AN ANALYSIS OF STUDENTS’ PRONUNCIATION OF CENTERING DIPHTHONG EQUIPPED BY PHONETIC TRANSCRIPTIONS ( A Study of the Fourth Semester Students of English Education Department of IAIN Salatiga ) GRADUATING PAPER Submitted to the Board Examiners as a Partial F

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AN ANALYSIS OF STUDENTS’ PRONUNCIATION OF

CENTERING DIPHTHONG EQUIPPED BY PHONETIC

TRANSCRIPTIONS

( A Study of the Fourth Semester Students of English Education

Department of IAIN Salatiga )

GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of

Requirements for the Degree of Sarjana Pendidikan (S.Pd.) of

English Education Department of Teacher Training and

Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

BY:

MUH. SAEBANI 113-12-093

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MOTTO

“Education is not learning of facts, but the training of the mind of think”.

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DEDICATION

This work is sincerely dedicated for:

1. My beloved parents, my mother (Toipah) and my father (Sokheh) who always pray, guide, motivate me to become a useful person.

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ACKNOWLEDGEMENT Bismillahirrahmanirrahim,

In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the writer could complete this study as one of requirement to finish study in English and Education Department of States Institute for Islamic Studies.

This graduating paper would not have been completed without support, guidance and guidance from individual and institution. Therefore, the writer would like to express special thanks to:

1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

2. Noor Malihah, Ph. D. as the Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all her suggestions, recommendations and supports for this graduating paper from the beginning until the end.

3. Ruwandi, M. A. as counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for his patience and care.

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6. All of his friends TBI ’12.

7. All of staffs who help the writer in processing of thesis administration. 8. Everybody who has helped him in finishing this thesis. Thanks for all

supports, advice, suggestion and other helps that they all give. The writer hopes that this study will be useful for everyone.

Salatiga, 29th 2016 The writer

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ABSTRACT

Saebani, Muh.” An Analysis of Students’ Pronunciation of Centering Diphthong Equipped by Phonetic Transcriptionss”.Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN). Counselor: Ruwandi, S. Pd., M. A.

Keywords: Pronunciation, Centering Diphthong, Phonetic transcriptions

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TABLE OF CONTENTS

TITLE ... i

DECLARATION ... ii

ATTENTIVE COUNSELOR NOTE ... iii

CERTIFICATION PAGE ... iv

MOTTO ... v

DEDICATION ... vi

ACKNOWLEDGEMENT ... vii

ABSTRACT ... viii

TABLE OF CONTENTS ... ix

LIST OF TABLE ... xii

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problems of the Study ... 7

C. Objective of the Study ... 7

D. Limitation of the Study ... 8

E. Benefit of the Study ... 8

F. Definition of Keywords ... 9

G. _{Organization of Graduating Paper ... 10}

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B. Supporting Theories... 12

1. Phonetic Transcription ... 12

a. Phonetic and orthographic writings ... 12

b. The Use of phonetic Transcription ... 13

c. Broad and Narrow Transcription ... 14

d. Phonetic Symbols and Their Values ... 14

2. Centering Diphthong ... 17

a. Definition ... 17

b. The Centering Diphthong / iə/ ... 18

c. The Centering Diphthong /eə/ ... 19

d. The Centering Diphthong /uə/ ... 19

e. The Centering Diphthong /฀ə/ ... 20

3. Kinds of Pronunciation Error ... 21

CHAPTER III METHODOLOGY A. Research Design ... 21

B. Population ... 23

C. Sample ... 24

D. Sampling Technique ... 24

E. Place of Research ... 24

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I. Technique of Analyzing Data ... 28

CHAPTER IV DATA ANALYSIS

A. Data Presentation ... 29 B. Discussion ... 37 1. General Finding of Students’ Abilities to Pronounce Centering

Diphthong ... 37 2. kinds of pronunciation error of centering dhipthong dominantly

produced by students ... 37 3. Individual Finding of First and Second Test to Pronounce Centering

Diphthong ... 38

CHAPTER V CLOSURE

A. Conclusion ... 45 B. Suggestion ... 46 C. Bibliographi ... 47

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Table 1.1 Consonant Sounds 14

Table 1.2 Vowel Sounds 15

Table 1.3 Diphthongs 16

Figure 2.1 Centering Diphthongs 17

Table 2.2 Classification of Students Score 27

Table 3.1 Score of First Test of Centering Diphthong Equipped by

Phonetic Transcription 30

Table 3.2 The students’ abilities of the First Test of pronunciation of Centering diphthong which is equipped by phonetic

transcription 31

Table 3.3 Percentage of Students Centering Diphthong

Abilities of First Test 32

Table 3.4 Score of Second Test of Centering Diphthong Equipped

by Phonetic Transcription 33

Table 3.5 The students’ abilities of the Second Test of pronunciation of Centering diphthong which is equipped by phonetic

transcription 34

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Table 4.1 Pronunciation Errors of Centering Diphthong Dominantly

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CHAPTER I

INTRODUCTION

A. Background of the Research

Phonology is concerned which how sounds function in relation to each other in a language. Phonetics is concerned which how sounds are produced, transmitted and perceived (just only look at the production of sounds). ɪn other hands, phonetics is about sounds of language, phonology about sound systems of language. Phonetics is a descriptive tool necessary to the research of the phonological aspects of a language. Phonetics and phonology are worth researching for several reasons. One is that as all research of language, the research of phonology gives us insight into how the human mind works. Two more reasons are that the research of the phonetics of a foreign language gives us a much better ability both to hear and to correct mistakes that we make, and also to teach pronunciation of the foreign language (in this case English) to others.

