejuruan Negeri 2 Depok, pronunciation is an important element in determining the success of speaking for second language learners. Sekolah Menengah Kejuruan Negeri 2 Depok English teachers use interview test to evaluate the students’ speaking skills through how students pronounce the English words and how students deliver the message.
ineligibility (Morley, 1999:118). Students, who have good pronunciation, show that they are able to pronounce words, phrases, and sentences correctly. Besides, they are able to deliver their message understandably.
Since the researcher conducted practice teaching at that school in the first year of Geologi Pertambangan (GPB) class, the researcher explored that the first grade students found difficulties in teaching learning pronunciation.
The researcher found that the students often mispronounce the English words. According to Longman Dictionary of Contemporary English (2001), “mispronounce means to pronounce a word or name wrongly”. In this study, mispronunciation is related to the way of students to pronounce the English sounds. Students’ mispronunciation happens because of students’ simplicity to pronounce other sounds than the sounds which appear in the English word.
The students often substitute the English sounds with other sounds which are easier for them to pronounce. According to Crystal (1991:335), “substitution refers to the process or result of replacing one item by another at a particular place”. In this study, the substitution is related to the replacement of one sound with other sounds in a word which are easier the students to pronounce the word, for example, Indonesian students often substitute the [ð] sound, which is represented by the initial letters [th], with the sound [d]. As in the word they [ðe ] in English language, the students found it easier to pronounce it as dei. Students often pronounce English words such as this [ð s] and that [ðæt] as dis and dat.
pronunciation of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. The sound change in the students’ pronunciation causes wrong pronunciation that determines the success of speaking. The focus of this research is the sound change of the first grade students’ pronunciation.
B. Problem Formulation
As mentioned previously, this research focuses on the sound change that occurs in the pronunciation of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman. The researcher would make it more specific by formulating the problems as follows:
1. What are the types of the English sound changes of the first grade students of
Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta? 2. What are the English speech sounds as the result of the sound change?
C. Problem Limitation
D. Research Objectives
The objectives of this study are presented as follows.
1. To find out the types of the English sound change of the first grade students of
Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. 2. To find out the English speech sounds as the result of the sound change.
E. Research Benefits
The results of this study should be beneficial for: 1. The English teacher in SMKN 2 Depok Sleman
Completing this research, the researcher hopes that the results of this research could help the teacher to analyze the sound changes that are occurred in the students’ pronunciation.
2. Students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman
Hopefully this research could facilitate the students to improve their English pronunciation and minimize students’ difficulties in pronouncing the English sounds.
3. Future researchers
This research is expected to provide several new significant ideas and to be investigated further.
F. Definition of Terms
1. Sound Change
Crystal (1991) defines the sounds change as a change in the sounds
systems of language. Meanwhile, Saussure gives more specific information that the sounds change is a part of the language process that occurs in the production of vowels and consonants.
According to O’ Grady (2001: 318), the sound change is a modification in the sounds pattern of a language in particular phonetic environment. In this study, sound change refers to a modification of the English sound with other sounds in English language.
2. First grade of vocational high school
First grade of vocational high school refers to students at the age of 16-17 years old. The vocational high school which is used to collect the data on English pronunciation mastery is Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta.
3. Pronunciation
6 CHAPTER II
REVIEW OF RELATED LITERATURE
Chapter two presents discussions about the theories related to the study. This chapter consists of the theoretical description and the theoretical framework.
A. Theoretical description
The theoretical description involves the discussion about the sound change, the potential problems in learning English pronunciation, and the English sounds production. Sound change deals with phonological change. Phonological change is one of language change.
1. Language change
O’grady (1996) said that all languages change continually. For example, the differences between the English of the late fourteenth century and the modern English. In the late fourteenth century, the English words as in see, tooth, make,
and open were pronounced as [se:], [to:θ], [ma:kən], and [ :pən] (almost, like say,
toath, mahken, and ahpen), while in modern English those words are pronounced as [si:], [tu:θ], [me k] and [əpən]. The pronunciations of the English words from the late century are different from the modern English. These examples are taken from Fasold and Linton’s theory of the languages change (2006:276).
In this research, the English language changes itself as the needs of the students as a community. The most noticeable changes happen on students’ pronunciation and vocabulary. In this study, the researcher focuses on the pronunciation change, particularly English sound change.
Fassold and Linton (2006) mentions four types of language change as described in the following part.
a. Morphological change
“Morphological refers to any change in the morphophonemic system (the morphemes and their phonemic representation) of a language (Fasold and Linton, 2006:283)”. For example, the changes in English language involved how nouns were morphologically marked to indicate certain kinds of information as in the word ground [grud] was inflected as follows.
Singular Plural
Nominative and accusative [grud] [grudas] ground/grounds Genitive [grudəs] [gruda] of ground/of grounds Dative and instrumental [grudə] [grudum] to, with ground/to,
with grounds
b. Syntactic change
“Syntactic change refers to change in the grammatical system of a
language (Fassold and Linton, 2006:284)”. For example, came vnto[unto] him
c. Semantic change
According to Fasold and Linton (2006:284), “semantic change is mainly concerned with changes in the meanings of words”. For example, in the Modern English words nice and silly are the results of odysseys of semantic change. In Middle English nice means ‘foolish, simple, fastidious, delicious’, while in Modern English its meaning are solely positive as enjoyable, polite. The word
silly in Old English means timely, while in Middle English it changed to seli [seli]
or sili [sili] with the meaning of happy, blessed, innocent. In Modern English,
silly means stupid, frivolous, dazed. Those examples are taken from Fasold and Linton’s theory of the language change (2006:284).
d. Phonological change
According to Fasold and Linton (2006:281), “phonological change refers to any change in the sound system’. Sound change becomes the focus in the phonological change.
