Mispronunciation of some English consonants by Javanese students in English literature of Sanata Dharma University.

xii ABSTRACT

LUVIYA, SUSI. Mispronunciation of Some English Consonants by Javanese Students in English Literature of Sanata Dharma University. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2016.

This undergraduate thesis discusses mispronunciation of English consonants by students in English Literature of Sanata Dharma University. The subject are Javanese students. They actively speak Javanese. The respondents read the words on the list. The words contain some English consonants which are absent in Javanese feature inventories. The consideration is, in general, Javanese students find difficulty in pronouncing those consonants. Then, they usually change those English consonants with Javanese consonants which sound similar.

There are two problems to be discussed in this undergraduate thesis. The first is comparing consonants in two different languages, Javanese and English. The aim is to know English consonants which are predicted to be mispronounced. The second problem is dedicated to observe consonant features change through the differences.

There are two steps applied in this research. The first step is comparison step that is comparing English and Javanese consonants. The aim is to describe similarities and differences between both languages. The second step is used to answer second problem formulation which is analyzing consonant features change through the differences.

xii ABSTRAK

LUVIYA, SUSI. Mispronunciation of Some English Consonants by Javanese Students in English Literature of Sanata Dharma University. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

Skripsi ini membahas kesalahan pengucapan huruf konsonan bahasa inggris oleh mahasiswa jurusan sastra inggris di Universitas Sanata Dharma. Mahasiswa yang dijadikan subyek pengamatan adalah mahasiswa asli orang jawa dan aktif menggunakan bahasa jawa. Mahasiswa melafalkan kata-kata tertera di kertas. Kata-kata dipilih berdasarkan hasil perbedaan dari konsonan bahasa jawa dan bahasa inggris. Pertimbangannya adalah karena pada umumnya mahasiswa jawa mengalami kesulitan melafalkan beberapa konsonan tertentu sehingga mereka mengganti dengan konsonan bahasa jawa yang mempunyai bunyi hampir sama.

Di dalam skripsi ini ada dua permasalahan yang dibahas. Permasalahan pertama adalah mencari tahu konsonan apa saja yang gagal diucapkan oleh responden. Berdasarkan perbedaan tersebut, permasalahan kedua adalah meneliti perubahan fitur konsonan yang dilakukan oleh responden.

Ada dua langkah yang digunakan dalam penelitian ini. Langkah pertama yang diterapkan yaitu metode perbandingan, yakni membandingkan konsonan bahasa jawa dan bahasa inggris. Hal ini bertujuan untuk menggambarkan persamaan dan perbedaan dari kedua bahasa. Langkah kedua yang digunakan untuk menjawab permasalahan kedua yaitu dengan menganalisa perubahan fitur konsonan melalui perbedaan.

i

MISPRONUNCIATION OF SOME ENGLISH CONSONANTS

BY JAVANESE STUDENTS IN ENGLISH LITERATURE OF

SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra in English Letters

By

SUSI LUVIYA

Student Number: 104214103

ENGLISH LETTERS STUDY PROGRAME DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

ii

A Sarjana Sastra Undergraduate Thesis

MISPRONUNCIATION OF SOME ENGLISH CONSONANTS BY JAVANESE STUDENTS OF ENGLISH LITERATURE IN SANATA

DHARMA UNIVERSITY

By

SUSI LUVIYA

Student number: 104214103

Approved by

July 12, 2016

iii

A Sarjana Sastra Undergraduate Thesis

MISPRONUNCIATION OF SOME ENGLISH CONSONANTS BY JAVANESE STUDENTS OF ENGLISH LITERATURE IN SANATA

DHARMA UNIVERSITY

By

SUSI LUVIYA

Student number: 104214103 Defended before the Board of Examiners

iv

DO NOT COMPARE YOURSELF WITH

ANYONE IN THIS WORLD.

IF YOU DO SO, YOU ARE INSULTING

YOURSELF.

v

FOR MY BELOVED PARENTS,

YOU ARE ALWAYS ON MY MIND

AND

vi

STATEMENT OF ORIGINALITY

vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Susi Luviya

Nomor Mahasiswa : 104214103

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah yang berjudul

MISPRONUNCIATION OF SOME ENGLISH CONSONANTS BY JAVANESE STUDENTS OF ENGLISH LITERATURE IN SANATA DHARMA UNIVERSITY

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan 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 dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

viii

ACKNOWLEDGEMENTS

Praise and great gratitude to God for blessings and help to complete this thesis entitled ‘Mispronunciation of Some English Consonants by Javanese Students in English Literature of Sanata Dharma University.

I want to express my sincere thanks to to Dr. B. Ria Lestari, MS as my advisor in completing this thesis through the guidance and direction as well as the encouragement that are very useful for the preparation and writing of this thesis. I also want to say thanks to my co-advisor Adventina Putranti, S.S., M.Hum. who have given me help and guidance so that this thesis can be finished.

Next is to Javanese students of English Letters Department in Sanata Dharma University thanks for being my respondents.

My truly thanks to my beloved parents. It is truly undoubted that love, care, spirit, motivation, patience, and willingness to wait for my graduation and prayers during days and nights are everything for me.

My sincere thanks and love are also dedicated to my beloved sister, Yuni Mirani, thanks for supporting me.

x

1. Data Collections ……… 26

2. Data Analysis ……… 27

CHAPTER IV: ANALYSIS RESULT AND DISCUSSION ………… 32

A. The Comparison between English and Javanese Consonants … 32

1. Manner of Articulation ……… 33

2. Place of Articulation ……… 34

B. Phonology Analysis of English Consonants Mispronunciation … 35

CHAPTER V: CONCLUSION ……… 50

BIBLIOGRAPHY ……… 54

APPENDICES ……… 56

Appendix 1 ……… 56

xi

LIST OF TABLES

Table 1 English consonant place and manner of articulation ……… 9

Table 2 Javanese consonant manner and place of articulation ………... 15

Table 3 Javanese Consonant Features ………..… 21

Table 4 English Consonant Features ……….. 22

Table 5 The Data Indicator Words ……….. 28

Table 6 The Grade of Pronunciation Accuracy ………. 30

Table 7 Percentage of Mispronunciation of Consonant [v] ………. 36

Table 8 Feature Similarity of [v] and [f] ……… 37

Table 9 English and Indonesian Consonant [v] ……… 38

Table 10 Mispronounciation of Consonant [θ] ……… 39

Table 11 Features differences between [θ] and [ʈ] ……… 40

Table 12 Mispronunciation of [ð] ……… 41

Table 13 Features contrast between [ð] and [d] ……… 41

Table 14 Mispronounciation of [ʃ] ……… 43

Table 15 Features consonant [ʃ] and [s] ……… 43

Table 16 Mispronounced Conosnant [ʒ] ……… 44

Table 17 Mispronunciation of [tʃ] ……… 46

Table 18 Features contrast of [tʃ] and [c] ……… 47

Table 19 Mispronounciation of [dʒ], [j], and [d] ……… 48

xii ABSTRACT

LUVIYA, SUSI. Mispronunciation of Some English Consonants by Javanese Students in English Literature of Sanata Dharma University. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2016.