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three consonants, [p,l,z], and one vowel, [i:]. And sounds considered from the phonological point of view are put between slashes.

According to the ɪnternational Phonetic Alphabet or IPA, Odden in Riadi (2013, p.3) English consists of twenty eight vowels and fifty eight consonants. The vowels itself are divided into monophthongs or pure vowels and diphthongs. Among those pure vowels that exist in English, there are six pairs of vowels that also known as Short Vowels and Long Vowels, which are: [ɪ], [ɛ], [æ], [ʌ], [ɒ], [ʊ] also known as short vowels and [ɪ], [ɜ], [ɑ], [ɔ], [ʊ], [ə] for long vowels Roach (2000) was quoted by Riadi (2013,p.3). When the central part of the tongue is raised, the vowel sound so produced is called a central vowel. The central part of the tongue is lower in producing the word ‘better’ than that in the word ‘bird’. The

symbol of the vowel is /ə/ or inverted /ɛ/ which is also called ‘schwa’. Ramelan (1994.p.52-53) said that another higher variety of that central vowel is found in the pronunciation of the word ‘just’ in ‘just now’ which is different from that in ‘a just king’. The other lower central vowel compared with the two previous ones is in the production of the word ‘love’.

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to the centering diphthong sound among are /ɪə/, /ɛə/, /uə/, and /฀ə/ . ɪt is clear that pronunciation problems faced by foreign language learners are caused by differences found between the learners‟ language and the target language.

Actually, for the fourth semester students of English Education Department of IAIN Salatiga, English is the first foreign language. As the beginner learner of English, the students learn listening, speaking, reading, writing, vocabulary, structure and linguistic. Which to complete their understanding, the students also learn pronunciation and spelling to improve accuracy and fluency of their English. Based on Chongning (2009) was quoted by Riadi (2013,p.2) said, “Mastering the sounds and pronunciation of the target language is a high priority for the speaker of English”. Pronunciation is important to convey or diliver a word when we talk with someone to know a appropriate meaning and avoid a misunderstanding.

The other hand are, such as suggested by Perdede (2009) was quoted by Riadi (2013,p.4), “ɪntelligible pronunciation is an essential component of communication competence”. Richard (1974) was quoted by Riadi (2013,p.2) stated that pronunciation is the way a certain speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer. Pronunciation is very important in English because mispronunciations will make listener misunderstanding about the meaning. Pronunciation is clearly a central factor in people’s success in making themselves understood. Many cases of

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and feet, cut and cot, pull and pool, for example, with relatively no differences, in some cases can lead to a misunderstanding. although when the non-native speakers‟ vocabulary and grammar are excellent, but their pronunciation is bad, they are unable to communicate efficiently and effectively.

While the development of building their spoken English, students may discover many cases in their pronunciation. For example, the problems can be found on the differences between the spelling and the pronunciation of the words. One of the problems is when the students want to pronounce English words like “she” /ʃi:/, “sea” /si:/ and “see” /si:/. Some cases that may conduct in pronounciation are like centering diphthong. Additionally, Ramelan (1994,p.4) said that

“ɪf someone want to learn a foreign language he will obviously meet with all kind of learning problems.these difficulties have to do with the learning of the new sound system, the learning of the new vocabulary items, and the learning of unfamiliar ways of arranging the foreign words into sentences.in this treatment we will focus our attantion only on the problems concerned with pronunciation.”

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Ramelan (1994,p.4) stated that like walking or cycling, speaking is a matter habbit. The other problems are since childhood they have been speaking with our mother tongue, which have been deeply implemented in them as part of their habits. The movements of their speech organs have been set to produce the speech sounds of their language, it will be difficult for them to change the habbit of moving their speech organs in such a way as to produce the English sound. So, they have to adapt with a foreign language.

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That’s why the writer is interested to analyze the development of students’ pronunciation of centering dhipthong by phonethic transcriptions or phonetic symbolss. Therefore, the writer entitled this research:

” AN ANALYSIS OF STUDENTS’ PRONUNCIATION OF CENTERING

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B. Problems of the Research

In an attempt to analyze the fourth semester students of English Education Department of IAIN Salatiga to apply their language skills of phonetic transcription of their specific field of their research, this research was guided by two research questions:

1. How far are the students’ abilities to pronounce centering diphthong which is equipped by phonetic transcription?

2. What are kinds of pronunciation error of centering dhipthong dominantly produced by students?

C. Objective of the Research

One of the most critical problems in English at the fourth semester students of English Education Department of IAIN Salatiga is students’ lack of comprehension phonetic transcriptions background to carry out tasks required in researching English. In an attempt to deal with this challenging problem, the research investigated opinions about:

1. To find out the students’ abilities to pronounce centering diphthong which is equipped by phonetic transcriptions

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D. Limitation of the Research diphthong is in a place of a word and the students should identify it.