2. Sound change
Unconditioned sound change occurs not dependent on the phonetic or neighboring sounds in which it occurs (Campbell, 2004:18). Unconditioned sound change is a change that affects the sound in all contexts, for example, the most varieties of Latin American Spanish have changed palatalized [l] to [y] unconditionally. Every case of [l] has change to [y].
Conditioned sound change occurs dependent on the phonetic or neighboring sounds in which it occurs, for example, the Spanish change of [p] to [b] is conditioned. Only those [p] which are between vowels become [b], while [p] in other positions do not change. Those examples are taken from Campbell’s theory of the language change (2004:18).
O’grady, Dabrovolsky, and Katamba (1996:315) describe four causes of sound change as mentioned in the following part.
a. Articulatory simplification
According to O’grady, Dabrovolsky, and Katamba (1996:315), articulatory simplification refers to the idea of ‘ease of articulation’. If there is a sound or sounds in a language which is difficult to pronounce, it is likely to be simplified. Articulatory simplification is always occurred on everyday speech as in the deletion of consonant in cluster, the insertion of a vowel in cluster (O’grady, Dabrovolsky, and Katamba, 1996:315). For example, in the deletion of consonant [θ] in [fifθs] becomes [fifs]. The example is taken from O’grady’s theory of language change (2005:247).
b. Spelling pronunciation
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”. For example, in the word often, since the letter [t] was retained in the spelling, [t] has been reintroduced into foreign speaker’ pronunciation and they pronounced it as [ ftn]. The example is taken for O’grady’s theory of the language change (1996:315).
c. Analogy and reanalysis
“Analogy reflects the preference of speakers for regular patterns over irregular ones (O’grady, Dabrovolsky, and Katamba, 1996:316)”.
“Reanalysis is particularly common in morphological change (O’grady, Dabrovolsky, and Katamba, 1996:316)”. Morphological reanalysis more refers to the attribute For example, on the basis of its phonological similarity such verbs as sting/stung and swing/swung, in some dialects bring has developed a form
brung.
d. Language contact
3 Kinds of sound changes
In this study, the researcher would like to use nine types of sound changes based on the theory by Crowley (1992) and Campbell (2004).
1) Assimilation
“Assimilation is process when one sound causes another sound to change so that the two sounds end up being more similar (Crowley, 1992:49)”. Assimilation was divided into palatalization, final devoicing, and nasalization. a) Palatalization
According to Crowley (1992:53), palatalization is the change of non-palatal
sounds become palatal sounds. Palatal sounds include the affricates [t∫
,
] andfricatives [∫,ʒ]. Usually, palatalization is occurred before the front vowel such as [i:], [e] or before the semi-vowel [j]. The example is taken form the word did you
[d d ju]. The sound [d] in the last word did has influence by the semi-vowel [j] from the word you. So the word did you will be pronounce as [d j ju].
b.) Final devoicing
According to Crowley (1992:54), “final devoicing is a process where the final voiced sounds in the word change into voiceless sounds”. As an example in the word have [həv]. The final sound [v] changes into [f] sound which is voiceless. So, the word have will be pronounce as [həf].
c.) Nasalization
example is taken form the word pan [pæn]. The vowel [æ] is nasalized by the [n] as nasal sound.
2) Dissimilation
“Dissimilation is change in which sounds become less similar to one
another (Campbell, 2004: 30)”. Dissimilation process is much rarer and usually a sporadic phenomenon. This process often happens at a distance. For example, the word February [februəri] is pronounced as Febyuary, arctic [αrtık, αtık] becomes [αrktık, αktık].
3) Deletion (elisison)
“Deletion or elision is the omission of one or more sounds (a vowel, a consonant or whole syllable) in a word or phrase (wikipedia)”. Deletion is one type of sound changes that is easy to find in the language process. This process is divided into three types, namely syncope, apocope, and aphaeresis (or apheresis). a) Syncope (atata > atta)
“Syncope is the deletion of a vowel from the interior of a word (not initially or finally) (Campbell, 2004: 33)”. For example, the omit of the medial vowel [i] in the word family [fæməli] becomes fam(i)ly [fæmili] and the medial vowel [o] in the word memory [meməri] becomes mem(o)ry [mem ri] (Campbell, 2004: 33).
b) Apocope (tata > tat)
Old English Modern English Word
na:ma ne m name
sticca st k stick
c) Aphaeresis or apheresis (atata > tata)
“Aphaeresis refers to changes which delete the initial sound (usually a vowel) of a word (Campbell, 2004: 34)”. For example in Spanish language in the word ahora becomes hora which means now.
4) Sound Addition (asta > asata)
Sound addition also knows as epentheses or insertions. It is a process in which phonological rules can add the entire phonemic segment (Fromkin and Rodman, 1975: 104). The loss of sounds is a very common kind of sound change, but sounds are sometimes added rather than dropped. The example is taken form the word something [sΛmpθIŋk] rather than [sΛmpθIŋ]. In sound change, sound
could be inserted in several different ways. a) Prothesis (tata > atata)
“Prothesis is a kind of sound addition in which a sound is inserted at the beginning of a word (Campbell, 2004: 35)”. For example in French language in the word scola which is inserted the sound [e] becomes escola means school.
b) Anaptyxis or anaptyctic (VCCV > VCVC)
“Anaptyxis is a kind of sound addition in which an extra vowel is inserted between two consonants (Campbell, 2004: 36)”. For example in the words athlete
c) Excrescence (amra > ambra)
“Excrescence is a type of a sound addition which refers to a consonant being inserted between other consonants (Campbell, 2004: 36)”.
d) Paragoge (tat > tata)
“Paragoge is added a sound (usually a vowel) to the end of a word (Campbell, 2004: 37)”.
