ENGLISH MISPRONUNCIATION
PRODUCED BY RADIO MASDHA ANNOUNCERS
AN UNDERGRADUATE THESISPresented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
LAKSMI ANINDITA Student Number: 134214012
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
ii
ENGLISH MISPRONUNCIATION
PRODUCED BY RADIO MASDHA ANNOUNCERS
AN UNDERGRADUATE THESISPresented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
LAKSMI ANINDITA
Student Number: 134214012
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
v
STATEMENT OF ORIGINALITY
I certify that this undergraduate thesis contains no material which has been
previously submitted for the award of any other degree at any university, and that,
to the best of my knowledge, this undergraduate thesis contains no material
previously written by any other person except where due reference is made in the
text of the undergraduate thesis.
Yogkakarta, April 28, 2017
vi
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama : Laksmi Anindita
Nomor Mahasiswa : 134214012
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul
ENGLISH MISPRONUNCIATION
PRODUCED BY RADIO MASDHA ANNOUNCERS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta Pada tanggal 28 April 2017
Yang menyatakan,
vii
Ya Allah, give ease to me,
viii
Babeh, Ibuk, Masnung, Dekma, Budhe Nuk
This all is for you
My very-best friends
Thank you for inspiring and caring me with love
ix
ACKNOWLEDGMENTS
Alhamdulillah. I praised to Allah SWT because of His helps and
blessings I could complete my undergraduate thesis. Thank you for surrounding
me with a lot of adorable people so I could learn much from them.
I would like to thank Babeh, Ibuk, Masnung, and Dikma for the material
and immaterial support. Thank you for always supporting and praying for my
best. Without you, I could not complete my study at all. I know that all the
pressure is given to strengthen me.
I would express my gratitude to Scolastica Wedhowerti, S. Pd., M. Hum.
who has guided me well and wisely from the beginning until the end of my thesis.
I would also show my gratitude to Arina Isti’anah, S.Pd., M. Hum. for giving me a lot of suggestions I needed for my thesis.
I would extend my gratitude to Magdalintan Kalvari as the General
Manager of Radio Masdha Jogja for the permission given to do the research to the
respondents. I would also give my gratitude to Yohanes Juan Antony Sijabat as
the Vice Manager and Bagas Tutuko Suryo Wibowo as the Announcer
Coordinator that have helped me do the research. I do not forget to say thanks for
Radio Masdha announcers of becoming my respondents all along.
For Budhe Nuk and the other Cik Di Tiro family, thanks for being my
inspiration. You always believe me that I can do and finish my study well. You
always open up my mind about how beautiful life is and I believe in that. I never
x
TABLE OF CONTENTS
TITLE ... ii
APPROVAL PAGE ... iii
ACCEPTANCE PAGE ... iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... v
b. Variation in Pronunciation ... 18
c. Orthography ... 18
3. Error Analysis ... 20
a. Identification of Errors ... 21
xi
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ... 30
A. Announcers’ Mispronounced Words ... 30
B. Possible Reasons of Mispronunciations ... 50
1. Consonant Sounds ... 50
CHAPTER V: CONCLUSION ANDSUGGESTION ... 58
BIBLIOGRAPHY ... 60
APPENDICES ... 62
Appendix 1: Research Permit ... 62
Appendix 2: Questionnaire ... 63
Appendix 3: Questionnaire Results ... 66
Appendix 4: News ... 68
xii
xiii
LIST OF TABLES
Table 2.1 English Consonants ... 7
Table 2.2 Indonesian Consonants ... 14
Table 2.3 Indonesian Spelling and Orthography ... 19
Table 3.1 Respondents’ Daily Language ... 26
Table 3.2 Respondents’ Study Program ... 27
Table 4.1 Mispronunciation of [v] ... 31
Table 4.2 Mispronunciation of [v] into [f] Word Lists ... 32
Table 4.3 Mispronunciation of [ð] ... 32
Table 4.4 Mispronunciation of [θ] ... 33
Table 4.5 Mispronunciation of [θ] into [t] Word Lists ... 34
Table 4.6 Mispronunciation of [wɪð] or [wɪθ] ... 34
Table 4.7 Mispronunciation of [t] ... 35
Table 4.8 Mispronunciation of [z] ... 36
Table 4.9 Mispronunciation of [z] into [s] Word Lists ... 37
Table 4.10 Mispronunciation of [i:] ... 39
Table 4.11 Mispronunciation of [i:] Word Lists ... 40
Table 4.12 Mispronunciation of [ɪ] ... 40
Table 4.13 Mispronunciation of [ɪ] Word Lists ... 41
Table 4.14 Mispronunciation of [e] ... 42
Table 4.15 Mispronunciation of [e] Words Lists ... 43
Table 4.16 Mispronunciation of [ɔ:] ... 44
Table 4.17 Mispronunciation of [ɔ:] Word Lists ... 44
Table 4.18 Mispronunciation of [ɑ:] ... 45
Table 4.19 Mispronunciation of [ɑ:] Word Lists ... 46
Table 4.20 Mispronunciation of [aɪ] ... 46
Table 4.21 Mispronunciation of [aɪ] Word Lists ... 47
Table 4.22 Mispronunciation of [eɪ] ... 48
Table 4.23 Mispronunciation of [eɪ] Words Lists ... 49
Table 4.24 Mispronunciation of [ju] ... 49
xiv
LIST OF FIGURES
xv ABSTRACT
ANINDITA, LAKSMI. English Mispronunciation Analysis Produced by Radio Masdha Announcers. Yogyakarta: Department of English Letter, Faculty of Letters, Sanata Dharma University, 2017.
This undergraduate thesis discusses mispronunciation produced by the
Radio Masdha announcers. The researcher chooses the announcers who are not from English Department also do not speak Javanese and Sundanese in their daily language. The researcher only focuses on those who use Indonesian as their daily language.
There are two problem formulations in conducting this research. The first is finding out what sounds which are mispronounced by the announcers. The second is finding out what the causes of the mispronunciation.
There were several steps used in the research. The first step was giving the questionnaires to the announcers. The researcher had eliminated 10 (ten) announcers from English Department also those who speak Javanese and Sundanese. Then, the researcher had asked the 10 (ten) other announcers to read an English news taken from BBC and they have been recorded. Next, the researcher heard the records and transferred it into the phonetic transcription. Last, the researcher analyzed what sounds are often mispronounced by the announcers.