E. Benefits of The Research

The writer hopes that of the result of this research can give some contribution both for academic and practical field as follows:

1. Theoretically

a. ɪt is hoped that the result of this research can give some contribution to enrich the understanding of centering diphthong for students of the fourth semester in Institute Islamic of studies (IAIN) Salatiga.

b. ɪt is hoped that the result of this research can give infomation for all students of IAIN Salatiga.

2. Practically

a. Hopefully, this research will be useful for the students and another writer to create a similiar research about centering diphthong.

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F. Defintion of the Keywords

This research is divided into four main of key terms or keywords. Which each the key terms will be explained one by one. The purpose of it to clarify the meaning of key terms, in order the reader can enlarge the meaning and not misunderstanding

1. Pronunciation

According to Richard (1974) was quoted by Riadi (2013,p.3) stated that pronunciation is the way a certain speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer.

2. Centering Diphthong

According to Ramelan (1994,p.95) said that a centering diphthong is a diphthong in which there is a glide made from one vowel position to the position of the central vowel. When a diphthong occurs in final position, the position of the second element becomes lower, and in some dialects it may be even as low as /ʌ/. There are four English centering diphthongs, they are /ɪə/, /ɛə/, /uə/, and /฀ə/.

3. Phonetic transcriptions

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G. Organization of the Graduating Paper

The research is divided into five chapters, the organization of this research as follows:

Chapter I is introduction which contains of background the research,problems of the research, objective of the research, limitation of the research, benefits of the research and definition of the keywords.

Chapters II is the review of related literature, which contains of the previuos research and supporting theories such as material of phonetic transcriptions and centering diphthong.

Chapter III is methodology, which contains; research design, subject of research, technique of collecting data, technique of validating data and technique of analyzing data.

Chapter IV is data analysis which contains of students’ assessment of pronouncing centering diphthong by phonetic transcriptions.

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CHAPTER II Poznań, Poland. Anna (2009,p.1) said that

“The paper shows how British English centering diphthongs are adapted the vowel space of Polish learners of English. The goal is to focus on complex vowels and the interaction of qualitative and quantitative features. Acoustic analysis revealed various processes used to overcome pronunciation difficulties: /j/ and /w/ breaking, /r/ insertion, substitutions of other vocalic qualities, changes in diphthong duration and diphthong phases duration, and changes in the rate of frequency change.”

Second is an journal from Kalyan Das, ɪndian Institute of Technology Guwahati, ɪndia. Kalyan (2014,p.55) said that

“This research tries to make a detailed analysis of this kind of replacements based on acoustic comparisons between English central vowels and centering diphthongs, and their realizations in Assamese speakers’ English speech.”

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D. Supporting Theories

1. Phonetic Transcriptions

Based on Ramelan (1994,p.9) phonetic transcriptions is representation of speech sounds consistently by the written symbols. Such as “she” /ʃi:/, “sea” /si:/ and “see” /si:/. According to Roach (2009,p.33) said that phonethic transcriptions is every speech sound must be identified as one of the phonemes and written with the appropriate symbol. ɪn other hand Giegerich (1992,p.38) defined of phonetic transcriptions is the ideal representation of English speech, containing as it does all and only the linguistically relevant detail of the phonetic form of words. Additionaly phonetic transcriptions is representation of speech sound used in written text with the appropriate symbolss.

a. Phonetic and Orthographic writings

Ramelan (1994,p.10) stated that speech sounds can be represented by written symbols or writing. There two main ways of writing:

1) Picture writing or ideographic writing is a writing by which each character is a picture of objects or ideas.

2) Syllabery writing is a writing system by which each character represents a syllable or speech sounds.

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writing. For instance letter a may represent different sounds as bad, father, ago, small, bass, and the like. Conversely, one sound may be represented by different symbol as /k/ in can, key, chemistry, technique, etc. Therefore, language learners need a more consistent way of representing speech sounds to show clearly and consistently the pronunciation of a given word. This kind of writing is called phonetic writing by which one symbol represents only one sound. For instance, if a phonetic symbol like /i:/ represents the vowel sound of the word ‘see’, it will always symbolize that same vowel

sound wherever it occurs.

b. The Use of phonetic Transcription

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c. Broad and Narrow Transcription

Ramelan (1994,p.10) since human speech organs are not like a machine, a single sound as /a/ that is produced three times by the speech organs will differ to a greater or lesser degree. The instance is the pronunciation of the front /a/ in /aɪ/ and the back /a/ in au. ɪf the phonetic transcription does not take into account the differences of sounds mentioned above, that are significant and are predictable in terms of their environment, it is called broad transcription. Conversely, if phonetic transcription uses special symbols for minutely different sound that belong to one phoneme, it is called narrow transcription as in /a/ in /aɪ/ and /a/ in /aʊ/.

d. Phonetic Symbols and Their Values

Based on Ramelan (1994,p.11-13) the following is a list of table of phonetic symbols taken from ɪnternational Phonetic Alphabet:

1. Table 1.1 Consonant Sounds:

No. Symbols Key-words Phonetic Writing

1 /p/ pig /pɪg/

2 /b/ book /bʊk/

3 /t/ tea /ti:/

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5 /k/ key /ki:/

6 /g/ go /gəʊ/

7 /f/ fine /fain/

8 /v/ very /very/

9 /s/ sea /si:/

10 /z/ zoo /zu:/

11 /ʃ/ She /ʃi:/

12 /ʒ / azure /æʒ ər/

13 /tʃ/ chair /tʃer/

14 /dʒ / jail /dʒ eɪl/

15 /θ/ thin /θɪn/

16 /ð/ this /ðɪ s/

17 /m/ man /mæn/

18 /n/ now /naʊ/

19 /ŋ/ sing /sɪŋ/

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21 /l/ like /laɪ k/

22 /r/ right /raɪt/

23 /w/ wait /weɪ t/

24 /j/ you /ju:/

2. Table 1.2 Vowel Sounds

25 /i:/ tea /ti:/

26 /ɪ/ sit /sɪt/

27 /e/ pen /pen/

28 /฀/ sat /s฀t/

29 /฀:/ bird /b฀:d/

30 /ə/ ago /əgo/

31 /ɑ:/ art /ɑ:t/

32 /฀/ ap /฀p/

33 /u:/ food /fu:t/

34 /ʊ/ good /gʊd/

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36 /ɒ/ not /nɒt/

3. Table 1.3 Diphthongs

37 /eɪ/ lay /leɪ/

38 /oʊ / no /noʊ /

39 /aɪ/ lie /laɪ/

40 /aʊ/ how /haʊ/

41 /ɔ ɪ/ boy /bɔ ɪ/

42 /ɪə/ here /hɪə/

43 /ɛə/ hair /hɛə/

44 /uə/ poor /puə/

45 /ɔə/ yours /yɔəz/

2. Centering Diphthong

a. Definition

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When a diphthong occurs in final position, the position of the second element becomes lower, and in some dialects it may be even as low as /ʌ/.

Ramelan (1994,p.95-98) said that there are four English centering diphthongs: /ɪə/, /ɛə/, /uə/, and /฀ə/, which can be seen in the following figure.

Figure 2.1 Centhering diphthong ɪ ʊ ə

ɛ ฀

b. The Centering Diphthong / ɪə/

1. Articulatory Definition

/ɪə/ is a High-Front-Centering Diphthong

2. Articulatory Description:

a. The tongue starts from the vowel /ɪ/, as found in the word ‘bill’ and not from the closer /i/ vowel sound; then it glides away in the direction of the central vowel / ə/.

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The general mistake that an ɪndonesian students make in pronouncing the centering diphthong / ɪə/ is that he starts it from too close vowel position.

c. The Centering Diphthong /ɛə/ 1. Articulatory Definition

/ ɛə/ is Low-front-centering Diphthong

a. The tongue starts from an open vowel position, slightly higher than the position for the English /ӕ/ vowel sound as found in the word ‘man’; then it glides away in the direction of the central vowel /ə/. b. The lips are either spread or neutral during the glide;

c. The lower jaw is clearly felt to be slightly moving upward. 3. Notes:

The students should clearly feel the upward movement of the lower jaw in pronouncing the centering diphthong /ɛə/.

d. The Centering Diphthong /uə/ 1. Articulatory Definition

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a. The tongue starts from the English vowel /ʊ/ position such as found in the word ‘good’, and not from the closer /u:/; the it glides away in

the direction of the central vowel /ə/.

b. The lips are rounded for the first element, and are then drawn back to neutral position during the glide. close a vowel for the first element. Care should be taken to make the first element open enough.

e. The Centering Diphthong /฀ə/ 1. Articulatory Definition

/฀ə/ is Low back Centering Diphthong

a. The tongue starts from the English vowel /฀/ such as found in the word ‘call’, and then moves in the direction of the central vowel /ə/.

b. The lips are slightly rounded for the first element and are then drawn back to neutral position.

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This diphthong is now normally replaced by the pure vowel /฀:/, so that nowdays there is no differentiation between the following pairs of words: Saw and sore, law and lore, raw and roar.

3. Kinds of Pronunciation Error

According to Dulay, Burt, and Krashen in James book (1998) as cited by Sembiring (2011,p.7) errors can be classified in to four kinds, they are:

a. Error of Omission

Sentences where an element is omitted, actually it should be presented.

b. Error of Addition

It is a phenomenon in which a certain aspect of language rules is added into a correct sentence, in order words some element are presented which should not be presented.

c. Error of Misformation

Misformation is the error of using one grammatical form in the place of another grammatical form.

d. Error of Misordering

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CHAPTER III METHODOLOGY

J. Research Design

This research uses the quantitative research. Based on Creswell (1994) in Sukamolson (2010,p.2) has given a very concise definition of quantitative research as a type of research that is `explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics). According to Cohen (1980) was cited by Sukamolson (2010,p.2), quantitative research is defined as social research that employs empirical methods and empirical statements. He states that an empirical statement is defined as a descriptive statement about what “is” the case in the “real world” rather than what “ought” to

be the case. Typically, empirical statements are expressed in numerical terms, Another factor in quantitative research is that empirical evaluations are applied. Empirical evaluations are defined as a form that seeks to determine the degree to which a specific program or policy empirically fulfills or does not fulfill a particular standard or norm.