5) Metathesis (asta > atsa)
“Metathesis is the transposition of sound which is a change in which sounds exchange position with one another within a word (Campbell, 2004: 39)”. Metathesis does not involve the loss or addition of sounds, or a change in the appearance of a particular sound. Metathesis is simply a change in the order of the sounds. For example, the words ask [æsk] is pronounced as [æks].
6) Diphthongization
“Diphthongization refers to any change in which an original single vowel changes into a sequence of two vowel segments which to gather occupy the nucleus of a single syllable (Campbell, 2004: 42)”. For example in Spanish language the vowel [] and [ ] diphthongizied to ie and ue as in the word p tra
becomes piedra mean stone, b no becomes bueno means good.
7) Monophthongization
8) Lenition (weakening)
According to Campbell, Lenition is a process that involves some weakening of sounds (2004:44). Lenition typically include voicing or sonorization
refers to changes of voiceless sounds to voiced as in [f]Æ[v], affrication refers to changes of a stop or fricative to affricative as in [t]Æ[ts] and [k]Æ[ ],
deaffrication refers to changes of a affricatives to a fricative as in [ ]Æ[ ], and
deaspiration refers to changes of an aspirated sound to an unaspiratedsound. 9) Strengthening
“Strengthening shares a loosely defined notion which the resulting sound is somehow stronger in articulation than the original sound (Campbell, 2004: 44)”. Fro example in Mayan language the sound [w]Æ[kw] as in winqÆkwi:nq means person and [y]Æ[ty] as in iyaxÆityax. The sounds [kw] and [ty] are stronger than the sounds [w] and [y].
2. The Potential Problems in learning English pronunciation
Languages all over the world have sounds that other languages do not have. English language also has sounds that Indonesian language does not have. So, Indonesian students find difficult to pronounce new English sounds because students are not familiar with those sounds.
Here are some of the new English sounds for Indonesian students. It does not explain all sound.
a. The sounds [θ] and [ð] by the initial letter ‘th’
students and they often substitute those sounds with [t] and [d] sounds which almost similar to pronounce. As an example is in the word think [θ ŋk] and that
[ðæt], students tend to substitute the sound [θ] in the word think with the sound [t]
and the sound [ð] is substituted with [d]. As a result students might pronounce the word think as ting and that as dat.
b. The sounds [∫], [ʒ], [z] and [v]
In Putut’s study, he finds that the Indonesian students find difficult to
pronounce the sounds [∫] and [ʒ] because of the absence of those sounds in Indonesian sounds. Students tend to substitute sound [s] for [∫] as in the word shop
and they might pronounce it as sop. The sound [ʒ] is substituted with [s] or [z] sounds as in the word usually which might sound as usuali or uzuali. The sound [z] is often substituted with the sound [s] as in the word rose which might pronounce as ros. [f] and [v], these sounds articulate each pair similarly but in fact they are different.
c. The sounds diphthong and vowel
There are English vowel and diphthong which are often mispronounced and confused by the Indonesian students. The difficulty in diphthong sounds may be caused the absence of English diphthong sounds in Indonesian language. While the difficulty in vowel sounds may be caused by the absence of long vowel in Indonesian language. There are vowel and diphthong which are difficult to pronounce for Indonesian students as follows.
[I] and [i:] often pronounce as [I]: this/these,
[e] and [æ] often pronounce as [e]: bed/bad,
[ ] and [u:] often pronounce as [ ]: foot/food,
[] and [ :] often pronounce as []: don/dawn, [ ] and [a:] often pronounce as [ ]: cat/cart.
2.) Students often pronounce the vowel sounds as in written form.
world [w :ld] students read it as w ld, women [w m n] students read it as women, household [ha sh ld] students read it as hoshold, hugs [h gz] students read it as hugs.
3.) The absence of the English diphthongs [eə], [ə], [ ə], [e], [a], [ ], [ə], and [ ] in Indonesian sounds. Students often pronounce those sounds as in written form.
phone [fə n] students read it as pon,
sound [sa nd] students read it as son,
clothing [kləðŋ] students read it as klot ng.
3. The English Sounds Production
There are four parts of the English sound production; they are the English consonant, the English cluster, the English vowel and the diphthong.
a. Consonant
sounds. The figure of phonetic chief English consonantal articulation was taken from Indriani’s (2003:11).
According to O’grady (2001:7), there is constriction or complete closure in the vocal tract, which might be at the lips, at the back of the mouth and on the teeth, that interferes the flow air out the mouth when produces the consonant sounds. In this part the consonant sounds would be discussed based on the place of articulation and the manner of articulation. Here are the details of the English consonant sounds.