Based on the analysis, the consonant sounds which are mispronounced by the announcers are [v] into [f], [ð] into [d], [θ] into [t], [d] into [n] and [s], [t] into [θ] and [s], [z] into [s], [l] into [r], [ʃ] into [s], [ɡ] into [ʒ], also [ʧ] into [s] and [f]. The vowel sounds which are mispronounced are [i] into [e] and [ə], [ɪ] into [ə], [æ] into [e] and [ʌ], [ə] into [ʌ] and [ɑ], [ʌ] into [ə], [ɔ] into [ɒ], [ʌ], [a], and [e], also [ɒ] into [ɔ] and [ə]. Furthermore, the diphthong sounds which are mispronounced are [eɪ] into [ɪ], [e], [æ], [a], and [ə], [aɪ] into [e] and [ɪ], also [ju] into [u] and [ʌ].
xvi ABSTRAK
ANINDITA, LAKSMI. English Mispronunciation Analysis Produced by Radio Masdha Announcers. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017.
Skripsi ini membahas tentang kesalahan pengucapan oleh penyiar Radio Masdha. Peneliti memilih penyiar yang bukan berasal dari Jurusan Bahasa Inggris serta berbicara Bahasa Jawa dan Sunda dalam kehidupan sehari-hari. Peneliti fokus kepada penyiar-penyiar yang menggunakan Bahasa Indonesia sebagai bahasa sehari-harinya.
Ada dua rumusan masalah yang diangkat di dalam skripsi ini. Yang pertama mencari tahu bunyi apa saja yang disalahucapkan oleh peyiar Radio Masdha. Yang kedua, mencari tahu apa penyebab dari salah pengucapan. Lalu, peneliti akan menyimpulkan kesalahan apa yang mereka hadapi.
Ada beberapa langkah yang dilakukan dalam skripsi ini. Yang pertama memberikan kuesioner kepada para penyiar. Peneliti telah mengeliminasi 10 (sepuluh) penyiar yang berasal dari Jurusan Bahasa Inggris serta berbicara Bahasa Jawa dan Sunda dalam kehidupan sehari-hari. Kemudian, peneliti meminta 10 (sepuluh) penyiar laiunnya untuk membacakan berita dan akan direkam. Setelah itu, peneliti akan mendengarkan rekaman dan mentransfernya ke dalam transkrip fonetik. Terakhir, peneliti akan menganalisis bunyi apa saja yang disalahucapkan oleh para penyiar.
Berdasarkan dari analisis, bunyi konsonan yang disalahucapkan oleh para penyiar yaitu [v] menjadi [f], [ð] menjadi [d], [θ] menjadi [t], [d] menjadi [n] dan [s], [t] menjadi [θ] dan [s], [z] menjadi [s], [l] menjadi [r], [ʃ] menjadi [s], [ɡ] menjadi [ʒ], serta [ʧ] menjadi [s] dan [f]. Bunyi vocal yang disalahucapkan adalah [i] menjadi [e] dan [ə], [ɪ] menjadi [ə], [æ] menjadi [e] dan [ʌ], [ə] menjadi [ʌ] dan [ɑ], [ʌ] menjadi [ə], [ɔ] menjadi [ɒ], [ʌ], [a], dan [e], serta [ɒ] menjadi [ɔ] dan [ə]. Selanjutnya, bunyi diftong yang disalahucapkan yaitu [eɪ] menjadi [ɪ], [e], [æ], [a], dan [ə], [aɪ] menjadi [e] dan [ɪ], serta [ju] menjadi [u] dan [ʌ].
1 CHAPTER I INTRODUCTION
A. Background of the Study
Nowadays, people become more aware and enthusiastic in learning
English. People are aware that having a good English pronunciation is important
because English is a lingua franca. It means that English is used by people with
different mother tongues in order to facilitate the communication among them
(Wardhaugh, 2006: 59).
Learning English can be everywhere. School is not the only place for
learning English. There are some other ways to gain our English capability,
especially for speaking skill. One of the examples is by listening an English
program in radio. Although only providing sound, radio is still favorite because we
can listen to the radio while doing other activities. Almost all radios now provide
streaming so the listeners can listen to their favorite radio in a simple, easy, and
affective way.
Nowadays, some local radios have English programs. In Swaragama, they have Easy English program by Karlina Kuning. Easy English is only a one-and-a-half-minute program. Here, Karlina shares some knowledge of how to use English
in a correct way. The material can be basic grammar, pronunciation, idioms, and
many more. MMTC Radio also has an English program named Chat Zone. This program invites the listeners to learn English in a fun way (http://radio.mmtc.ac.id).
called International Area Special Friday. In this program, the announcers share some news in English. The news is taken from English news portals BBC.
To present the English program, the announcers have to know the materials
and also how to pronounce English words well. It is because the announcers are
those who communicate with the listeners. Once the announcers make a mistake,
the listeners will know it. It can impact the radio station because the announcers are
the radio representatives (Triartanto, 2010: 48). The radio station will be judged to
be a not-good radio station.
Announcer recruitment in Radio Masdha is different from some big radio stations in Yogyakarta such as Geronimo and Swaragama. In Geronimo and
Swaragama, the announcers are recruited based on their skill and capability. Not in every year do they recruit new announcers. In Radio Masdha, the announcer recruitment is held every academic year. Radio Masdha recruits fresh year students who are interested in being radio announcers. The applicants do not necessary have
a broadcasting skill to apply for Radio Masdha. It is because Radio Masdha holds staff regeneration every year, so the staff including the announcers will be changed
every year.
Radio Masdha is expected to be a medium for the listeners to learn English in a different way. By listening to English news in International Area Special Friday program, the listeners can learn more about English pronunciation, dialogue intonation, sentence patterns, and many more. This can also help them when having
which is held for non-English students in Sanata Dharma University as their
graduation requirement.
However, not all Radio Masdha announcers come from English Department. Thus, only some of them who have knowledge of how English words
are pronounced. It is because they have Phonetics and Phonology class in their
major. The announcers who do not come from English Department will find
difficulties in delivering the English news. Not all announcers are used to be fluent
in English. This problem will be the focus of the research about the English
pronunciation among Radio Masdha announcers. The writer will contrast both
Indonesian and English sound inventories. After understanding it, the writer will
analyze the data based on the similarities and the differences in phonetics and
phonology. Then the researcher will analyze the causes based on the orthography.
Last, the researcher will conduct types of errors for each mispronunciation.
B. Problem Formulation
To help the research of this study, the researcher formulates the problems
as follows:
1. What sounds are often mispronounced by Radio Masdha announcers in delivering an English news?
2. What is/are the cause (s) of the mispronunciation made by the announcers
C. Objectives of the Study
There are two objectives of the study from the problem formulation above.
The first is the researcher will analyze what sounds which are often mispronounced
by Radio Masdha announcers. The announcers will be asked to present English news and it will be recorded for further analysis.
Second, the researcher will conduct what the causes are from the
mispronunciation made by the announcers. The researcher will analyze it based on
English and Indonesian Phonology. Then, the researcher will conduct some
possible reasons of the mispronunciations.
D. Definition of Terms
There are some terms to be used in this research. The terms will be
explained in this section to avoid misunderstanding. The terms are pronunciation
and Radio Masdha announcers.