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final part of the definition: analysis using mathematically-based methods. ɪn order to be able to use mathematically based methods our data have to be in numerical form. This is not the case for qualitative research. Qualitative data are not necessarily or usually numerical, and therefore cannot be analyzed using statistics. The last term of the definition refers to the use of mathematically based methods, in particular statistics, to analyze the data. This is what people usually think about when they think of quantitative research, and is often seen as the most important part of quantitative studies. This is a bit of a misconception. While it is important to use the right data analysis tools, it is even more important to use the right research design and data collection instruments. Based on Sukamolson (2010,p.2) however, the use of statistics to analyze the data is the element that puts a lot of people off doing quantitative research, because the mathematics underlying the methods seem complicated and frightening. ɪn addition, quantitative research is actually about collecting numerical data to explain a particular phenomenon, particular questions seem immediately corrected to being answered using quantitative methods.

K. Population

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L. Sample

Based on Arikunto (2010,p.131) stated that sample is a part or represntative of of population in the research. The writer involves 20 undergraduate students for this research. Because, they have taken a field English Department on the fourth semester in Institute Islamic of studies (IAIN) Salatiga. Actually, all the students had gotten and passed foundation English courses and phonetic course. ɪ n addition the students had supposed 19 until 21 years old. Arikunto (2010,p.131) said that if we take a part of population, so this research is named sample research. The sample research purposes to generalize the result of the research. Which is all the population is homogeneous.

M. Sampling Technique

The writer takes the sample with random technique of the students of fourth semester of Institute Islamic of studies (IAIN) Salatiga. Arikunto (2010,p.134) said that is named sampling technique,because the writer mixes subjectes of population in collect a sample. Then every student is given first and second test of pronunciation of centering diphthong equipped by phonetic transcription.

N. Setting of Research

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O. Time of Research

The writer will conduct a research on 2nd May 2016 until finish of students’ pronunciation of centering diphthong equipped by phonetic transcription.

P. Technique of the Collecting Data 1. Observation

The first step of collecting the data, quantitative observation are those in which writer takes field notes on the behavior and activities of individuals at the research site. Arikunto (2010,p.156) said that observation is investigation of thing use eyes. The writer observes the place of research and the sample of research.

2. Test

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3. Transcribing

Transcribing is to record something written, spoken or played by writing it down based on Cambridge Dictionary. The purpose of transcribing of this research rewrites down a transcription from the audio recording of students’ pronunciation.

4. Documentation

According to Cambridge dictionary documentation is pieces of paper containing official information. ɪn addition, documentation is a way which provide peaces of paper or documents and use a proof from the resources of information or book accurately. The purpose of documentation is to get an information and explanation and a proof clearly. Beside that documentation is used in a report of program. The writer takes documentation from the test of students and recording from the students’ pronunciation of centering

diphthong in the list of the words of their test. ɪn other hand Arikunto (2010,p.158) said that documentation is looking for a data like variable,notes,transcript,book,newspaper, and magezine.

5. Evaluation

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Table 2.2 Classification of Students Score

No Score of Students Level of Centering Diphthong Mastery

1. 16-20 Excellent

2. 11-15 Good

3. 6-10 Enough

4. 1-5 Bad

Q. Research Instruments

The writer uses instruments of research according to below: 1. Oral test

This test is to find students’ pronunciation abilities or skills of centering diphthong equipped by phonetic transcription. The writer prepares a list of words which contain of centering diphthong added by phonetic transcription. Then the students are asked to pronounce the words.

2. Recording

As a documentation of test in order to store sounds using electronic equipment so that they can be heard or seen later.

3. Transcribing

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R. Technique of Analyzing Data

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CHAPTER IV DATA ANALYSIS C. Data Presentation

This chapter, the writer analyzed the data of pronunciation of centering diphthong Equipped by phonetic transcription taken from fourth semester students of English Education Department of IAIN Salatiga. Based on the record of first and second test the results of the data are show in the table. The table below presents the result of test scoring from 20 samples of students of fourth semester of English Education Department of IAIN Salatiga. Because, all the students had gotten and passed foundation English courses and phonetic course. In addition the students had supposed 19 until 21 years old.

The research was held from May 2th to May 7th 2016, which each meeting was about 30 minutes, in the first meet which was conducted a test of pronunciation of centering diphthong which held to know the reliability of the test. The second meeting for new test of the second test of pronunciation of centering diphthong . The findings section covers the data collected from the test of measurement from the two variables, the written test of pronunciation of centering diphthong mastery.

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Table 3.1

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2. After giving first test of pronunciation of centering diphthong Equipped by phonetic transcription to the respondents. The writer showed the result of students’ abilities of the first test of centering diphthong in the table

below.

Table 3.2

The students’ abilities of the First Test of pronunciation of centering diphthong which is equipped by phonetic transcription

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15. 113-114-1062 14 Good

Percentage of Students Centering Diphthong Abilities of First Test

NO Level of Centering Diphthong

Mastery

Total of

Students Percentage

1. Excellent 1 5 %

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3. Enough 14 70 %

4 Bad 3 15 %

Total 20 100

3. After giving second test of pronunciation of centering diphthong Equipped by phonetic transcription to the respondents. The writer showed the result of scoring of the second test of centering diphthong in the table below.

Table 3.4

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10. 113-114-143 5 5 5 5 20

11. 113-114-152 0 2 1 1 4

12. 113-114-193 5 5 5 0 15

13. 113-114-243 0 3 5 0 8

14. 113-114-701 0 5 5 0 10

15. 113-114-1062 0 5 5 0 10

16. 113-114-1241 0 3 5 5 13

17. 113-114-1672 1 0 5 1 7

18. 113-114-112 0 2 5 0 7

19. 113-114-122 0 5 5 0 10

20. 113-114-136 0 5 5 0 10

4. After giving first test of pronunciation of centering diphthong Equipped by phonetic transcription to the respondents. The writer showed the result of students’ abilities of the first test of centering diphthong in the table below.