Figure 2.1. English Consonant Articulation (Indriani, 2003: 11)
1) Bilabial plosives [p,b]
According to Fromkin (2000:215-221) based on the place of the articulation when we produce [p,b] sounds, we articulate by bringing both lips together which is called bilabials. Based on the manner of the articulation the sound [p,b] are called plosives because the air that is blocked in the mouth explodes when the closure is released.
which causes the air stream stop at the mouth; for example, path [pæt], part [p :t],
but [bət], and both [bə θ]. 2) Alveolar plosives [t,d]
Fromkin (2000:221) explains that “these sounds are produced by blocking the air in the mouth and exploding when the closure is released”. Fromkin (2000:215) states that based on the place of the articulation [t,d] sounds are produced by bringing the tongue to the alveolar ridge and complete stop of the air stream and let it goes suddenly. Based on the manner of the articulation, [t,d] sounds are called plosives; for example, time [ta m], take [teik], and day [dei]. 3) Velar plosives [k,g]
Fromkin (2000:216) states that [k, g] sounds are produced with the back of the tongue against the velum. Based on the manner of the articulation “[k,g] sounds are called plosives because these sounds are produced by blocking the air in the mouth and exploding when the closure is released (Fromkin, 2000:221)”; for example, come [k m], close [klous], go [go ], and good [g d].
4) Palato - alveolar affricates [t∫
,
]According to Fromkin based on the place of the articulation to produce these sounds, the front part of the tongue, tip and blade, is raised to the heard palate (2000:216); for example, choice [t∫ s], cheap [t∫i:p], joke [ə k], and subject
Labio- refers to lips and –dental refers to teeth. Accoring to Fromkin (2000:215), [f,v] sounds are called labiodentals because the use of lips to produce those sounds by touching the lower lip to the upper teeth and blocking the airstream and having the air push through the narrow opening. “Based on the manner of the articulation these sounds are also called fricatives because in the production of these sounds, the airstream is not completely stopped but is obstructed from flowing freely (Fromkin, 2000: 221)”; for example, fine [fa n],
after [ :ftə], love [l v], and above [əb v].
6) Dental fricatives [θ,ð]
According to Fromkin (2000:215), [θ,ð] sounds are called interdental because these sounds are formed with insert the tongue tip between the upper and lower teeth and block the airstream and have the air push through the narrow opening. According to Fromkin (2000:221) based on the manner of the articulation these sounds are include as fricatives sound. Because when these sounds are produced there is the air coming out of the mouth; for example, thin
[θn], healthy [helθi], the [ðə], and with [w ð]
7) Alveolar fricatives [s,z]
8) Palato - alveolar fricatives [∫,ʒ]
According to Fromkin, these sounds are produced by raising the front part of the tongue, tip and blade, to the heard palate (2000:216). Like [t∫, ] sounds in the place of the articulation, [∫,ʒ] sounds are also called Palato – alveolar sounds or sometimes also called alveopalatals. According to Fromkin (2000:216), “based on the manner of the articulation when producing these sounds there would be air which coming out of the mouth which put this sound in to fricatives sound”; for example, shop [ p], she [ i], and vision [v n].
9) Glottal fricatives [h]
Based on the place of the articulation the [h] sound includes as glottal sound. ”The glottal sound is produced when the glottal is open and no other modification of the air stream mechanisms occurs in the mouth (Fromkin, 2000: 216)”; for example, house [ha s], who [hu:], and hair [heə].
10) Bilabial nasal [m]
Fromkin (2000:215), explains that [m] sound is one of bilabial sounds because this sound is produced by bringing both lips together. Based on the manner of the articulation [m] sound also include as a nasal sound because when this sound is produced the air escapes through the nose (Fromkin, 2000:220); for examples, miss [m s], maybe [me bi], and simple [s mpl].
11) Alveolar nasal [n]
on the manner of the articulation this sound also includes as one of nasal sounds because when this sound is produced, the air escapes through the nose (2000: 220); for examples, so [nə], month [m nθ], coin [k n], and none [n n].
12) Velar nasal [ŋ]
Fromkin (2000:215) explains that “based on the place of the articulation the sound [ŋ] is also one of velar sounds which are produced by raising the back of the tongue to the soft palate or velum”. Like [n] sound, Fromkin states that “on the manner of the articulation [ŋ] sound also includes as one of nasal sounds
because when this sound is produced, the air escapes both the mouth and nose (2000: 215)”; for example, uncle [ŋkl], thing [θ ŋ], link [lŋk], and single [sŋgl]. 13) Lateral [l]
According to Fromkin (2000: 223) “based on the place of the articulation to produce [l] sound, the tip of the tongue raises to the alveolar ridge with the sides of the tongue down, permitting the air to escape laterally over its sides”; for example, leave [li:v], allow [əla ], will [w l], and call [k :l].
14) Post–alveolar frictionless continuant [r]
Fromkin (2003:242) explains that “based on the place and the manner of the articulation there are variety ways to produces the sound [r] one of them is by curling the tip of the tongue back behind the alveolar ridge”; for example , read
[ri:d], sorry [s ri], and library [la brəri].
Based on the manner of the articulation, Fromkin explains that “semi-vowel [j] is produced by raising the blade of the tongue toward the hard palate (2000:223)”. This sound is produce with little or no block of the air stream in the mouth; for example, yesterday [jestəde ], university [ju:n v :səti], year [jə], and
new [nju:].
16) Labio–velar semi vowel [w]
Based on the manner of the articulation, Fromkin (2000:223) states that “the glide [w] is produced by both raising the back of the tongue toward the velum and simultaneously rounding the lips”; for example, which [w ], twelve [twelve],
water [w :tə], and away [əwe].
b. Clusters
English allows many clusters of consonants or knows as consonant cluster. According to Colins and Mees (2003:72) “consonant cluster is a sequence of consonant at the margin of a syllable”. It means in one syllable can consist from two up to five consonants. Clusters may occur in the beginning, middle and final of words. In the beginning of the word as in words draw [dr :] CC V C with two consonants or scream [skri:m] CCC V C with three consonants. In the middle of the word as in words lifting [l ftŋ] C V CC V CC with two consonants or
complete [kəm pli:t] C V CCC V C V with three consonants. In the final of the
word as in words helps [help] CV CCC with three consonants or self [self] C V CC with two consonants.