This undergraduate thesis discusses mispronunciation of English consonants by students in English Literature of Sanata Dharma University. The subject are Javanese students. They actively speak Javanese. The respondents read the words on the list. The words contain some English consonants which are absent in Javanese feature inventories. The consideration is, in general, Javanese students find difficulty in pronouncing those consonants. Then, they usually change those English consonants with Javanese consonants which sound similar.

There are two problems to be discussed in this undergraduate thesis. The first is comparing consonants in two different languages, Javanese and English. The aim is to know English consonants which are predicted to be mispronounced. The second problem is dedicated to observe consonant features change through the differences.

There are two steps applied in this research. The first step is comparison step that is comparing English and Javanese consonants. The aim is to describe similarities and differences between both languages. The second step is used to answer second problem formulation which is analyzing consonant features change through the differences.

xiii ABSTRAK

LUVIYA, SUSI. Mispronunciation of Some English Consonants by Javanese Students in English Literature of Sanata Dharma University. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

Skripsi ini membahas kesalahan pengucapan huruf konsonan bahasa inggris oleh mahasiswa jurusan sastra inggris di Universitas Sanata Dharma. Mahasiswa yang dijadikan subyek pengamatan adalah mahasiswa asli orang jawa dan aktif menggunakan bahasa jawa. Mahasiswa melafalkan kata-kata tertera di kertas. Kata-kata dipilih berdasarkan hasil perbedaan dari konsonan bahasa jawa dan bahasa inggris. Pertimbangannya adalah karena pada umumnya mahasiswa jawa mengalami kesulitan melafalkan beberapa konsonan tertentu sehingga mereka mengganti dengan konsonan bahasa jawa yang mempunyai bunyi hampir sama.

Di dalam skripsi ini ada dua permasalahan yang dibahas. Permasalahan pertama adalah mencari tahu konsonan apa saja yang gagal diucapkan oleh responden. Berdasarkan perbedaan tersebut, permasalahan kedua adalah meneliti perubahan fitur konsonan yang dilakukan oleh responden.

Ada dua langkah yang digunakan dalam penelitian ini. Langkah pertama yang diterapkan yaitu metode perbandingan, yakni membandingkan konsonan bahasa jawa dan bahasa inggris. Hal ini bertujuan untuk menggambarkan persamaan dan perbedaan dari kedua bahasa. Langkah kedua yang digunakan untuk menjawab permasalahan kedua yaitu dengan menganalisa perubahan fitur konsonan melalui perbedaan.

1 CHAPTER I INTRODUCTION

A. Background of Study

Language is a tool for communication. There are so many languages which are spoken all over the world including English. English is considered as a foreign language in several countries. Nowadays, English has become popular in the world. Everybody can speak English well. With the ability to speak English, people can communicate with other people from a different part of the world.

In Indonesia itself, each region has its own local languages. Javanese is the biggest local spoken language. It is about 72,5 million people who speak Javanese language. Elinor C. Horne states that Javanese belongs to Malayo-Polynesian group which has members such as, Malay, Javanese, Sundanese and Madurese (Horne, 1961: xxi). Although it is not an official language of Indonesia, Javanese is recognized as a regional language in the three provinces of Java with the largest concentrations of speakers of Javanese, namely, Central Java, East Java, and Yogyakarta.

When Javanese people speak Javanese, they do not find difficulties. They speak fluently because it is their own language. But, when they speak other languages, it means that they are learning to produce a new sound. Horne says that:

2

complex action involving simultaneous movements of the vocal equipment (lips, teeth, tongue, top of the mouth, nasal passages, back of the throat, larynx or vocal cords, and lungs), so that two sounds may be alike in some respects but unlike in others (Horne, 1961: xxi).

The differences of English and Javanese are the member of alphabets which have different members from each other. Javanese also lacks of accent which means that Javanese does not have any stresses in the certain syllables. All the words pronounce the same.

While speaking English, Javanese find difficulties, especially in certain consonants. It can be noticed when they say ‘together’, it should be pronounced /təˈgɛðə/ while Javanese pronounce /tu’geder/. Another word is ‘verb’ which has phonetic transcription /vəːb/. Javanese cannot pronounce it well. Even, the pronunciation of the word ‘verb’ changes into /fɛːb/. The initial consonant changes from labiodental voiced fricative [v] changes into labiodental voiceless fricative [f].

The phonetic transcriptions that Javanese produce are not the same as the phonetic transcriptions of Standard English which are written in the dictionary. Summarizing from Jones in 1962, the task of learning to remember what is the appropriate sequence of sounds to use in any given word or sentence is greatly facilitated by the use of phonetic transcription. Phonetic transcription may be defined as an ambiguous system by means of writing, the basic principle being to assign one and only one letter to each phoneme of the language (Jones, 1962: 6).

3

pronouncing English words in certain consonants. The reason why this case is chosen as the study is that sometimes, Javanese students miss some consonants when they speak English words.

According to Indriani, English alphabet is divided into two; twenty four consonants and twelve vowels (2001: 8-13). Besides, based on Tata Bahasa Jawa Mutakhir book, there are twenty three consonants and nine vowels in Javanese

(Wedhawati, 2001: 41). It is really interesting to analyze English consonants mispronounce by Javanese. They usually change the similar consonants e.g. ‘share’ which should be pronounced /ʃɛr/ becomes /sɛr/. They changed the /ʃ/ into /s/.