Table 3.5

The students’ abilities of the second Test of pronunciation of centering diphthong which is equipped by phonetic transcription

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ANSWER

1. 113-114-030 12 Good

2. 113-114-061 5 Bad

3. 113-114-076 12 Good

4. 113-114-084 12 Good

5. 113-114-118 7 Enough

6. 113-114-1123 12 Good

7. 113-114-132 10 Enough

8. 113-114-134 12 Good

9. 113-114-141 7 Enough

10. 113-114-143 20 Excellent

11. 113-114-152 4 Bad

12. 113-114-193 15 Good

13. 113-114-243 8 Enough

14. 113-114-701 10 Enough

15. 113-114-1062 10 Enough

16. 113-114-1241 13 Good

17. 113-114-1672 7 Enough

18. 113-114-112 7 Enough

19. 113-114-122 10 Enough

(50)

Based on table 3.5 of the second test of centering diphthong equipped by

Percentage of Students Centering Diphthong abilities of Second Test NO Level of Centering Diphthong

(51)

D. Discussion

1. General Finding of Students’ Abilities to Pronounce Centering

Diphthong

Based on table 3.2 of the first test of centering diphthong equipped by phonetic transcription, the result showed there are 1 or 5% from 20 students could understand about centering diphthong are excellent. 2 or 10% from 20 students are good. 14 or 70% from 20 students are enough and 3 or 15% from 20 students are bad.

Based on table 3.5 of the second test of centering diphthong equipped by phonetic transcription, the result show there are 1 or 5% from 20 students could understand about centering diphthong are excellent. 7 or 35% from 20 students are good. 10 or 50% from 20 students are enough and 2 or 10% from 20 students are bad. Based on the findings above the writer assumed that they might come across certain words that they were not sure how to pronounce. They were embarrassed to pronounce the words. Then poor of pronunciation of the students commonly happened when their tongue is not used to uttering the words and they have less knowledge of phonetic transcriptions.

(52)

omission, addition, misformation and misordering based on theory of Dulay, Burt, and Krashen in James book (1998) as cited by Sembiring (2011,p.7). The highest error is omission and misformation of phonetic simbol. Generally students have pronunced an error of centering diphthong which they have not understood phonetic transcription. The table 4.1 below presented result of error pronunciation.

No Kinds of Error

(53)

She has made some errors by pronuncing inappropriate phonetic simbols. Her errors like omission and addition the phonetic simbols /ɛə/ changed /e:/, /฀ə/ became /฀:/. Because her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel /ə/.

c. 113-14-076

She has made a same errors such as she pronuced the phonetic transcription /bɛə r/ became /bɪə r

/

. She changed simbol /e/ became /ɪ/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel /ə/.

d. 113-14-084

Based on first and second test, she has made an error pronuciation. Especially she pronuced the phonetic transcription /r฀ə/ became /r฀:/. She should not clearly feel the upward movement of the lower jaw in pronouncing the centering diphthong /ɛə/.

e. 113-14-118

(54)

in the word ‘call’, and then move in the direction of the central vowel

/ə/.

f. 113-14-123

According first and second test, she has made an error pronuciation. Especially she pronuced the phonetic transcription /bɛər/ became /bɪər/. She changed simbol /ɛ/ became /ɪ/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel

/ə/.

g. 113-14-132

(55)

first element. Care should be taken to make the first element open enough.

i.113-14-141

She has made some errors by pronuncing inappropriate phonetic simbols. Her errors like omission and addition the phonetic simbols /ɛə/ changed /e:/, /฀ə/ became /฀:/. She should not clearly feel the upward movement of the lower jaw in pronouncing the centering diphthong /ɛə/.

j. 113-14-143

She has pronunced all the phonetic transcription are excellent. k. 113-14-152

She has made a same error pronunciation in first and second test. Especially she pronuced the phonetic transcription /bɛər/ became /bɪər/. She changed simbol /ɛ/ became /ɪ/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel /ə/.

l. 113-14-193

(56)

m. 113-14-234

Based on first and second test, she has made a same error pronuciation. Especially she pronuced the phonetic transcription /bɛər/ became /bɪər/. She changed simbol /e/ became /i/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel /ə/. word ‘call’, and then move in the direction of the central vowel /ə/. o. 113-14-1062

She has made a same error pronunciation in first and second test. Especially she pronuced the phonetic transcription /bɛər/ became /bɪər/. She changed simbol /ɛ/ became /ɪ/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel /ə/.

p. 113-14-1241

(57)

became /bɪər/. She made in pronouncing the centering diphthong /ɪə/ is that she did not start it from too close vowel position.

q. 113-14-1672

From first and second test, she has made a same error pronuciation. Especially she pronuced the phonetic transcription /bɛər/ became /bɪər/. She made in pronouncing the centering diphthong /ɪə/ is that she did not start it from too close vowel position.

r. 113-14-112

According first and second test, she has made an error pronuciation. Especially she pronuced the phonetic transcription /bɛər/ became /bɪər/. She changed simbol /ɛ/ became /ɪ/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of

the central vowel /ə/. s. 113-14-122

(58)

t. 113-14-136

She has made a same error pronunciation in first and second test. Especially she pronuced the phonetic transcription /bɛ ər/ became /bɪər/. She changed simbol /ɛ/ became /ɪ/ and /฀ə/ became /฀:/. Her tongue did not start from the English vowel /฀/ such as found in the word ‘call’, and then move in the direction of the central vowel

(59)

CHAPTER V CLOSURE

After conducting the research, doing the analysis, and presenting the results. Then conclusion and suggestion of this research will be presented in this chapter.