According to Fromkin (2000:478) vowels are a sound which there is little construction is made in the vocal tract and the sound is louder and longer than consonant. Vowel sounds is produced by different positions of the tongue within the mouth cavity and by round and surround lips. Table 2.3 shows the English vowel sounds and the manner in which each individual sound is produced.
Table 2.3. English Vowel Sounds
Ungrounded Rounded
Front Central Back
High [i:] = peat [I] = pit
[u:] = boot [ ] = put
Mid [e] = pet [ :] = pert
[ə] = ago [ :] = port
Low [æ] = pat [ ] = cup [ ] = pot [a] = part
(Campbell, 2004:xxi)
1) Front, central, and back vowels
According to Fromkin (2000:227-229), the term front, central, and back refer to parts of the tongue raised.
a) Front vowels
Front vowels are made by lifting the front part of the tongue. There are four sounds that belong to the front vowels. They are the sounds [i:] as in tea, [I] as in sit, [e] as in pen and [æ] as in sad.
Central vowels are produced by lowering and flattening the tongue. There are tree sounds that belong to central vowels. They are the sounds [ə] as in adore, [ :] as in bird and [ ] as in up.
c). Back vowels
Back vowels are made by adjusting the back of the tongue. There are five sounds that belong to back vowels. They are the sounds [u:] as in food, [ ] as in look, [ :] as in all, [ ] as in on and [a] as in car.
2) High, mid, and low vowels
Fromkin (2000:228) and (2000:508) explains that the term high, mid, and low refer to the difference in the tongue height.
High vowels height of the tongue is greatest; the tongue is closet to roof or mouth.
Low vowels height of the tongue is least.
Mid vowels height of the tongue is intermediate positions neither high nor low. All vowels in the central vowels are mid vowels.
3) Rounded and unround vowels
The third method of describing vowels is something to do with the position of lips. In English Language the front vowels are unround, the back vowels are round, and the central vowels are ordinary unround (Fromkin, 2000:508). Rounded vowels have lips pulled close together and pushed out from the face. The lips’ position in unrounded vowels is in a neutral position or they are spread out to press against the face.
A diphthong is a sound that is made by gliding from one vowel position to another (Jones, 1919:22). Figure 2.4 shows the English diphthong sounds which consists of eight sounds.
Figure 2.4. English Diphthong Sounds (Indriani, 2003:77)
Diphthong is represented phonetically by sequences of two letters, the first showing the starting point and the second indicating the direction of movement. According to Collins and Mees (2003: 98) there are two diphthongs.
First is centering diphthong, produced by the movement of the tongue from peripheral to central position. Centering diphthong is end with [ə] sound as in the sound [eə] in the word where [weə], [ə] in the word near [nə], [ə] in the word tour [tə], and the sound [ ə] which for some people it includes in the long vowel [ :] as in the word more [m :].
Second is closing diphthongs, produced by the position of the tongue from mid or low to high position. Collins and Mees (2003:98) state that the closing diphthongs can be divided into two.
are three sounds which are placed in fronting diphthongs. They are the sound [e ] in the word aim [e m], in the sound [a ] in the word ice [a s], and the sound [ ] in the word oil [ l]. Backing, end with the sound [ ], is produced with the movement towards a close back vowel. There are only two sounds which is placed in backing diphthongs, they are: the sound [ə] in the word phone [fən], and the sound [ ] in the word sound [sa nd].
B. Theoretical Framework
In this research, the first grade students experience the process of sound change in learning English language. This research is intended to find out the phenomena of sound change that occurred in the pronunciation of English words by the first grade students.
First problem formulation is to find out the types of English sound change of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. To answer the first research problem the researcher uses the sound change theory based on Campbell (2004) and Crowley (1992). According to Campbell and Crowley’s theory there are 9 types of sound change process, they are: assimilation, dissimilation, deletion, sound addition, metathesis, diphthongization, monophthongization, lenition and strengthening.
Second problem formulation is to find out the English speech sounds as the result of the sound change by the pronunciation of the first grade students of
pronunciation, the researcher discovers the difficult sounds which are occurred in the student’s pronunciation.
29 CHAPTER III
METHODOLOGY
This chapter presents information on how this study was conducted. The discussions deal with the research method, the research participants, the research instrument, the data gathering technique, the data analysis technique, and the research procedure.
A. Research Method
The study is a descriptive research. According to Seliger and Shohamy (1989:116) “descriptive research is concerned with providing descriptions on phenomena that occur naturally, without the intervention of an experiment or an artificially contrived treatment”. This study described the phenomena of the sound change that occurred in the pronunciation of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta
Descriptive research could be qualitative or quantitative. This research is categorized as descriptive qualitative because this research deals with data that are in the form of words, rather than numbers and statistic. The data collected in this study are the participants’ pronunciation. The researcher tried to describe the phenomena that occurred on the students’ pronunciation.
To solve the first problem, types of the English sound change of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta, the researcher tried to compare the phonetic transcription of the students’ pronunciation with the phonetic transcription of Pronunciation Longman Dictionary (2008), Longman Dictionary Contemporary English (2001) and Oxford American Dictionary (2003).