First, pronunciation is a process in producing meaningful speech sound
consciously articulated by the controlled friction of airstream. Sound itself is
something that we produce by controlling our speech organs, such as lips, teeth,
tongue, vocal tracts, and lungs (Kreidler, 2004: 22-3). There are three categories of
sounds in English. There are consonant, vowel, and diphthong.
Second, Radio Masdha announcers are those who are listed in Radio Masdha staff branch 2015 and 2016. Not all Radio Masdha announcers will be the respondents. The respondents are chosen based on certain qualification through the
5 CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
In this section, the writer will share several researches and reviews about
related studies. The studies are about English mispronunciation in Sundanese,
Javanese, and Vietnamese.
In Raharjo’s undergraduate thesis (2010), it is shared how Sundanese
native speakers in SMA Negeri 1 Kuningan mispronounce English consonants. At
first, Raharjo analyzes the similarities and differences in English and Sundanese
phonetic inventory. Then, he shares some mispronunciation by Sundanese
speakers. One of them is about the labiodental fricative mispronunciations. There
are two kinds of mispronunciation in this thesis. The first one is about consonant
[f]. 70% from 20 respondents pronounce the consonant [f] well. However, the rest
of them mispronounce it as [p] (Raharjo, 2010: 45). The second one is about
consonant [v] mispronunciation. The research states that almost all of the
respondents misinterpret [v] as [f]. Only 46,7% of the respondents who pronounce
it well (Raharjo, 2010: 48-45).
A similar study is done by Luviya (2016) in her undergraduate thesis.
She analyzes about the mispronunciation of English consonants by Javanese
students. The respondents are Javanese students in English Letters of Sanata
Dharma University. The result is quite similar to Raharjo’s. 53,33% students fail
word value[vælju:] and [æfərɪdʒ] for the word average [ævərɪdʒ] (Luviya, 2016:
36).
English phonetic inventory is not only different from Indonesian local
language but also the other languages such as Vietnamese. Bui states in his
research that there are some English sounds which do not exist in Vietnamese
(2016: 125). It affects Vietnamese speakers in pronouncing English words. The
study focuses on the mispronunciation of English interdental sounds [θ] and [ð].
For instance, four out of ten respondents pronounce [θ] as [t‘]. For [ð], it is often
changed into [z] (Bui, 2016: 126).
In this study, the writer would like to have a similar study about
pronunciation written by Raharjo, Luviya, and Bui. The research will focus not
only in the consonant, but also on vowel and diphthong sound. Another difference
is that the researcher will compare English phonetics inventory with Indonesians’.
The data will be gained from the English news from BBC portal. The writer will also use some same theories about Phonetics, Phonology, and error analysis.
B. Review of Related Theories
Three theories are used in the study. They are Phonetics, Phonology,
Error Analysis and Orthography.
1. Phonetics
Phonetics concerns with describing the speech sounds which occur in all
languages in the world (Ladefoged and Johnson, 2011: 2). To learn about
scientific description of speech sounds by Internal Phonetic Association (IPA)
symbol. One alphabet symbol refers to only one sound and one sound refers to
only one alphabet symbol. However, “each symbol can be used for a range of
different but similar sounds” (Port and Leary, 2005: 928). In Phonetics, we will
learn more about consonant, vowel, diphthong sounds. We learn the symbols and
how to pronounce them.
a. English Consonants
As summarized from Ladefoged and Johnson, English consonant
articulation is divided into three parts (2011: 10). The first one is labial
articulation which occurs when using the lips. The second one is coronal
articulation which uses the tip or blade of the tongue. The last one is dorsal which
is occurs by the back of the tongue. Later, bilabial and labiodental include in
labial articulation. While dental, alveolar, retroflex, and palate-alveolar include in
coronal articulation. Velar includes in dorsal articulation. Palatal can include into
coronal or dorsal articulation. It is based on a point to which we shall return.
Table 2.1 English Consonants (Fromkin, Rodman, and Hyams, 2014: 204)
Voiceless f θ s ʃ h Affricate
Voiced ʤ
Voiceless ʧ
Glide
Voiced w j w
Voiceless Liquid (Voiced)
Central r
Lateral l
i. Place of Articulation
Bilabial, labiodental, dental, alveolar, retroflex, palate-alveolar, palatal,
and velar are parts of place of articulation. The definition of each part will be
explained as a summary from Ladefoged and Johnson (2011: 11-13) also
Fromkin, Rodman, and Hyams (2014: 195-197).
Bilabial sounds occur when we made our lips come together. The sounds are [p], [b], and [m] as in the word pie, buy, and my. In labiodental, we raise the lower lip until it nearly touches the upper front teeth. The sounds are [f] and [v].
When we use our tongue tip and upper front teeth to produce sound, we will make
dental sounds. Some people have the tip of the tongue protruding between the
upper and lower front teeth while others may have it close behind the upper front
teeth. For the sounds which the tongue position is between the teeth are called
interdental sounds. The sounds are symbolized into [ð] and [θ]. The example is in the word thy[ðaɪ]and thigh[θaɪ].
In alveolar, we use the tip of the tongue or the blade of the tongue. The sounds that we produce are [t], [d], [n], [s], [z], [l], and [r]. We produce it use our
raised toward the hard palate and makes [ʃ], [ʒ], [ʧ], [ʤ], and [j] sound. We can be
able to feel the rush of cold air between the front tongue and the hard palate.
These sounds can also be called as post-alveolar because they are made farther
back in the mouth than an [s] sound.
In velar, our back part of the tongue is raised so that it touches the velum. The sound is symbolized into [k], [ɡ], and [ŋ]. The sound appears in the
final sound of the word hack, hag, and hang. Last, in glottal, although it is classified as consonant, there is no restriction of the airflows. Glottal stands for
the sound [Ɂ] and [h].
ii. Manner of Articulation
Manner of articulation is several basic ways in which articulatory
gestures can be accomplished. In this term, the articulators may close off the oral
tract in certain period, narrow the space considerably, or simply modify the shape
of the tract by approaching each other. The theories of manner of articulation
below are the summary from Ladefoged and Johnson (2011: 14-16) also Fromkin,
Rodman, and Hyams (2014: 198-203).
Manner of articulation is divided into six parts. They are voicing features,
stop, fricative, affricate, glide, and liquid. There are voiced and voiceless sound in
the voicing features. Voiced sounds will be produced if the vocal cords are together. It makes the airstream forces its way and causes vibrate. It happens in
the sound [b], [d], [ɡ], and [z]. On the contrary, voiceless sounds will be produced
when the vocal cords are apart. The air can flow freely through the glottis.