The way Javanese students pronounce the English words and the sounds’

production of the words will be discussed in this research. There is also identification of problem that may occur. Comparing English Javanese consonants is needed in order to show what consonants disappear in both languages. The use of phonetic alphabet is based on International Phonetic Association (IPA) as the standard worldwide.

B. Problem Formulation

Based on the difficulties occuring among Javanese students, the problems can be formulated as:

1. What are the consonant features which are mispronounced by Javanese students?

4 C. Objectives of the Study

From the problem formulations, there are two objectives of the study. The first objective is to find English consonants which are potentionally to be mispronounced. The second objective is to observe the feature changes through the differences.

D. Definition of Term

The definition of terms is given in order to lead the writer to analyze these objects of the study.

In 1957, Wise explains that Phonetics may be defined as a study of muscular action of frequently very generalized nature, but typically centered in what are called the organs of speech, the action of the vocal organs in speech, and of nerve current to the brain, interpreted there as acoustic phenomena, speech sounds as heard.

As Wise said in his book, a consonant is a speech sound which is used marginally with a vowel or diphthong to constitute a syllable (Wise, 1957: 74).

According to Krashen, mispronunciation is the performance errors or mistakes of pronunciation caused by fatigue and inattention, and also lack of knowledge of the rules of the language (Krashen, 1982: 139).

5

6

CHAPTER II

THEORETICAL REVIEW

This chapter is divided into four parts: review of related studies, review of related theories, review of related backgrounds, and theoretical framework. The first part, review of related studies, is to review other researches which have done by other researchers. The second part is to review the theories which are related to this study. The third part is to review the background of the study including social background or biographical background. The fourth part is to explain the theories and the related studies in solving the problem formulations.

A. Review of Related Studies

Many studies have discussed about Javanese people mispronouncing English words. For example, in the article ‘An Analysis of Javanese

Pronunciation Interference in Speech of the Fifth Semester English Students of

Muhammadiyah University of Purworejo in the Academic Year 2012/2013’ done by Phopy Chandradewi from English Education Study Program, Teacher Training and Education Sciences Faculty, Muhammadiyah University of Purworejo.

7

Chandradewi has found vowel interference when Javanese people pronounce /Λ/, /u:/, /I/, / :/ and /æ/ in the words; /blood/, /new/, /meal/, /prophet/, /work/, and /bad/. Consonant interference when Javanese pronounce plosive sounds; /p/, /t/, and /k/ as initial position of the words; /page /, /time/, and /knife/. There is also diphthong which is the biggest problem of Javanese people pronouncing English words (Chandradewi, 2013: 4).

Another research, which is similar, has been done by Aloysius Prianto Raharjo in his thesis in 2010, The English Consonant Mispronunciation Produced by Sundanese Native Speakers. He analyzed Sundanese mispronunciations in

producing English consonant. The aim is to know the differences between English and Sundanese and also the English consonant mispronunciation produced by Sundanese native speakers as the result of consonant differences (Prianto, 2010: x).

He has predicted that nine consonants would be mispronounced by the speakers such as [f, v, θ, ð, ʒ, ʃ, dʒ, tʃ, z]. After analyzing, he has found that [f, θ, ð, ʒ, z] are the consonant mispronunciation which often occurred. Besides, consonant [v, ʃ, dʒ, tʃ] were not difficult to be pronounced by Sundanese. The mispronunciation was caused by their absence in the Sundanese phonological system (Prianto, 2010: x).

8

the writer wants to develope Phopy’s finding. It focuses only on analysing all

consonants that are potential to be mispronounced by Javanese.

Furthermore, the writer also uses the theory applied in Aloysius Prianto Raharjo’s paper, which has similar objective, but the target is different. Aloysius Prianto Raharjo analyzed Sundanese while the writer will analyze Javanese.

B. Review of Related Theories

In this part, the writer discusses the theories from some linguists to analyze the problem formulations. The paper focuses on the consonant mispronunciations produced by Javanese people. It is important to understand both Javanese and English in order to find out the finding. Here are the theories that will be applied

1. English Phonetics

Phonetics is the branch of linguistic that study speech sounds. Speech is a complicated process. Schreuder, in English Phonetic and Pronunciation book, states that the object of phonetics is to describe the way in which speech sounds are produced by the organs of speech. It means that we should know how the speech sounds are produced (Schreuder, 1948:9).

a. English Consonant

9

(Dardjowidjojo, 2009: 23). There are two points of articulation; manner and place of articulation. The table below shows category of each consonant:

1 Table of English consonant place and manner of articulation

B Place of articulation is defined into seven types.

1. Bilabial

The consonants are pronounced by bringing the lips together. The consonants are [p], [b], [m]. Here are the examples: ‘pat’ /pæt/, ‘bat’ /bæt/, ‘mat’

10 2. Labiodental

Labio- refers to lips while dental is referring to teeth. The sounds are

articulated in a way the upper teeth touching the bottom lip. The consonants belong to labiodental are [f] and [v] (Fromkin, 2003:242). For example: ‘fat’ /fæt/, ‘vat’ /væt/.

3. Interdental

The sounds are formed with the tongue insert between the bottom lip and the upper lip. The sounds are represented by the [θ] and [ð]. The examples: ‘think’ /θɪŋk/ dan ‘these’ /ðiːz/ (Fromkin, 2003:242).

4. Alveolar

The alveolar consonants are produced by the front part of tongue rising on the alveolar ridge. The consonants are [t], [d], [n], [s], [z], [l], and [r] (Sahulata, 1988: 10). For examples: ‘top’ /t ːp/, ‘dip’ /dɪp/, ‘nut’ /nʌt/, ‘sit’ /sɪt/, ‘zoo’ /zuː/, ‘lap’ /læp/, ‘right’ /raɪt/.

When we pronounce the consonant [l] and [r], we can feel our tongue touching the bony tooth ridge. We can feel it through pronouncing consonant [l] in a word ‘lap’ /læp/. The tip of the tongue rises to the alveolar ridge leaving the

rest of the tongue down. According to An Introduction to Language book, [r] is pronounced in a variety ways. But, many English speakers pronounced it by curling the tip of the tongue back behind the alveolar ridge (Fromkin, 2003: 197). 5. Palatal

11

examples: ‘you’ /juː/, ‘azure’ /æz.jʊər/, ‘sure’ /_ʃʊr/, ‘judge’ /d_ʒʌdʒ/, ‘church’ /tʃ ːtʃ/ (Sahulata, 1988: 11).