After comparing the phonetic transcription, the researcher analyzed the process of the sound change that occurred in the students’ pronunciation. After finding the sound change that occurred in the students’ pronunciation, the researcher analyzed the phenomena that occurred on the students’ sound change by using the sound change theories by Crowley (1992) and Campbell (2004).
To answer the second problem formulation, the researcher made a list of the sound change that occurred in the students’ pronunciation and tried to find out the difficult speech sound for the students to pronounce.
B. Research Participants
C. Research Instruments
1. Observation Sheets
According to Ary, Jacobs, and Razavieh (2002:430), observation is the most basic method for obtaining data in qualitative research”. In observation, the researcher may be a participant in the situation being observed or not. In this research, the researcher’s position was as a participant. Through observation, the researcher achieved the detail information for the research because the researcher saw directly the condition of the students’ pronunciation in class.
The researcher also recorded the students’ pronunciation to be observed by using an audio recorder. The recording helped to solve the first problem formulation by analyzing the phenomena of the students’ sound change. The recording also helped to solve the second problem formulation by finding the difficult speech sound for the students to pronounce.
The researcher asked students to read the texts, while the researcher recorded the students’ pronunciation. From analyzing the transcription of the students’ pronunciation, the researcher found pronunciation problems which happened in the students’ pronunciation, for example, the assimilation process which happened in students’ pronunciation. Students often substituted the sound [θ] with the sound [t] as in the word think [θ ŋk] become [t ŋk].
2. Questionnaire
expected to respond.” Questionnaire can be divided in their degree of explicitness: unstructured questionnaire which has a low degree of explicitness and structured questionnaire which has high degree of explicitness.
In this research, the researcher used open questionnaire which belonged to unstructured questionnaire. It is a kind of question that gives freedom to the respondent to answer by using their own words. Seliger (1989) states that questionnaire is used to collect data on phenomena which are not easily observed, the process involved in using language and the background information about the research subjects. In this questionnaire, the researcher collected the data related with the students’ pronunciation. The questionnaire helped to solve the second problem formulation by checking the result of the difficult speech sound for the students to pronounce to the teacher.
3. Interview
According Ary, Jacobs and Razavieh (2002:434), “the interview is one of the most widely used methods for obtaining qualitative data”. The interview provides information that cannot be obtained through observation, or they can be used to verify the observation. There are three types of interview which can be differentiated by their degree of explicitness and structure. They are open, semi-open and semi-structured.
This kind of interview allows the interviewee maximum freedom of expression and often unexpected information emerges. This interview is often more similar to a conversation rather than interview. The researcher made the condition of the interview liked shear season.
In this research, the researcher interviewed the English teacher of Sekolah Menengah Kejuruan Negari 2 Depok. In this interview, the researcher collected the data related to the students’ problems in pronouncing English sounds. The interview helped to solve the second problem formulation by checking the result of the difficult speech sound for the students to pronounce to the teacher.
D. Data Gathering Technique
This section illustrates how the researcher gathered the data from the participants. Firstly, the researcher selected the reading texts which would be read by students. The reading texts were taken from the students’ English book.
After selecting the texts, the researcher asked students to read the text. By using an audio recorder, the researcher recorded the students’ pronunciation to collect the data. It was expected that the researcher could collect lots of important data to this study.
(2001), Oxford American Dictionary (2003) and Pronunciation Longman Dictionary (2008). Table 3.1 showed the table which is used to analyze the data.
Table 3.1 Table to analyze the data Phonetic transcription
The reason of the researcher used Longman Dictionary Contemporary English (2001) and Oxford American Dictionary (2003) because those dictionaries were common dictionaries among students who learn English language. By using those dictionaries, the teacher and students could check the pronunciation of the English words. Because this research concerned to sound change, researcher also used Pronunciation Longman Dictionary (2008) to check the phonetic transcription in each word.
E. Data Analysis Technique
1. Comparing the phonetic of students’ pronunciation with the phonetic transcription based on Longman Dictionary Contemporary English (2001), Oxford American Dictionary (2003) and Longman Pronunciation Dictionary (2008).
First, the researcher transcribed the recording of the students’ pronunciation into the phonetic form.
Example: saveÆ[se v] thinkÆ[θ ŋk] countriesÆ[ k ntriz]
Second, after transcribing the recording of the students’ pronunciation, the researcher compared the phonetic transcription of the students’ pronunciation with the phonetic transcription based on the Longman Dictionary Contemporary English (2001), Oxford American Dictionary (2003) and Pronunciation Longman Dictionary (2008).
k ntriz k ntriz k ntriz k ntriz k(au)ntri(s)
save se v se v se v se(f)
think θ ŋk θ ŋk θ ŋk (t)ŋ(Ø)
2. Analyzing the sound changes phenomena by using the theory of sound changes form Campbell (2004) and Crowley (1992).
After finding the sound change that occurred on the students’ pronunciation in pronouncing the English words, the researcher tried to analyze the phenomena of the sound change by using the theory of sound change from Campbell (2004) and Crowley (1992).
From the previous example the researcher found three words which were the last sound on those words was substituted into the other sound. There are the sounds self [se(f)], think [(t)ŋ(Ø)], and countries [k(au)ntri(s)]. The researcher found two phenomena which discussed about the substitution on the final sound; they are final devoicing and apocope.