Stop is a condition in which the articulators have a complete closure so that the airstream cannot escape through the mouth. Stop is defined into oral and
nasal stop. When we have the oral stop, the soft palate is raised. It makes the nasal
tract blocked off so the airstream is completely obstructed. The sounds are [p],
[b], [t], [d], [k], and [ɡ]. In nasal stop the air is stopped in the oral cavity but the
soft palate is down. Therefore, the airstream can go out through the nose. They are
[m], [n], and [ŋ].
Fricative happen when the airstream is partially obstructed and turbulent airflow is produced. The sounds are [f], [v], [θ], [ð], [s], [z], [ʃ] and [ʒ]. For the [s]
and [ʃ] sounds, they are sometimes called sibilants because of the higher-pitched
sounds with a more obvious hiss. Affricate stands for the sounds which are produced by a stop closure and then followed immediately by a continual release
of its closure. It consists of [ʧ] and [ʤ].
Liquids stand for the sounds which are produced by some obstruction of the airstream in the mouth. However, this obstruction is actually not enough to
cause any real friction. It divides into lateral [l] and retoflex [r]. The last one is
glide. Glide is a gesture in which one articulator is close to another but without the vocal tract being narrowed to such an extent that a turbulent airstream is
produced. [j] and [w] are the sounds of approximant. While pronouncing [j]
sound, our front tongue is raised toward the palatal area of the roof of the mouth.
However, it does not come close enough for a fricative sound to be produced. In
b. English Vowels
Figure 2.1 English Vowel Chart (Ladefoged and Johnson, 2011: 44)
i. Front Vowels
Front vowels occur when the highest point of the tongue is in the front of
the mouth. The examples are heed [hi:d], hid[hɪd], head[hɛd], and had [hæd]. While pronouncing [i] in the word heed, tongue is fairly close to the palate. Since the tongue is close to the upper mouth, [i] is categorized as high
front vowel. When the tongue is slightly less close to our palate, we will produce
[ɪ] sound such as in the word hid[hɪd]. This sound is called a mid-high vowel. Last, when we pronounce the word egg, head, and had, the tongue position is lower than those [i] and [ɪ] sounds. The sound [e] in the word egg is a mid-front vowel. [ɛ] in the word head is called a mid-low vowel, while the [æ] sound in the word had is called as a low front vowel. Those who have a lower [æ] may also have a slightly lower [ɛ], thus keeping the distances between [i], [ɪ], [ɛ],
and [æ] approximately the same.
ii. Central Vowels
English speakers have [ʌ] sound. The example is in the word bud. In many forms of British English, these vowels maybe a little lower than in
sound. It is the lowest part of central vowel. The sound occurs in the word
thousand[θaʊzǝnd]. iii. Back Vowels
Back vowels occur when the tongue is close to the back surface of the
vocal tract. Back vowels are defined into three categories. They are high back
vowel, mid-high back vowel, and low back vowel.
The high back vowel occurs when the back part of the tongue is in the
highest position as shown in the sound [u] for the word food. When the back part of the tongue may be near enough to the palate, then we will produce [ʊ] sound
such as in the word good. However, in pronouncing a low back vowel, the back part of the tongue is in the lowest position. It occurs when we pronouncing [ɑ] in
the word father.
Most of British English speakers have an additional vowel. They
distinguish between the vowels [ɑ], [ɒ], and [ɔ] as in balm, bomb, and bought. The sounds are [bɑm], [bɒm], and [bɔ:t]. It results in a different number of vowel
qualities. The additional vowel [ɒ] is more back and slightly more rounded than
[ɑ].
c. English Diphthongs
Diphthong is a two-vowel comes together and one of them has a change
in quality during the syllable (Ladefoged and Johnson, 2011: 306). The difference
of the two vowel qualities can be indicated by writing the ‘nonsyllabic’ diacritic
All the diphthong explained are the summary from Ladefoged and
Johnson (2011: 92-93). The first diphthong is [aɪ]. It moves toward a high front
vowel. However, in most forms of English, [aɪ] does not go much beyond a mid
-front vowel. Next, there is [aʊ]. [aʊ] usually starts with a very similar quality to
that beginning of [aɪ]. These two diphthongs start from more or less low central
vowel position, midway between [ӕ] and [ɑ] and also closer to [ʌ] than to any
other vowels.
Most BBC English speakers and many Midwestern Americans have a
smaller diphthong [eɪ] starting closer to [ɪ] sound. The diphthong [oʊ] is in the
back counterpart of [eɪ]. In most British English forms, the movement is more in
the front-back dimension. Some of them make this vowel start near [ɛ] and end
little higher than [ʊ].Another is [ɔɪ]. This diphthong does not end in a very high
vowel. It often ends with a vowel similar to [ɛ].
The last diphthong is [ju]. It is different from the other diphthongs. Many
linguists do not consider [j] as a vowel but a consonant. Ladefoged and Johnson
consider [ju] as diphthong because of the way it patterns in English. Historically,
it is a vowel. In simple way, in British English, do and due are pronounced differently. Do is pronounced as [du] while due is pronounced as [dju]. However, there are no English sound formation making [pje], [kjӕ], or any combination of
d. Indonesian Consonants
Table 2.2 Indonesian Consonants (Chaer, 2012: 116-120)
Place of Articulation
where the consonant sounds are produced. Indonesian’s consonants are
categorized into six parts.
Bilabial is for the consonants which are produced by the upper and lower lips. The sounds are [b], [p], [m], and [w] as in the Indonesian words pita, baru,
Another category is alveolar. It is for the sounds which produced by raising the tip of the tongue into the alveolar ridge. The sounds are [t], [d], [s], [z],
[n], [r], and [l]. In the palatal, has six sounds. They are [ñ], [ʒ], [ʃ], [ʤ], [ʧ], and [j]. The English sounds of [ʒ], [ʤ], [ʧ], and [j] have different quality with the
Indonesian’s. Some Indonesian linguists consider English [ʒ] and [ʤ] as
Indonesian [j], English [ʧ] as Indonesian [c], and English [j] as Indonesian [y].
Indonesian velar is quite similar with the English’s. The sounds are produced in the back part of the tongue and the velum. The sounds are [k], [ɡ],
and [ŋ]. Indonesian also has [x] sound in the velar inventory. It equals to the
English [ks]. The last one is glottal. There are only two sounds appear in this part. They are [Ɂ] and [h].
ii. Manner of Articulation
Manner of articulation is more about how the airstream deals toward the
consonant sound production. It is divided into five categories. They are stop,
fricative, affricate, liquid, and glide.
Stop is divided into oral and nasal stop. Oral stop is when the air flow is blocked. They are [p], [b], [t], [d], [k], and [ɡ]. The other is nasal stop. It occurs
when the air flows is blocked in the mouth but can escape via the nose. The
sounds are [m], [n], and [ŋ].
Fricative happen when the airstream is a little obstructed and a soft airflow is produced. The sounds are [f], [v], [s], [z], [ʃ], [ʒ], [x], and [h]. On the
stop closure followed by a continual release. It consists of [ʧ] and [ʤ] or
Indonesian [c] and [j].