6. Velar

Sounds produced with the back of the tongue touches the palate is called velar. The sounds are represented by the symbols: [k], [ɡ], [ŋ] and [w]. Here are the examples: ‘kite’ /kaɪt/, ‘guy’ /ɡaɪ/, ‘sing’ /sɪŋ/, and ‘wipe’ /waɪp/. The [w] in the word ‘wipe’ is velar; when it is formed with the back of the tongue is raised toward the velum (Sahulata, 1988: 11).

7. Glottal

The glottal sound is articulated in the glottis. The sounds are represented by [?] and [h]. The glottis is the space between the vocal cords in the larynx. When the glottis is open and the air flows, it produced [h]. For example: ‘house’

/haʊs/. But, when the glottis is closed completely, and then released, the resulting sound is called glottal stop. The symbol of phonetic transcription is [?]. For example, we try to pronounce the words ‘butter’ /ˈbʌtɁ.ɚ/ and ‘bottle’ /ˈb ː.t Ɂl ̩/ without pronouncing the –tt (Sahulata, 1988: 11-12).

ii. Manner of Articulation

12 1. Voiced and Voiceless sound

If the vocal cords are together, the air flows through its way and cause a vibration called voiced. A simply way to identify whether the consonant is voiced or not can be noticed by the existence of the vibration in the vocal cords. The voiced consonants are [b, d, ɡ, m, n, ŋ, v, z, ʒ, w, dʒ, ð] (Fromkin, 2003:244).

Voiceless sound can be articulated if the vocal cords are separated, the air flows freely through the glottis and supraglottal cavities. There is no vibration while pronouncing voiceless consonant. The consonants are [p, t, k, f, , s, ʃ, h, tʃ] (Fromkin, 2003:244).

2. Stop

The English consonants stop forms when the breath is either stopped completely at some point and bursts through the stoppage with a slight explosion (Ripman, 1957: 21). Thus, it is formed with stopping the airflow and then letting it go abruptly. The sounds are also called plosive because a complete closure in the vocal tract is made behind which the air pressure builds up and can be released explosively. The sounds are [p, b, t, d, k, ɡ, Ɂ]. For example: ‘play’ /pleɪ/, ‘bed’ /bed/, ‘ten’ /ten/, ‘die’ /daɪ/, ‘keen’ /kiːn/, ‘go’ /goʊ/, ‘bottle’ /b ː.tɁl /.

3. Nasals

Most sounds are articulated orally with the velum raised, preventing airflow from entering the nasal cavity. However, when the velum is lowered and the airflow is allowed to flow out through the nose to produce [m, n, ŋ] sounds

13 4. Fricatives

The manner of articulation used in producing the set of sounds [f, v, , ð, s, z, ʒ, ʃ, h], involves almost blocking the airstream, and having the air push through the narrow opening. As the air is pushed through, a type of friction is produced and the resulting sounds are called fricatives (Sahulata, 1988: 13). Here are the examples: ‘fish’ /fɪʃ/, ‘veal’ /viːl/, ‘thin’ /θɪn/, ‘this’ /ðɪs/, ‘send’ /send/,

‘zinc’ /zɪŋk/, ‘vision’ /vɪʒ. ə n/, ‘share’ /ʃer/, ‘high’ /haɪ/. The [h] is classified as a fricative because of the hissing sound produced by air or noise at the glottis. 5. Affricates

There are two consonants belong to this manner; [tʃ] and [dʒ]. They are articulated by stopping the airstream completely and causing the effect of fricative when it is pronounced (Sahulata, 1988: 13). The consonants of affricates can be seen in the words: ‘chair’ /tʃer/, ‘join’ /dʒɔɪn/.

6. Glide

The glide sounds are produced with the tongue moving or gliding to or from a position associated with a neighboring vowel sound. Glides are traditional sounds which sometimes are called semivowels. The sounds are [w] and [j]. They are usually followed by a vowel (Sahulata, 1988: 14).

14 7. Liquid

When we pronounced liquid sounds, there is some obstruction of the airstream in the mouth. But, it is not enough to cause any real friction. Words like ‘please’ /pliːz/ and ‘price’ /praɪs/ consist liquid sounds which are [l] and [r] (Fromkin, 2003: 250).

2. Javanese Phonetics

According to Tata Bahasa Jawa Mutakhir book, there are twenty three consonants. They are [p, b, m, f, w, t, d, n, l, r, ṭ, ḍ, s, z, c, j, h, y, ň, g, k, ŋ, Ɂ] (Wedhawati, 2001:65).

a. Javanese Consonant

15

2 Table of Javanese consonant manner and place of articulation

B

vl: voiceless vd: voiced source: (Wedhawati, 2001:42)

i. Place of Articulation

Based on Tata Bahasa Jawa Mutakhir, place of articulation in Javanese is divided into nine. They are bilabial, labiodental, apiko-dental, alveolar, palatal, lamino-alviolar, medio-palatal, dorso-velar, glottal/laryngeal (Wedhawati, 2001:43-64). The explanation of each category is explained below

1. Billabial

The sound of Javanese bilabials are [p, b, m]. The examples of phoneme [p] are sapi [sapi] ‘cow’ and pitik [pitIʡ] ‘chicken’, …ora ganep. [… ora ghanəp] ‘…incomplete’, …isih tetep [… isɪh tətəp] ‘… same’, madhep mantep [madhəpm mantəp] ‘faithful and obedient’, kerep lunga [kərəpl luŋͻ] ‘often go’, ganep [ghanəp] ‘complete’(Wedhawati, 2001:44).

16

to come up the explosion. The examples are bali [bhali] ‘go home’, sabar [sabhar] ‘patient’, …bab pitu […bh_{ap pitu]} ‘…chapter VII’_, …_{sepuluh bab} […səpulUh bhap-#] ‘…ten chapters’(Wedhawati, 2001:45-46).

The examples of phoneme /m/ are mara [mͻrͻ] ‘come’ and mata [mͻtͻ] ‘eye’, …woh pelem […wͻh pələm-#] ‘mango’(Wedhawati, 2001:47).

2. Labiodental

The labiodental sounds are [f] and [w]. The examples of [f] are foto [foto] ‘photo’ and pasif [pasif] ‘passive’, universitas [univərsitas] ‘university’ (Wedhawati, 2001:48).