The final devoicing is the substitution of voiced final sounds into voiceless sound. Since the words save [se(f)] and countries [k(au)ntri(s)] experienced the substitution of the last sound from voiced sound [v,z] into voiceless sounds [f,s], so those words were experienced the final devoicing phenomena. Apocope is the deletion of consonant in the last word. Since the word think [(t)ŋ(Ø)] was experienced the lost of final sound, so this word was experienced the apocope phenomena.
sound. The word think [(t)ŋ(Ø)] was experienced the strengthening process because the weak sound [θ] was substituted by the strong sound [t].
The other problem was the substitution of the sound [ ] into sound [au]. The researcher found diphthongization phenomena which could explain the phenomena that occurred in the word countries [k(au)ntri(s)]. Diphthongization is the change of single vowel into two vowels, form single vowel [ ] into two vowels [au]. As the result the researcher found that diphthongization phenomena also occurred on the word countries [k(au)ntri(s)].
Example:
countries k ntriz k ntriz k ntriz kauntris
Apocope
think θ ŋk θ ŋk θ ŋk t ŋk
Strengthening
think θ ŋk θ ŋk θ ŋk tŋ
Diphthongization
countries k ntriz k ntriz k ntriz kauntris
F. Research Procedure
This research was conducted in five steps. The first was the preparation step. In this step, the researcher asked for the permission of the English teacher to conduct this research.
The second step was the identification of the participants, in which the researcher selected the first grade students, as the participants in this research.
The third was instrument preparation to collect the data. In this step, the researcher prepared texts which would be read by students and the audio recorder to record students’ pronunciation.
The fourth step was data collection. In this step, the researcher obtained the data by recording the students’ pronunciation and transcribing the students’ pronunciation into the phonetic transcription.
39 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter discusses about the data collected in this study and the research findings.
A. Types of sound change which occur in the process of pronunciation among
the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok
Sleman Yogyakarta
The researcher found six types of sound change which occur in the students’ pronunciation. They are assimilation, deletion, sound addition, monophtongization, strengthening, and other findings.
1. Assimilation
Assimilation is process when one sound causes another sound to change. Assimilation was divided into three phenomena; they are palatalization, final devoicing, and nasalization. Final devoicing is a phenomenon that occurred on students’ pronunciation.
a. Final devoicing
Table 4.1. The sound changes that were categorized as final devoicing
countries k ntriz k ntriz k ntriz k ntris
twelve twelv twelv twelv tuweləf
NOTE: is used to symbolize the final devoicing process that occurred
Table 4.1 showed two sounds which experienced final devoicing process. They were the sounds [z] and [v]. These voiced sounds were substituted by other voiceless sounds. For example [z] as voiced sound was substituted by [s] as voiceless sound as in the word countries [k ntriz]Æ[ kauntris]. According to Swan and Smith (2001:281) “[v] sound is rare in Indonesian words. Indonesian students are likely to replace [v] by [f], especially at the end of word”. The voiced sound [v] was substituted by the voiceless sound [f] as in the word love [l v]Æ[l f]. This substitution was caused by simplification. Students found easier to articulate [s] and [f] sounds than [z] and [v] sounds.
2. Deletion
Deletion is the omission of one or more sounds in word. This process is divided into three types, namely syncope, apocope, and aphaeresis (or apheresis). Apocope is a phenomenon that occurred on students’ pronunciation.
a. Apocope
Apocope is the loss of consonant sound in word. Based on the data collection, the researcher found ten mispronunciation words that experienced the apocope process. The apocope processes in the students’ pronunciation were presented in the table 4.2.
The researcher found four sounds which were deleted in the final sound. They were the sound [t] as in the word most [mə st], the sound [z] as in the word
as in the word think [θ ŋk], and the last the sound [s] as in the word six [siks]. Students did not familiar with double consonant in the last word and got difficulty to pronounce those words. According to Swan and Smith (2001), “Indonesian words cannot end in voiced stops [b.d.g], the fricatives [v,z, ]. Students are likely to drop those sounds at the ends of words, especially after other consonants”. As the result, the deletion eased students to pronounce those words.
Table 4.2. The sound changes that were categorized as apocope The phonetic transcription
NOTE: is used to symbolize the apocope process that occurred
3. Sound addition
phonemic segment (Fromkin and Rodman, 1975: 104). In sound change, sound can be inserted in several different ways; they are prothesis, anaptyxis, excrescence, and paragoge. Anaptyxis and excrescence are a phenomenon that occurred on students’ pronunciation.
a. Anaptyxis
Unlike apocope, anaptyxis is a kind of epenthesis or insertions process where an extra vowel is inserted between two consonants (Campbell, 2004:36). According to Swan and Smith (2001:282), “the most frequently occurring syllable structure in simple Indonesian words is consonant-vowel-consonant. Indoneain students are likely to insert a schwa vowel to simplify clusters”. The anaptyxis processes in the students’ pronunciation were presented in table 4.3.
Table 4.3.1. The sound changes that were categorized as anaptyxis The phonetic transcription
twelve twelv twelv twelv tuweləf
NOTE: is used to symbolize the anaptyxis process that occurred
pronounced the word personal as [p :sənal] and the word school as [səku:l]. The insertion of the vowel [a] and [ə] eased the students to pronounce those words. b. Excrescence
Excrescence is also one kind of epentheses or insertion process which refers to the insertion of an extra consonant between two consonants (Campbell, 1998:36). There was one word which experienced the excrescence process, which is the word songwriter [sŋra tər] which could be easily to pronounce as [sŋwra tər]. The researcher found that students inserted the [w] sound between [ŋ] and [r] sounds. The excrescence process was presented in table 4.4.