Liquid is divided into two categories. They are central and lateral. The sounds are [r] and [l]. Last is glide. It is a gesture when the active and passive articulator create a space which similar to producing vowel sound. It consists of
[w] and English [j] or Indonesian [y].
e. Indonesian Vowels
Another Indonesian sound is vowel. Vowel usually classified based on
the tongue positions and the mouth shapes. The chart below is a chart of
Indonesian vowels.
Figure 2.2 Indonesian Vowel Chart (Chaer, 2012: 114)
Vertically, there are three vowel categorizes. They are close, mid, and
open vowel. Close vowel consists of [i] and [u]. In the mid vowel, Indonesian has
[e] and [ǝ]. Last, in the open vowel there is [a] sound. On the other hands,
horizontally, Indonesian vowels also categorized into three. They are front,
central, and back vowel. [i] and [e] are classified into front vowel while [ǝ] is
vowel can be also named as rounded vowel. It is because the mouth creates a
round shape when producing these sounds.
f. Indonesian Diphthongs
In his book, Chaer mentions that Indonesian has a raised diphthong
category. It is called a raised diphthong because when the second vowel is
pronounced, the tongue position is higher than the first vowel sound. There are
only four sounds of Indonesian diphthongs. They are [ai], [əɪ], [oi], and [au]
which appear in the word gulai [gulai], esei [esəɪ], sekoi [sekoi], and pulau
[pulau].
2. Phonology
If Phonetics concerns with the sound symbol, Phonology concerns with
the symbolic perspective on the sound. It shares the idea behind a transcription
which is the variability and continuity of speech. Phonology can be explained
further into three points as a summary from Odden (2013: 9-11).
a. Rules for combining sounds
“In any language, certain combinations of sounds are allowed, but other
combinations are systematically impossible” (Odden, 2013: 10). The example is
English has the word brick pronounced as [bɹɪk] but English does not have [blɪk]
for the word blick. This example states that not every logically possible combination of sounds is found although it follows the rules of English
b. Variations in pronunciation
The example of variations in pronunciation occurs in English plural
nouns. Basically, to make plural nouns we simply add the suffix –s/es. However,
if we take a look into based on Phonology, we will find out certain sound
variations in the suffix –s/es. For nouns ended with voiced alveolar fricatives, the
suffix –s/es sound will be [z]. For nouns ended with voiceless alveolar fricatives,
it will create [s] sound for the suffix –s/es. Lastly, for nouns ended with hissing
sounds, the suffix –s/es sound will be [əz].
c. Orthography
In English, the way we pronounce a sound might be different from the
letters written. It is because English orthographic system is a morphophonemic
system (Sipra, 2013: 117). English orthography can mislead the reader. In
English, orthography is divided into five parts. They are same spelling with
different pronunciation, different spelling but some vowel pronunciations,
different spelling but same pronunciation, same spelling and pronunciation but
different meanings, and words with silent consonants.
The example of the words with same spelling but different
pronunciations is the words containing ‘ch’. It appears in the word chair,
chemistry, chamber, and champagne. In the word chair and chamber, ‘ch’ is
pronounced as [ʧ]. In the word chemistry, ‘ch’ is pronounced as [k] while in the
word champagne, it is pronounced as [ʃ].
The next is the words with different spelling but same vowel
the word heavyis pronounced as [e], ‘a’ in the word any is also pronounced as [e]. It also occurs for the letter ‘u’ in the word burryand ‘ai’ in the word said are also pronounced as [e].
The other case is the words with different spelling but same
pronunciations. Hear and here are the examples of two words which have different spelling but the pronunciations are the same. They are pronounced as
[hɪə]. It also happens in the words right and write. Both of them are pronounced as [raɪt] even the spellings are different.
Bank is the example of the words which have same spelling and pronunciation but have different meanings. The word bank can refer to the land along the side of a river or a hard substance. Another example is the word left. The first meaning of left is towards the side of your body to west when you face north. The other meaning is went away from a place (past participle of the word
leave).
The last one stands for the words with silent consonants. In the words
subtle, asthma, often, write, and gnaw, the bold letters hardly pronounced. This also happens in the words plumber, wrong, handkerchief, and island. The bold letters in the words are hardly pronounced as well.
However, based on Chaer, the spelling and pronunciation in Indonesian
do not have any significant difference. The further analysis will be explained on
the table.
Table 2.3 Indonesian Spelling and Orthography (Chaer, 2012: 138-139) Phoneme Allophone Grapheme
/p/ [p] <p>
Error in pronunciation may lead into unintelligibility (Hoffmann and
Siebers, 2009: 50). It means that the mispronunciation can cause
misunderstanding. The listeners may not recognize what the speaker means
because of the mispronunciation. Thus, error analysis is a tool to investigate how
evidence of how language was learnt (in Ellis, 2008: 45). He also states that the
errors are served as devices by the learner who discover the rules of the target
language (TL).
a. Identification of Errors
Error is a situation when the deviation arises as a result of lack of
knowledge or competence. On the other hand, mistake is reflecting processing
failures as a result of competing plans, memory limitations, and lack of
automaticity. To illustrate, some learners will have no difficulty in making simple
sentence such as ‘My sisters are older than me.’ However, they still make mistake
when changing the sentence into ‘My three sister are older than me.’
The final issue is whether infelicitous uses of the L2 should be considered
as erroneous or not. The example of this issue is in the sentence taken from Ellis
‘One day an Indian gentlemen, a snake charmer, arrived in England. He was
coming from Bombay.’ (2008: 49). The proper grammar choice should be ‘had
come’. The word ‘was coming’ is considered as the speaker wishes to emphasize
the action duration.
It is important to acknowledge the interpretation. As Corder states that
there are three types of interpretation. They are summarized from Ellis (2008: 49).