Phoneme /w/ is only distributed on initial word or syllable. The /w/ cannot be placed as a final word. The examples are wani [wani] ‘brave’ and tawa [tɔwɔ] ‘bargain’ (Wedhawati, 2001:49).

3. Apiko-dental

The members of apiko-dental are [t, d. The examples of [t] are tali [tali] ‘rope’ and buta [bhutɔ] ‘giant’, ...ora luput [ora lupʊt-#] ‘...not wrong’, papat nem [papatnnəm] ‘four six’, kawat listrik [kawatllIstrIk] ‘electrical wire’, lepat sanget [ləpatssaŋət] ‘_{really wrong}’_{(Wedhawati, 2001:49).}

17 4. Alveolar

The alveolar consonants are [n, l, r]. The examples of phoneme /n/ are naga [nɔgh_ɔ] ‘dragon’ and _{nama [nɔmɔ}] ‘name’_{, ...ana dalan [...ɔnɔ d}h_alan-#] ‘on the way’, tandha [tͻɳɖh_ͻ] ‘_mark’_{(Wedhawati, 2001:53-54).}

Phoneme /l/ only has one allophone, [l]. The examples are lali [lali] ‘forget’ and gula [ghulɔ] ‘sugar’(Wedhawati, 2001:55).

Phoneme /r/ has allophone [r]. The examples are raga [rɔgh_ɔ] ‘body’ and kabar [kabhar] ‘news’(Wedhawati, 2001:55).

5. Lamino-alveolar

Lamino-Alviolar consonants in Javanese are articulated in a way the tongue touches the alveolar ridge. The consonants are [s] and [z]. Phoneme /s/ has allophone [s]. The example is salah [salah] ‘wrong’(Wedhawati, 2001:57).

Phoneme /z/ is adoption of foreign language, especially Arabic. The example are zakat [zakat] ‘charity’ and ziarah [ziyarah] ‘pilgrimage’ (Wedhawati, 2001:57).

6. Palatal

The palatal consonants are /ʈ, ɖ/. The example are thukul [ʈukUl] ‘grow’ and thimik [ʈimi?] ‘slow’(Wedhawati, 2001:55-56).

18 7. Medio-palatal

These sounds are formed with the middle part of tongue and palate. The consonants are [ʧ, ʤ, j, ŋ]. Phoneme /ʧ/ cannot be distributed on the final word or syllable. The example are coba [ʧobhɔ] ‘try’ and waca [wɔʧɔ] ‘read’(Wedhawati, 2001:57).

The examples of phoneme [ʤ] are aja [ɔʤɔ] ‘do not’, ajrih [aʤrIh] ‘affraid’ (Wedhawati, 2001:58).

Phoneme /ɲ/ has distribution on initial or middle of word. It cannot be placed in the final word. The examples are banyu [bha ɲu] ‘water’ and nyawa [ɲɔwɔ] ‘soul’(Wedhawati, 2001:59).

Phoneme [j] cannot be distributed on final word, the example are yuto [yutͻ] ‘million’ and ayu [ayu] ‘beautiful’(Wedhawati, 2001:59).

8. Velar

The consonants of velar are /ɡ/, /k/ and /ŋ/. The examples of phoneme [k] are kuku [kuku] ‘nail’, …ing kretek […Iŋ krətək-#] ‘…on bridge’, ikhtiyar [Ixtiyar] ‘effort’(Wedhawati, 2001:60).

Phoneme /ɡ/ has examples gula [ghulͻ] ‘sugar’, gliyer [gliyər] ‘headache’, …ndableg tenan […ndhablək tənan] ‘…really stubborn’_{, bocahe ndableg} [bhocahe ndhablək-#] ‘the child is really stubborn’(Wedhawati, 2001:61-63).

19 9. Glottal

Javanese glottal/laryngeal sound is pronounced by producing the consonant in larynx. The consonant is [h]. Phoneme /h/ has allophone [h]. The distribution is on initial, middle or final of word. The example is adoh [adhͻh] ‘far’(Wedhawati, 2001:63-64).

There is also glottal stop. The member is represented by [ʡ]. It is produced with obstruction in the vocal cord. The vocal cord purses, so glottis will be closed. It can be distributed only on final syllable or word and initial word. For examples; galak [ghala?] ‘vicious’ and apik [?apI?] ‘good’(Wedhawati, 2001:64).

ii. Manner of Articulation

Javanese manner of articulation is classified into seven types. Here are just the examples of each type.

1. Voiced and Voiceless sound

Voiced sounds are [b, d, ɖ, ʤ, g, m, n, ɲ, ŋ, l, z, r, w, j]. Voiceless sounds are [p, t, ṭ, c, k, Ɂ, f, s, h] (Wedhawati, 2001:42).

2. Stop and Nasal

Based on Tata Bahasa Jawa Mutakhir, stop consonants are represented by [p, b, t, d, ʈ, ɖ, ʧ, y, k, g, ʡ]. They are called stop because when it is formed, the airstream stops for a moment (Wedhawati, 2001:42).

20 3. Fricative

There are four consonants of fricative. They are [f, s, z, h] (Wedhawati, 2001:42).

4. Affricate

The sound is only [r]. The example is ‘raga’ /rhᴐghᴐ/ ‘body’ (Wedhawati, 2001:42).

5. Glide

Javanese glide sounds are [w, j]. There is a little airstream in the mouth when it is produced (Wedhawati, 2001:42).

6. Liquid

Liquid sound is [l], as can be seen through the word ‘lara’ /lᴐrᴐ/ ‘sick’ (Wedhawati, 2001:42).