Table 4.3.2. The sound changes that were categorized as excrescence The phonetic transcription
Table 4.4. The sound changes that were categorized as monophthongization
NOTE: is used to symbolize the monophthongization process that occurred
5. Strengthening
Strengthening or fortition is process which involves strong sounds. There were twenty-one words which experienced the strengthening process. The strengthening processes in the students’ pronunciation were presented on the table 4.5.
think θ ŋk θ ŋk θ ŋk tŋk
university ju:n vəsəti//-s ti ju:n v :səti//- :r ju:n v :səti//- :r ju:nf:rsəti
usually ju:ʒuəli//-ʒəli ju:ʒuəli//-ʒəli ju:ʒuəli//-ʒəli ju:suəli NOTE: is used to symbolize the strengthening process that occurred
6. Other findings
There are some of the sound changes in the students’ pronunciations which could not classify as the phenomenon of sound change that present in the previous. The researcher classified it as other findings. The other findings process was presented on the table 4.6.
Table 4.6. The sound changes that were categorized as other findings The phonetic transcription
countries k ntriz k ntriz k ntriz k ntris
Table 4.6 showed that there were eight English words which belong to other findings phenomena, for example, the word busy [b zi] pronounced as busi
and the word often [ fn] pronounced as oftn. Students pronounced those sounds as in a written form.
B. The English speech sounds as the result of the sound change
The researcher found there are six types of the English sound change of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. They are assimilation, deletion, sound addition, monophtongization, diphthongization, and strengthening. Those types of sound change experienced the changes of one sound into another sound. The researcher would try to discover the English speech sounds as the result of the sound change. The English speech sounds as the result of the sound change were presented on the table 4.7
13. o a
14. e e Strengthening
15. θ t
16. ð d
17. ʒ s
18. s
19. t
20. v f
21. z s
22. f p
Other findings
23. u
24. eg
25.
26. e
27.
28. ə
Based on the findings in the first problem formulation, the researcher found that there were many English sounds which experienced the sound change process. Students tend to substitute and insert some diphthong, vowel and consonant sounds in the English words. For example, students tend to substitute the sounds [a , o and e ] by the sounds [ , , and a] in monophthongization process, the insertion of the vowel sounds [u], [a] and [ə] as in the anaptyxis process and the consonant sound [w] in the excrescence process. Those sound changes were caused by articulatory simplification. The result of simplification was the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta were easy to pronounce the English words.
The researcher found that the sounds [t, z, d, k, s, θ, ð, ʒ, , , v, and f] were the most common sounds which were substituted with other sounds by the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. The researcher explored many English words; where those sounds occured, were always experience the sound change. Students tend to delete the sounds [t, z, d, k, and s] in the final sounds because students were easy to pronounce the English words where those final sounds occur.
51 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter is divided into two parts. They are conclusions and suggestions. The conclusions present some conclusion of analysis results in this study. Meanwhile, the suggestions present suggestions for the English teacher and for other researchers who are interested in conducting the similar study.
A. Conclusions
This research was intended to provide information on the sound change phenomenon which occurred on the pronunciation of the first grade students of
Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta. In order to gain the information about the sound change in students’ pronunciation, the researcher conducted observation and analysis on the students’ pronunciation. From the analysis, the researcher found the information to answer the research problems that are summarized below:
1. The types of the English sound changes of the first grade students of Sekolah Menengah Kejuruan Negeri 2 Depok Sleman Yogyakarta?
The change includes the substitutions of sound [θ] by sound [t], sound [ð] by sound [d], and sound [z] by sound [s].
In apocope, which one type of deletion process, there were five sounds which experienced the deletion process in the last words. They are the sound [t], sound [z], sound [d], sound [k], and sound [s].
In insertion process, there were two types which occur in the students’ pronunciation, they are anaptyxis and excrescence. In anaptyxis, there three sounds which experience the anaptyxis process. They are the insertion of [a] sound, [ə] sound, and [u] sound. While, in excrescence, there is only one sound which experiences the insertion process. There is the insertion of the sound [w].
In monohthongization process, there are three sounds which experience the sound change. They are the sound [a ] becomes [ ], sound [ə] becomes [ ], and the sound [e ] becomes [a].
In other findings, there were some sound changes which did not belong to the sound change phenomenon. The substitution of the sound [ ] by sound [u], sound [ ] by sound [e], sound [ ] by sound [g], sound [ ] by sound [ ], sound [ ] by sound [ , ə] and the insertion of the sound [t].
2. The English speech sounds as the result of the sound change
Students were likely to drop the sounds [t, z, d, k, and s] in the final sounds, especially after other consonants because students were easy to pronounce the English words where those final sounds occur.
The other sounds which also substituted by the students were the sounds [θ, ð, ʒ, , , v, z, and f]. Those sounds were substituted by the sounds [t, d, s, s, t, f, s, and p]. The most difficult sounds for students to pronounce were the sounds [z] and [v] in the final words. Students substituted those sounds by the sounds [s] and [f]. These substitutions were easy the students to pronounce those English sound.
Spelling pronunciation is the cause of the other findings phenomena which occur in the students’ pronunciation. Students pronounce the English words as in written form which could differ significantly from the way it is pronounced, as the substitution of the sound [ ] by sound [u] and [e], sound [ ] by sound [g], sound [ ] by sound [ ], sound [ ] by sound [ , ə] and the insertion of the sound [t].
B. Suggestions
Based on the findings provided previously, the researcher has two suggestions which are aimed to English teacher and to other researchers who would like to conduct similar study.
could try to imitate it. The teacher could ask the students to read a loud a text so the teacher could correct their mispronunciation.
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