A. Conclusion

1. Based on table 3.2 of the first test of centering diphthong equipped by phonetic transcription. The writer found the general findings of students’ abilities of pronunciation centering diphthong. The result showed there are 1 or 5% from 20 students could understand about centering diphthong are excellent. 2 or 10% from 20 students are good. 14 or 70% from 20 students are enough and 3 or 15% from 20 students are bad.

2. Based on table 3.5 of the second test of centering diphthong equipped by phonetic transcription. The writer found the general findings of students’ abilities of pronunciation centering diphthong. The result show there are 1 or 5% from 20 students could understand about centering diphthong are excellent. 7 or 35% from 20 students are good. 10 or 50% from 20 students are enough and 2 or 10% from 20 students are bad.

(60)

types are 7 0r 35% error of misformation, 2 or 10% error of addition, and 1 or 5 % error of misordering.

B. Suggestion

1. According to the research, the writer assumed that the students have some difficulties in pronuncing centering diphthong. Therefore they should pay more attention on their research of phonetic , especially phonetic transcription and centering diphthong.

2. The writer assumed for the teacher should give more exercises in applying phonetic transcription or simbol which she / he does not only give the theory. Because, based on the results, many of the students still do not understand how to pronunce centering diphthong /ɛə/ and /฀ə/.

(61)

BIBLIOGRAPHI

Ramelan. 1994. English Phonetic (4th ed).Semarang: UPT UNNES Press. Roach,Peter.1998. Eenglish Phonetics and Phonology (2nd ed).United Kingdom:Cambridge University Press.

Roach,Peter.2000. Eenglish Phonetics and Phonology (3th ed).United Kingdom:Cambridge University Press.

Roach,Peter.2009. Eenglish Phonetics and Phonology (4th ed).United Kingdom:Cambridge University Press.

Giegerich, Heinz j.1992. English Phonology. United Kingdom: Cambridge University Press.

O’connor,J.D.1973. Phonetics. Great Britain: Penguin Books.

Tiffany,William R,.Carrel,James. 1987. Phonetics: Theory And Application (2nd ed). Singapore: B and Jo Enterprise Pte Ltd.

Creswell, John W.2009. Research Design:Qualitative, Quantitative, and mixed

methods approaches.United State of America:SAGE Publication.

Arikunto, Suharsimi. 1997. Prosedur Penelitian Praktek. Jakarta: Rineka Cipta.

Richard, C Jack and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching. New York: Cambridge University Press.

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Ball,Rodney. 2009. Introduction to Phonetics for Students of English, French, German and Spanish. University of Southampton: Humbox Project.

Riadi,Agus.2013.Studnets’ Problems in Pronouncing Short and Long English.Pontianak:Tanjung Pura University.

Forel,Claire-A.,. Puskás,Genoveva,.2005. Phonetics and Phonology,Reader for First Year English.University of Oldenburg.

Balas,Anna. 2009. English Centering Diphthong Production by Polish Learners of English. Poland: Adam Mickiewicz University.

Das,Kalyan.2014. Production of Central Vowels and Centering Diphthongs by Assamese Speakers of English. India: Indian Institute of Technology Guwahati.

Pangesty,Eka Restu., Utami,Nur.,Sofyan,Deddy. An Analysis on Research Students Difficulties of Centering Diphthong.UNPAK.

Sukamolson ,Suphat. Fundamentals of quantitative research. Chulalongkorn University.

Targett,David.2012. Quantitative Methods.United Kingdom: Heriot-Watt University.

Anita,Nur.2015. An Error Analysis on Using Simple Past Tense in Recount Text by the first Grade Students of SMA Negeri 2 Salatiga in the Academic

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Record Test of 113-14-030

The Centering Diphthong /uə/

1. /ʃuər/ /ʃuər/ V -

2. /duər/ /duər/ V -

3. /tuər/ /tuər/ V -

4. /puər/ /puər/ V -

5. /fuər/ /fuər/ V -

The Centering Diphthong /฀ə/

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(64)

5. /fuər/ /f฀:r/ V -

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀ə:/ - V

4. /m฀ə/ /m฀:/ - V

(65)

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(66)

1. /ʃuər/ /ʃ฀ər/ - V

2. /duər/ /d฀ər/ - V

3. /tuər/ /t฀ər/ - V

4. /puər/ /p฀ər/ - V

5. /fuər/ /f฀ər/ - V

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(67)

1. /r฀ə/ /r฀w:/ - V

2. /fl฀ə/ /flʊe:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(68)

1. /r฀ə/ /r฀w:/ - V

2. /fl฀ə/ /fl฀w:/ - V

3. /c฀ə/ /k฀w/ - V

4. /m฀ə/ /mʊ/ - V

(69)