3. Theory of Consonant Features

21 3 Table of Javanese Consonant Features

p b m f w t d n l r s z ʈ ɖ ʧ ʤɲ j k ɡ ŋ h Ɂ [Son] - - + - + - - + + + - - - + + + - - + - - [Cont] - - - + + - - - + + + + - - - + + + - - - + - [Cons] + + + + - + + + + + + + + + + - + - + + + + +

[Syll] - - - - [Nasal] - - + - - - - + - - - + - - - + - - [Ant] + + + + - + + + + - + + + + - - - - [Cor] - - - + + + + + + + + + - - + - - - - [Strd] - - - + - - - + + - - + - - - - [Vd] - + + - + - + + + + - + - - - + + + - + + - - [Lat] - - - + - - - - [Obst] + + - + - + + - - - + + + + + - - - + + - + +

[Del rel]

- - + + + - - + + + + + + + + + - + - - + + -

22 by the sound waves associated with voicing (Giegerich, 1992: 93). The member of [+son] are approximants and nasals; [m n ŋ ɲ l r w j]. The [-son] cover up fricatives and oral stops. They are [p t k b d ɡf v s z θ ð ʃʒ tʃ dʒ].

b. Continuant:

23 c. Consonantal:

Consonantal sounds are produced with a radical obstruction in the vocal tract (Giegerich, 1992: 94). This feature describes all sounds made with closure in the vocal tract greater than that needed for glides. All consonants except certain semivowel (liquid approximants) are [+cons], and all vowels are [-cons] (Giegerich, 1992: 94).

d. Syllabic

Traditionally it has been difficult to provide such a definition, although the speakers seem to be able to determine the syllabic vowel of a word. Liquids and naslas can be also be syllabic – function as a syllable – as shown by the words ‘Rachel’ [reʃl], ‘faker’ [fekr], ‘rhythm’ [rɪðm], and ‘button’ [bʌtn] (Fromkin, 2003: 258).

e. Nasal

Nasal sounds are produced with a lowered velum, which allows the air stream to escape through the nose. Non-nasal sounds are produced with a raised velum, so that the air stream can only escape through the mouth (Giegerich, 1992: 124). They are [m n ŋ ɲ].

f. Anterior

24

category (with /r/ as the only member) together with palate-alveolar, palatal, velar and glottal sounds.

g. Coronal

Coronal sounds are produced with the blade of the tongue raised above its neutral position (Giegerich, 1992: 116). Non-coronal sounds are produced with the blade of the tongue in the neutral position. Fromkin and Rodman say that the consonants whose [+cor] cover alveolars, palatals, affricates and liquid. They are [t d n l tʃ dʒʃʒ s z]. The [-cor] is bilabials, dentals, labiodentals, velar, glottal and glides. They are [p b m f v ɲj k ɡŋ w].

h. Strident

Strident sounds are marked acoustically by greater noisiness than their non-strident counterparts are (Giegerich, 1992: 118).

i. Lateral

Lateral sounds are characterized by a lowering of one side of the tongue (or both sides, but not the middle) so that the air moves through the side of the oral cavity (Sahulata, 1988: 78). Consonant /l/ is normally lateral.

j. Voiced

Voiced sounds are produced with a vibration of the vocal cords in the larynx, while voiceless are produced without such vibration (Fromkin, 2003: 244). k. Obstruent

25

affricates, or partially obstructed, as in the production of fricatives. Otherwise, the obstruent is the opposite of the sonorant (Fromkin, 2003: 257).

l. Delayed release

Sahulata said that delayed release specified the manner in which consonants are released. Stops are released instantaneously; affricates, fricatives, and other sounds are released gradually (Sahulata, 1988: 78).

C. Theoretical Framework

English and Javanese phonetics are fundamental to be used to answer the problems. The first problem can be answered by contrasting both consonant. The tables provided before show the absence of both consonants. The absences of Javanese in English represent the consonants which are mispronounced by the Javanese students of seventh semester of English Letters’ Sanata Dharma University.

26 CHAPTER III METHODOLOGY

A. Object of Study

The objective of the study is mispronunciation of some English consonants. This study is supported by the recorded data spoken by Javanese which contains the predicted mispronunciation of English words from phonetics differences. The predicted mispronunciation English consonants are listed based on the English sounds which are absent in Javanese. The result will be analyzed.

B. Approach of the Study

Since this paper analyzes the mispronunciation of English consonants by Javanese students, it used the approaches of English Phonetics and Phonology. These theories were used to answer the problems formulated.

C. Method of the Study

There are two section of this subchapter. 1. Data Collection

27

The primary data were recorded speech sounds by the speakers. The data listed were given to the speaker to be articulated. The writer would just listen and record the speech. The next step was the writer chose some samples and analyzed them. After that, the samples should be listed. Up to this level, the writer had already completed the data and had been ready to go on the analysis.

2. Data Analysis

There were several steps of analysis for finding the answer for problems. The first step was to contrast English and Javanese consonants to find out the consonants which caused mispronunciation. The second step was to list English words that contained some English consonants in which they did not appear in Javanese. The third step was to search twenty Javanese students of English Letters Department who ever took pronunciation class in Sanata Dharma University. The consideration is students had understood how to pronounce English words well. The fourth step was to record their speech and file them in order to listen to it many times and to check their pronunciation. The fifth step was to analyze the recorded sound data. The last step was to identify what make consonants feature change through the differences.

28

There were total forty two (42) words listed. The words listed at the table below:

5 Table of The Data Indicator Words

Phoneme Initial Medial Final

[v] value /vælju:/ average /ævərɪdʒ/ remove /rɪmu:v/

vacation /vəkeɪʃn/ oval /əʊvl/ above /əbʌv/ speakers. Therefore, to make the production of English consonants sound naturally, they were arranged randomize.

29

consonant had a total score one hundred and twenty (120) from the multiplier of six (6) and twenty (20). It is formulated below:

x= ∑ � � � �� � �

∑ �� � �� � � x 100%

That formula was used to look for the grade of pronunciation accuracy of each position and total accuracy which total score for each position is forty (40). It came from the multiplier of the number of words at each position (2) and the sum of twenty (20) speakers. To find out the pronunciation acuracy at each position, the ∑ (means sum) correct score of each position was divided by the ∑ total score, that was forty (40). To find

out the average of the consonants pronunciation accuracy, the ∑ correct

score of all position (score of initial+medium+final position) was divided by the ∑ total score in a consonant, that was one hundred and twenty (120).