The first one is normal interpretation which occurs when the analyst is able to
assign meaning of the utterance on the basis of TL. The second one is an
authoritative interpretation. It involves in asking the learner to say what the
utterance means so that the researcher creates an authoritative reconstruction. The
which the utterance was produced. It can be also by translating the sentence into
the learner’s L1.
b. Description of Errors
The description involves a comparison of the learner’s idiosyncratic
utterance with its reconstruction in the TL with a baseline corpus of
native-speaker language. Corder distinguishes three types of error according to their
systematicity as mentioned in Ellis (2008: 51).
i. Pre-systematic errors happen when the learners do not aware of the
existence of certain rule in the TL.
ii. Systematic errors happen when the learner has discovered a rule but it is the
wrong one.
iii. Post-systematic errors happen when the learners have already known the
correct TL rule but use it inconsistently.
c. Explanation of Errors
Taylor points out that one of the error source may be psycholinguistic,
sociolinguistic, epistemic, or may reside the discourse structure (in Ellis, 2008:
53). In psycholinguistics, it concerns with the nature of the L2 knowledge system
and the learners’ difficulties while using it in production. Sociolinguistic sources
are about the learners’ ability to adjust their language in accordance with the
social context. Epistemic sources concern the learners’ lack of knowledge. The
last one is discourse sources gain the problems in the organization of information
Dulay and Burt share other opinion about the errors. They classify the
errors into three categories as mentioned in Ellis (2008: 53). They are
developmental, interference, and unique. Developmental is for the errors that are
similar to Li acquisition. Interference is for the errors that reflect the structure of
L1. Last, unique is for the errors that are neither developmental nor interference.
d. Evaluating Errors
Error evaluation considers the effect that errors have on the addressee. It
can be measured from the addressee’s affective response to the errors. The error
evaluation studies design involves decisions on “who the addressees will be, what
errors they will be asked to judge, and how they will be asked to judge them”
(Ellis, 2008: 56).
C. Theoretical Framework
This research investigates the mispronunciations made by Radio Masdha
announcers in pronouncing English news from bbc.com. There are two main
discussions in the research. The first is what are the mispronounced sounds made
by the announcers and the second is the causes of the mispronunciations.
To solve the first question, the researcher uses the theory of English
Phonetics by Ladefoged and Johnson also Fromkin, Rodman, and Hyams to
transcribe and analyze the mispronunciations. The researcher uses all of the three
sound inventories in English. They are consonant, vowel, and diphthong.
In answering the second question, the researcher uses Phonology in
English and Indonesian orthography. English orthography is not really strong. It
means that the grapheme and the phoneme can be different. There is no such a fix
rule in between the grapheme and the phoneme. It will not be a problem for native
speakers. However, it can be a problem for those who use English as their second
or foreign language. In Indonesia, English is included into a foreign language.
Indonesian has almost no differentiation between its grapheme and phoneme.
Having this issue makes Indonesian speakers face difficulties in pronouncing
English words because of the different grapheme and phoneme.
After analyzing by comparing the differentiations, the researcher
conducts several possible reasons that makes the announcers mispronounced the
English words in delivering the news. It is expected that all theories can be used to
25 CHAPTER III METHODOLOGY
A. Object of the Study
The object of this study is English mispronunciation produced by Radio Masdha announcers. Radio Masdha is a campus radio which has been formed into a PT. (Inc.). Radio Masdha is chosen although it is a professional company, the employees are still in the first and second year of Sanata Dharma University
students. Almost all of the announcers are also not from the English Department.
Radio Masdha also has an English program called International Area Special Friday (IASF). In this program, the announcers will share news and information in English. This can help the listeners to gain their English skill in listening,
speaking, and also writing.
The news is taken from bbc.com as a main portal for IASF program material. The headline of the news is ‘The Fate of the Furious breaks global box
office record’. The news released on April 17, 2017 as it appears as the newest
headline in bbc.com. The phonetic transcriptions are based on Longman Dictionary of Contemporary English for Advanced Learners. The researcher will focus on all mispronunciations in all sounds which appears in all positions. It is
noted that some vowels will be changed into schwa in the unstressed syllable.
Thus, neither vowel changes into schwa nor schwa changes into vowel are not
categorized as a mispronunciation. It is included in intonation and tone which are
B. Approach of the Study
This research about mispronunciation in Radio Masdha uses a phonological approach. The researcher asks the announcers to read an English
news which will be analyzed further based on the phonological rules.
In gaining the data, the researcher assumes that the non-English
Department announcers would make some mispronunciation in delivering the
news. It is because those announcers do not learn English Phonetics. The English
Department students are assumed for having no mispronunciation because they
have Phonetics in their course. The record and the transcription are the data to
support the hypotheses.
C. Method of the Study 1. Data Collection
This study applies a purposive sampling method meaning that the
researcher will create certain requirement in choosing the respondents. The
researcher asks all of Radio Masdha announcers to fill in the questionnaires, then the researcher goes further with the chosen announcers to record the news.
Table 3.1 and Table 3.2 are the list of the respondents based on their background.
Table 3.1Respondents’ Daily Language
No. Language Use Total 1. Indonesian 20
2. Javanese 4
Table 3.2Respondents’ Study Program
No. Study Program Total
1. English Letters 6
2. English Language Education 1
3. Management 3
4. Accounting 1
5. Economics Education 1 6. Guidance and Counseling 1
7. Math Education 2
8. Psychology 3
9. Information Technology 1 10. Indonesian Letters 1
The primary data will be the records from Radio Masdha announcers. The news is given to the respondents to be read. The writer will listen and record
the news. Next, the writer will analyze the record.
2. Data Analysis
The analysis had been done step by step. The first step was giving the
questionnaires to the announcers. The questionnaire contains their broadcasting
name, origin, daily language, major, and 10 (ten) questions using Likert scale. The
questions were about how often and fluent they use Indonesian and English.
The researcher eliminated 6 (six) announcers from English Letters
Department and 1 (one) announcer from English Language Education Study
Program. The researcher also eliminated those who speak Javanese and Sundanese
in their daily life. They were all 4 (four) announcers. One of them takes English
Letters Department for his major, so the researcher eliminated 3 (three) more
announcers based on their daily language.
Those who did a recording were 10 (ten) announcers. They were 3 (three)
(one) from Guidance and Counseling, 1 (one) from Economics Education, and 1
(one) from Indonesian Letters.
The purpose of eliminating the English Department students was because
they have already known about English Phonetics. They also get used to use
English as their daily conversation, at least when they are in the classroom, so that
they will know how to pronounce the words well. The purpose of eliminating
Javanese and Sundanese speakers was because the researcher does not put in
Javanese and Sundanese phonetic and focus more in Indonesian phonetic.
The researcher had asked the announcers to read a news and been
recorded. The total words appear in the text is 151 words. The words are grouped
into 39 sounds. Each recording process took for about two minutes. The first one
minute was for the announcer read the text and the second one minute was for the
recording. The researcher focus on the sound mispronunciation in all sound
position.
The researcher had transferred the news into the phonetic transcription to
make it easier in comparing between the correct and the announcers’
pronunciation. The number and currency form was changed into word form to
ease the analysis. The researcher used lingorado.com to help transferring the
transcription. Next, the researcher listened to the records and transferred it into the
phonetic transcription. To make the transcriptions correct, the researcher tries to
compare the sounds produced by the announcers and the sounds from
www.ldoceonline.com. Last, the researcher will analyze what sounds are often
In the Chapter IV, the researcher will show the sounds which are mispronounced by the announcers. Some data will be put in the table. The table
consists of the list of announcers, the sound position in the syllable (if the sound
appears in more than one position), the mispronunciation frequency, and the
mispronunciation percentage.