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(70)

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /c฀/ - V

4. /m฀ə/ /m฀/ - V

(71)

1. /r฀ə/ /r฀w:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀/ - V

4. /m฀ə/ /m฀w/ - V

(72)

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(73)

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(74)

1. /r฀ə/ /r฀w:/ - V

2. /fl฀ə/ /fl฀e:/ - V

3. /c฀ə/ /e฀:/ - V

4. /m฀ə/ /m฀:/ - V

(75)

1. /r฀ə/ /r฀w:/ - V

2. /fl฀ə/ /fl฀e:/ - V

3. /c฀ə/ /c฀w:/ - V

4. /m฀ə/ /m฀:/ - V

(76)

1. /ʃuər/ /j฀ə/ - V

1. /r฀ə/ /rɪə/ - V

2. /fl฀ə/ /flɪə/ - V

3. /c฀ə/ /cɪə/ - V

4. /m฀ə/ /mɪə/ - V

(77)

1. /ʃuər/ /j฀ə/ - V

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(78)

1. /ʃuər/ /j฀ə/ - V

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(79)

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(80)

1. /r฀ə/ /rɪə/ - V

2. /fl฀ə/ /fɪə/ - V

3. /c฀ə/ /c฀ə/ - V

4. /m฀ə/ /m฀a/ - V

(81)

1. /r฀ə/ /rɪə/ - V

2. /fl฀ə/ /fɪə/ - V

3. /c฀ə/ /c฀ə/ - V

4. /m฀ə/ /m฀a/ - V

(82)

1. /r฀ə/ /rɪə/ - V

2. /fl฀ə/ /fɪə/ - V

3. /c฀ə/ /c฀ə/ - V

4. /m฀ə/ /m฀a/ - V

(83)

Record of 113-14-030

1. /muər/ /muər/ V -

2. /luər/ /luər/ V -

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /k฀/ - V

4. /m฀ə/ /m฀/ - V

(84)

1. /r฀ə/ /r฀w/ - V

2. /fl฀ə/ /fl฀w/ - V

3. /c฀ə/ /c฀w/ - V

4. /m฀ə/ /m฀w/ - V

(85)

Record of 113-14-076 The Centering Diphthong /uə/

2. /luər/ /yuər/ V -

1. /r฀ə/ /r฀e/ V -

2. /fl฀ə/ /fl฀e/ V -

3. /c฀ə/ /c฀e/ V -

4. /m฀ə/ /m฀e/ V -

(86)

2. /luər/ /ayuə/ V -

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(87)

2. /luər/ /auər/ V -

1. /r฀ə/ /r฀w/ - V

2. /fl฀ə/ /fl฀w/ - V

3. /c฀ə/ /c฀w/ - V

4. /m฀ə/ /m฀w/ - V

(88)

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀;/ - V

(89)

1. /r฀ə/ /r฀:/ - V

2. /fl฀ə/ /fl฀:/ - V

3. /c฀ə/ /c฀:/ - V

4. /m฀ə/ /m฀:/ - V

(90)

2. /luər/ /auə/ V -

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /c฀/ - V

4. /m฀ə/ /m฀/ - V

(91)

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /c฀/ - V

4. /m฀ə/ /m฀/ - V

(92)

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(93)

1. /muər/ /mʊr/ - V

3. /tuər/ /tʊr/ - V

4. /puər/ /pɪər/ - V

5. /fuər/ /fɪər/ - V

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀/ - V

(94)

1. /r฀ə/ /r฀w/ - V

2. /fl฀ə/ /fl฀w/ - V

3. /c฀ə/ /c฀w/ - V

4. /m฀ə/ /m฀w/ - V

(95)

2. /luər/ /lər/ V -

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /c฀/ - V

4. /m฀ə/ /m฀/ - V

(96)

1. /r฀ə/ /rɪə/ - V

2. /fl฀ə/ /fɪə/ - V

3. /c฀ə/ /kɪə/ - V

4. /m฀ə/ /mɪə/ - V

(97)

Record of 113-14-1062

2. /luər/ /iuər/ V -

1. /r฀ə/ /ri/ - V

2. /fl฀ə/ /fli/ - V

3. /c฀ə/ /kʊ/ - V

4. /m฀ə/ /mʊ/ - V

(98)

Record of 113-14-1241

2. /luər/ /a฀ər/ V -

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ V -

3. /c฀ə/ /c฀ə/ V -

4. /m฀ə/ /m฀ə/ V -

(99)

Record of 113-14-1672

1. /r฀ə/ /r฀ə/ V -

2. /fl฀ə/ /fl฀ə/ - V

3. /c฀ə/ /k฀ə/ - V

4. /m฀ə/ /m฀:/ - V

(100)

1. /r฀ə/ /rɪə/ - V

2. /fl฀ə/ /fluə/ - V

3. /c฀ə/ /kuə/ - V

4. /m฀ə/ /muə/ - V

(101)

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /k฀/ - V

4. /m฀ə/ /m฀/ - V

(102)

2. /luər/ /auər/ V -

1. /r฀ə/ /r฀/ - V

2. /fl฀ə/ /fl฀/ - V

3. /c฀ə/ /k฀/ - V

4. /m฀ə/ /m฀/ - V