30

6 Table of The Grade of Pronunciation Accuracy

Range grade

90%-100% excellent

80%-90% very good

70%-80% good

60%-70% above average

50%-60% average

40%-50% below average

30%-40% poor

20%-30% very poor

10%-20% bad

0%-10% worst

The function of the table above was to show the indication of the speakers’ accuracy grade, at the each position and each consonant. For

example, the correct score of [v] at the initial position was 15, medial position was 10, and final position was 20. The result of [v] must be:

[v] initial = x 100% = 37,5% [v] medial = x 100% = 25% [v] final = x 100% = 50% [v] average = + +

+ + x 100% = 37,5%

31

32 CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

The total data were eight hundred and forty (840) recorded words speech analyzed. It were counted from the multiplier of the word lists, forty two (42), and the total respondents, twenty (20). The most of respondents were female students, sixteen students were female and the rest were male students which are four. The gender of the respondents does not make any difference speaking in this research. It is only an information. The focus is only the result of English mispronunciation.

A. The Comparison between English and Javanese Consonants

33 1. Manner of Articulation

a. Similarities

The similarities on the Manner of Articulation between English and Javanese are about the classification of consonant sound based on Manner of Articulation, the articulation and the sound itself.

Based on Manner of Articulation, both English and Javanese have two main similar categories which are voiced or voiceless. Besides, there are five specific categories that are stop, nasal, fricative, glide and liquid.

The voiced consonants consist of [b, d, ɡ, m, n, ŋ, z, w, l, r]. There are seven consonants of voiceless sounds. They are [p, t, k, Ɂ, f s, h]. The English and Javanese stop consonants are [p, b, t, d, k, ɡ, Ɂ]. Nasal consonants covers [m, n, ŋ]. Fricative consonants are [f, s, z, h]. Glide consonant is [w]. The last categories is liquid that has a similar sound, [l].

b. Differences

34

Then, liquid sounds of English are [l and r], but Javanese only has [l]. It is because the [r] belongs to affricate sound.

2. Place of Articulation a. Similarities

Based on Place of Articulation, there are six categories which are similar. They are bilabial, labiodental, alveolar, palatal, velar, glottal. Both languages, English and Javanese have similar members of bilabial position, [p, b, m]. In labiodental position, there is only one similar sound. It is [f]. Besides, alveolar position has three same sounds. They are [n, l, r]. Even though sound [l] and [r] in a different manner of articulation, they are in the same place of articulation. Moreover, both languages have a same category in place of articulation, velar sound. The English consonants have same inventory with Javanese consonants except only [w]. In glottal position, they both have same inventory that are [Ɂ and h].

b. Differences

35

Apiko-dental has two consonants that are [t and d]. In English, those words appear in alveolar position. Then, lamino-alveolar category consists of two sounds which are [s and z]. Both languages have these words, but they are placed in a different category. Javanese has them in lamino-alveolar and English has them in alveolar. In Medio-palatal position, it has four consonants. They are [ʧ, ʤ, ɲ, j]. The [ʤ] sound, in English, it belongs to palatal position.

From both theories manner and place of articulation, it can be seen that there are seven English consonants which are absent in Javanese consonants. They are [v, θ, ð, ʃ, ʒ, tʃ, dʒ]. Based on consonant feature theory, it can be stated that these seven consonants cause pronunciation problem, mispronunciation, for Javanese speakers.

B. Phonological Analysis of English Consonants Mispronunciation

As it has been explained on the preceding part there are seven consonants which are mispronounced by the respondents. In this subchapter the discussion is focused on the consonants contribution of predicted English consonants mispronounced by Javanese students. It will examine the consonants features and manner and place of articulation of both languages. Basically, English consonants can transform into more than one consonant as the result of respondents’ mother

36 1. Labiodental Fricative

There is only one consonant that Javanese mispronounced. a. English consonant [v]

After the research has been done in the field, this English consonant [v] was not successfully pronounced by the respondents. It can be noticed that the score of [v] was 46,67%. This means that the accuracy of the respondent to produce this sound is below average. There are 53,33% respondents who failed to pronounce this sound. They produced this sound as [f]. It can be seen from the

above average in producing sound [v] in medial position of the words ‘average’ and

‘oval’. Thus, final position of [v] had percentage 40%. It means the respondents’

accuracy who produce this sound in the final position was good in the words

‘remove’ and ‘above’. Table below shows the percentage of each position

Table 7 Percentage of Mispronunciation of Consonant [v]

37

Even though English consonant [v] is absent in Javanese consonant’s

inventory, it is able to be produced by Javanese students at medial. It can be seen through the accuracy of medial position is above average. On the other side, there is only 53,33% from the total respondents who are fail to pronounce this consonant.

However, they mispronounce English consonant [v] at initial position in the words ‘value’ and ‘vacation’. The percentage is very small. The respondents

mispronounce labiodental voiced fricative [v] with labiodental voiceless fricative [f]. It is the result of interference of Javanese phonetics that there is no labiodental voiced fricative sound. The sound [v] and [f] have similarity each other in consonant features, except in voiced category, as presented below:

Table 8 Feature Similarity of [v] and [f]

[v] [f]

Javanese phonetics system does not have consonant [v] in every inventory. A problem will appear when they learn English and misinterpret and misunderstand when they speak English. It is because the consonant contribution between [v] and [f] occur at all position

38

consonant [v] in initial and medial from English words, but they are pronounced it as [f]. It can be seen at a table below:

Table 9 English and Indonesian Consonant [v]

English Indonesian Javanese

Variation /vɛːrɪˈeɪʃ(ə)n/

Variasi /fariasi/ Variasi (fariasi) Variable /vɛːrɪəb(ə)l/ Variabel /fariabel/ Variable /fariabel/

Provocation / voiceless but it did not change other feature. It is noted that Indonesian does not have words followed by [v] at the final positions. The consonant [v] directly changed into consonant [f]. That is why Javanese could not good produce voiced fricative sound.