The mispronunciation percentage of each sound position will be
formulated as below:
=Ʃ Ʃ � � � %
Later, the researcher will show the mispronunciation total percentage.
The total percentage will be taken as the formulation below:
=Ʃ Ʃ � %
To support the data recording and analysis, the writer used a pair of
Skullcandy Ando headset with a microphone, a Windows 10 Enterprise 64-bit
Dell Inspiron 3442 and Western Digital Elements SE 500GB Portable USB 2.0
Hard Drive as the data mass storage, also Voice Recorder Version 20.1.81-16 in
30 CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS
In this chapter, the researcher shares the data taken from Radio Masdha
announcers. The researcher will divide this chapter into two main parts based on
the problem formulation. The first is about the list of mispronunciation sounds
made by Radio Masdha announcers. The researcher will list what sounds mispronounced by each announcer. The second is about some possible reasons
which create mispronunciations. The researcher will conduct why the announcers
mispronounced the sounds.
There are 10 (ten) announcers who did a recording. The news given to
the announcers can be seen in Appendix 4: News. The news’s transcription can be seen in Appendix 5: News’s Phonetic Transcription. The summary of the
announcers’ pronunciation can be seen in Appendix 7: Mispronunciation Summary. In the recording, there is no mispronunciation of [b], [p], [m], [w], [n], [r], [l], [k], [ŋ], [f], [u:], [ʊ], [aʊ], and [ɔɪ].
A. Announcers’ Mispronounced Sounds 1. Consonant Sounds
a. Labiodental Fricative
There are two sounds in the labiodental fricative. [v] is the voiced
labiodental fricative and [f] is the voiceless labiodental fricative. In producing [f],
in the initial position nine times and in the final position three times. The data can
be seen in the table below.
Table 4.1 Mispronunciation of [v]
Announcer Sound
Position Frequency Percentage
Total
From the data above, it can be concluded that six announcers did not make
any mispronunciation. From the data, it can also be seen that almost two
announcers mispronounced all of [v] sound which appears in the final position
into [f] and three announcers mispronounced it in the initial position.
The word contained [v] which is mispronounced by Announcer F and G is
five [faɪv]. Both Announcer A and G mispronounced one if the word seven
[sevən] in the news. Last, Announcer I mispronounced [v] into [f] in the word
Table 4.2 Mispronunciation of [v] into [f] Word Lists
Words IPA Notes
previous [pri:viəs] Mispronounced by one announcer.
five [faɪv] Mispronounced by two announcers.
seven [sevən] Mispronounced by two announcers. b. Dental Fricative
The first dental fricative sound is [ð]. It is included in the voiced dental
fricative. In the news, [ð] only appears in the initial position. It appears 16 times.
[ð] appears in the word the [ðǝ], or [ðɪ] if it is followed by vowel sounds. There were some announcers who mispronounced [ð] into [d]. The data are listed in the
table below.
Table 4.3 Mispronunciation of [ð]
Announcer Frequency Total Percentage
A - 0%
B - 0%
C - 0%
D 8 50%
E 16 100%
F 16 100%
G 16 100%
H 3 18.75%
I - 0%
J - 0%
There were five announcers who did not make any mispronunciation.
Then, there was one announcers which the mispronunciation equals to 18.75%
and one equals to 50%. Last, there were three announcers who mispronounced all
The other dental fricative sound is [θ] which stands for the voiceless one.
[θ] appears three times in the initial position and once in the final position. Some
announcers mispronounced [θ] into [t]. The data are in the table below.
Table 4.4Mispronunciation of [θ]
Announcer Sound
Position Frequency Percentage
Total
mispronunciation. The other four announcers’ mispronunciation equals to
16.67%. Four announcers’ mispronunciation equals to 33.33% and the last one
equals to 50%. From the data, it can also be seen that the announcers only
mispronounced [θ] which appears in the initial position into [t]. There were no
Table 4.5Mispronunciation of [θ] into [t] Word Lists
Words IPA Notes
30 (thirty) [θɜ:ti] Mispronounced by three announcers.
thriller [θrɪlə] or [θrɪlər] Mispronounced by five announcers.
thousand [θaʊzand] Mispronounced by seven announcers.
This mispronunciation also happened in the word with which appears twice in the news. Based on Longman Dictionary of Contemporary English the word could be pronounced as [wɪð] or [wɪθ]. However, some announcers pronounced into [wɪt]. It can be seen in the table below.
Table 4.6 Mispronunciation of [wɪð] or [wɪθ]
Announcer Frequency Total Percentage
A 2 100%
B 2 100%
C 0 0%
D 2 100%
E 1 50%
F 1 50%
G 2 100%
H 0 0%
I 0 0%
J 0 0%
From the data above, there were two announcers who mispronounced the
sound into [t] once. There were also four announcers who mispronounced it for
the whole times. On the contrary, there were four announcers who did not
mispronounce the sound.
c. Alveolar Oral Stop
The voiced alveolar stop [d] appears in the initial position 13 times and
final position 23 times. While reading the news, only Announcer I who
mispronunciations occurred in the final position of [d]. First, in the word
worldwide [wɜ:ldwaɪd]. The announcer mispronounced the second [d] into [n]. The second is in the word podcast [pɒdkɑ:st]. The announcer mispronounced the [d] into [s].
The voiceless alveolar stop [t] appears in the initial position 25 times,
middle position 6 times, and final position 15 times. The data is listed in the table
below.
Table 4.7 Mispronunciation of [t]
Announcer Sound
Position Frequency Percentage
J
Initial - 0%
0%
Middle - 0%
Final - 0%
From the table, it can be seen that there were three announcers
mispronounced [t] when it appears in the final position. There was also one
announcer who mispronounced [t] when it appears in the initial position twice.
Announcer A mispronounced [t] which appears in the word eight. The word should be pronounced as [eɪt]. However, Announcer A pronounced it into [θ]. On the other hands, Announcer C mispronounced [ɪt] into [ɪs].
The announcer who often made mispronunciation in the sound [t] is
Announcer I. In the initial position, Announcer I mispronounced the second [t]
sound in the word estimated [estɪmeɪtɪd] into [n]. Announcer I also mispronounced the first [t] sound in the word latest[leɪtɪst] into [s]. Not only [t] which appears in the initial position but also in the final position did Announcer I
mispronounce. Announcer I mispronounced eight [eɪt] into [eɪks] and podcast
[pɒdkɑːst] into [s].
d. Alveolar Fricative
In alveolar fricative, there are [z] and [s] sounds. The most
mispronounced sound among another is [z]. The sound only appears in the final
position eight times. Almost all of the announcers mispronounced [z] into [s]. The
data are listed in the next table.
Table 4.8 Mispronunciation of [z]
Announcer Frequency Total Percentage
A - 0%
C 1 12.5%
D 2 25%
E 2 25%
F 1 12.5%
G 5 62.5%
H 2 25%
I - 0%
J 5 62.5%
From the data above, it can be concluded that there were two announcers
who did not make any mispronunciation. Announcers who often made the
mispronunciation were Announcer G and J. Their pronunciation equals to 62.5%.
It was followed by Announcer B whose mispronunciation equals to 50%.
Announcer D and E’s mispronunciation equals to 25 %. Last, Announcer DC anf
F’s mispronunciation equals to 12.5%. The list of the mispronunciation words can
be seen in the table below.
Table 4.9 Mispronunciation of [z] into [s] Word Lists
Words IPA Notes
$ (dollars) [dɒləz] Mispronounced by three announcers.
franchise [frænʧaɪz] Mispronounced by seven announcers.
strongest [strɒŋgəz] Mispronounced by one announcer.
was [wɒz] or [wəz] Mispronounced by two announcers.
Another alveolar fricative sound is [s] which stands for the voiceless one.
[s] appears 16 times in the initial position, five times in the middle position, and
23 times in the final position. The mispronunciation itself only occurs once in
each initial and middle position. Announcer B mispronounced [s] in the word
seven [sevən] into [z] while Announcer I mispronounced [z] in the word podcast
e. Palatal Fricative
[ʃ] and [ʒ] are included in palatal fricative. The mispronunciation of
palatal fricative occurred only for the [ʃ] sound. The sound only appears in the
initial position twice. Announcer C mispronounced it into [s] once in the word
sharply [ʃɑ:pli].
f. Palatal Affricate
Both [ʤ] and [ʧ] in the palatal affricate are seldom mispronounced by
the announcers. [ʤ] appears once in the news. It occurs in the initial position in
the word marginally [mɑːʤɪnəli]. There were two announcers who mispronounced the sound [ʤ]. Announcer A mispronounced [ʤ] into [ʒ] and
Announcer B mispronounced [ʤ] into [ɡ].
On the other hands, the sound [ʧ] appears twice in the news. Both of
them are in the word franchise [frænʧaɪz]. Announcer H mispronounced [ʧ] into [s] twice while Announcer I and J mispronounced it once. Whereas, Announcer I
mispronounced the other [ʧ] in the word franchise into [f]. g. Velar Oral Stop
In alveolar fricative, there are [ɡ] and [k] sounds. The mispronunciation
of alveolar fricative appears in the sound [ɡ]. The sound appears only in the initial
position four times. There were three announcers who mispronounced [ɡ] sound.
Announcer A and C mispronounced [ɡ] in the word strongest [strɒŋɡəz] into [ʒ].
2. Vowel Sounds a. Front Vowel
The first front vowel mispronunciation is the high front vowel [i]. The
sound appears in the initial position once, middle position six times, and final
position 21 times. There were two mispronunciations in this sound. The data are
listed in the table below.
Table 4.10 Mispronunciation of [i:]
Announcer Sound
Position Frequency Percentage
From the table, it can be seen that there were two announcers who did
not make any mispronunciation. There were four announcers whose
mispronounced equals to 1.59% followed by two announcers whose
mispronounced equals to 7.14%. Announcer C and B often mispronounced [i:].
Their mispronunciations equal to 12.7% and 40.48%. The summarized of the
mispronunciation sounds can be also seen in the table below.
Table 4.11 Mispronunciation of [i:] Word Lists
Words IPA Notes
previous [pri:viəs] 8 announcers pronounced the 1st [i] into [e].
Easter [i:stə] 1 announcer pronounced it into [e].
appeal [əpi:l] 2 announcers pronounced it as [e].
BBC [bi:bi:si:] 1 announcer pronounced the 1st and 2nd [i] into [e].
released [rɪli:s] 2 announcers pronounced it into [ɜ:].
The second front vowel mispronunciation is the mid-high front vowel [ɪ].
The sound appears in the initial position nine times, middle position 17 times, and
final position 13 times. The mispronunciations are shared in the table below.
Table 4.12 Mispronunciation of [ɪ]
Announcer Sound
Position Frequency Percentage
E
From the data above, it can be seen that there were five announcers who
did not mispronounced [ɪ] into any other sound. Five other announcers
mispronounced the sound not until 10%. From all the words which contain [ɪ]
sound, the researcher summed the mispronunciation list. The data are listed in the
table below.
Table 4.13 Mispronunciation of [ɪ] Word Lists
Words IPA Notes
film [fɪlm] 1 announcer pronounced it into [e].
thriller [θrɪlə(r)] - 1 announcer pronounced it into [aɪ].
- 1 announcer pronounced it into [e].
figure [fɪɡə] 1 announcer pronounced it into [ju].
release [rɪliːs] - 1 announcer pronounced it into [e]. - 1 announcer pronounced it into [ɜ:].
The third front vowel mispronunciation is the mid front vowel [e]. [e]
appears three times in the initial position, eight times in the middle position, and
Table 4.14 Mispronunciation of [e]
Announcer Sound
Position Frequency Percentage
Total
position while Announcer B and I mispronounced it once. Last, Announcer J was
the only announcer who made mispronunciation in the final position. The list of
Table 4.15 Mispronunciation of [e] Word Lists
Words IPA Notes
Ever [evə] 2 announcers pronounced it into [ɪ].
blessed [blesɪd] 1 announcer pronounced it into [eɪ].
Said [sed] 3 announcers pronounced it into [eɪ].
The last one is low front vowel [æ]. [æ] appears in initial position once
and in the middle position twice. There were two announcers who mispronounced
the sound [æ]. Announcer F mispronounced one [æ] in the initial position into [e].
It appears in the word action [ækʃən]. Another one is announcer G who mispronounced all [æ] sounds in the word franchise [frænʧaɪz]into [ʌ].
b. Central Vowel
The first central vowel mispronunciation is the [ɜ:] sound. The sound
appears twice in each middle and final position. Only one mispronunciation
appears in this sound. Announcer H mispronounced sound [ɜ:] in the word were
[wɜː] into [er].
The second central vowel mispronunciation is the mid-low central vowel
[ʌ]. [ʌ] appears seven times in the middle position only. One announcer
mispronounced [ʌ] into [eɪ]. Announcer B changed the sound [ʌ] in the word
some [sʌm]. c. Back Vowel
The first back vowel mispronunciation is the mid-low back vowel
[ɔ:].The sound appears four times in the middle position and once in the final
![Table 4.1 Mispronunciation of [v]](https://thumb-ap.123doks.com/thumbv2/123dok/800283.602993/47.595.82.515.189.613/table-mispronunciation-of-v.webp)
![Table 4.2 Mispronunciation of [v] into [f] Word Lists](https://thumb-ap.123doks.com/thumbv2/123dok/800283.602993/48.595.84.513.125.618/table-mispronunciation-v-f-word-lists.webp)