2. Interdental Fricative

a. English consonant [θ]

Javanese students are good enough to produce consonant [θ]. It has total percentage 63,3%. It means that the accuracy of the respondents is above average. Most of them exchange the English phoneme [θ] as appears in the words ‘think’

/θɪŋk/, ‘thank’ /θæŋk/, ‘nothing’ /nʌɪŋk/, ‘birthday’ /b :θdeɪ/, ‘bath’ /b :θ/ and

39

At the initial position, the score is 67,5% which means the accuracy of the respondents who produce consonant [θ] is above average at the initial position in the words such as ‘think’ /θɪŋk/ and ‘thank’ /θæŋk/. Then, in the madial position,

they are fail to pronunce consonant [θ]. The score is only 45% which means

below average as seen in the words ‘nothing’ /nʌɪŋk/ and ‘birthday’ /b :θdeɪ/. Next, the final position of consonant [θ] has score 77,5%. It means the Javanese students are able to produce this consonant in the words like ‘bath’ /b :θ/ and

‘breath’ /breθ/. See the table below:

Table 10 Mispronounciation of Consonant [θ]

They change consonant [θ] into [ʈ] because there is no interdental fricative. Most of them replace [θ] with [ʈ] only at the initial and medial position. Meanwhile in final position, they change [θ] into [t] which applied spelling pronunciation. Basically, they have distinguised features. The conosnant [θ] are [+fricative], [-voiced], [+interdental], [+continuant]. The features of consonant [ʈ] are [-fricative], [-voiced], [-interdental], [-continuant]. The differences of those three consonants are contrast at the table below:

40

Table 11 Features differences between [θ] and [ʈ]

[θ] [ʈ] place of articulation and continunat. Besides, they are similar in features voceless, coronal, anterior, strident and obstruent. The place of articulation of both are close enough that [θ] is interdental and [ʈ] is palatal.

b. English consonant [ð]

41 ‘these’ and ‘them’. On the other hand, they can only reach 17,5% score in medial

position. The accuracy of the speakers is bad at the medial position in the words such as ‘brother’ and ‘father’. Then, the final position have score 50%. This

means that the accuracy is below average at the final position in the word such as ‘breathe’ and ‘teethe’.

Table 13 Features contrast between [ð] and [d]

[ð] [ɖ]

[-42

strident], and [-stop]. The features of consonant [ɖ] are [-voiced], [+palatal], [+obstruent], [-continuant], [-strident], [+stop], and [+coronal].

From the table above, it can be seen that [ð] and [ɖ] are contrast in stop, continuant and their manner of place. It is the reason why they change consonant [ð] into [ɖ] because they share similar features in [-voiced], [+coronal], [+anterior], [-strident], and [+obstruent].

3. Palatal Fricative

a. English Consonant [ʃ]

Javanese students are good at pronuncing English consonant [ʃ]. It was shown by the total score that got 75,83%. It means that they are good. They exchange [ʃ] into [s] as can be seen in the words like ‘shine’ /ʃaɪn/, ‘shore’ /ʃɔ:(r)/, precious’ /preʃəs/, ‘fashion’ /fæʃn/, ‘finish’ /fɪnɪʃ/, and ‘flash’ /flæʃ/.

43

Table 14 Mispronounciation of [ʃ]

Words English

44 b. English Consonant [ʒ]

The table shows that the speakers are able to produce English consonant [ʒ] as shown by the result is 54,17%. It means that the accuracy of the speakers is average as shown in the words like ‘genre’ /ʒ :nrə/, ‘gigolo’ /ʒɪgələʊ/, ‘measure’

/mi:ʒə/, ‘leisure’ /leɪʒə/, ‘rouge’ /ru:ʒ/ and ‘beige’ /beɪʒ/. Most of the respondents are fail to produce [ʒ] in initial and final position.

Initial position only gets 35% that is poor such as in the words ‘genre’ and

‘gigolo’. The result of medial position is 95%. It means the speakers are excellent

when they produce English consonant [ʒ] like in the words ‘measure’ and ‘leisure’. The final position’s percentage is 32,5% that means the accuracy of the

speakers are poor in the words ‘rouge’ and ‘beige’.

Table 16 Mispronounced Conosnant [ʒ]

45

medial position between the vowels. They apply as spelling pronunciation. Thus, the final position there is only distribution of [ʒ] and [ɡ] after the vowel.

From the table above, it can be seen that the respondents pronounce these words similar with their spelling in all position. It is not valid to apply contrasting method to find out the distribution process.

4. Palatal Affricate

a. English Consonant [tʃ]

Consonant [tʃ] is able to be articulated by the speakers. The total accuracy of [tʃ] is 71,6% that means good. The words which are used as the indicator are ‘choice’

/tʃɔɪs/, ‘church’ / tʃ :tʃ/, ‘capture’ /kæptʃə/, ‘mature’ /mətʃʊə(r)/, ‘crunch’ /krʌntʃ/, and ‘march’ /m :tʃ/.

The result for initial position is 37,5% that means the speakers are poor while producing this consonant such in the words ‘choice’ and ‘church’. The

medial position gets score bigger than initial. The score is 87,5% means that the accuracy of the respondents are very good at the medial position in the words like ‘capture’ and ‘mature’. The total score of final position is 90% means that the

46

Table 17 Mispronunciation of [tʃ]

Words English the word. In fact, most of them pronounce it as [ʧ] with ommiting consonant [h]. On the other hand, the respondents are very good in producing [tʃ] at medial position. The distribution is between vowels. While in final position they are excellent.

47 + delayed release + delayed release

+ coronal - coronal

+ strident + strident

- voiced - voiced

Consonant [tʃ] and [ʧ] are same almost in every inventor. But, they are only different in coronal. On the other side, they share the same features of obstruent, anterior, delayed release and voiced. Eventhogh they have many similarities, the production sound of [tʃ] and aspirated [ʧ] are different.

b. English Consonant [dʒ]

Then, the next consonant is [dʒ]. The research result shows that the respondents are able to produce English consonant [dʒ] as shown by the result is 55,8%. It means the accuracy of the speakers are above average. The words that is used as the indicator are ‘jealous’ /dʒeləs/, ‘join’ /dʒɔɪn/, ‘soldier’ /səʊdʒɪə/, ‘subject’ /sʌbdʒekt/, ‘bridge’ /brɪdʒ/, and ‘page’ /peɪdʒ/. Some of the respondents mispronounce it with [j] at all position. In a certain case, they replace it with either [ɖ] or [g] at the middle and final position.

48

position gets total percentage 70% that means the speakers are good in pronuncing [dʒ] as shown in the words like ‘bridge’ and ‘page’.

The table shows that Javanese respondents replace palatal voiced affricate [dʒ] with [j] and [ɖ] sometimes. The distribution of consonant [j] is at all position such in the words ‘jealous’, ‘join’, and ‘subject’. Otherwise, the other words

which do not have consonant spelling [j] but pronunce as [dʒ], apply the spelling pronunciation like in the words ‘ soldier’, ‘bridge’, and ‘page’.

49

20 Features Contrast of Consonant [dʒ], [j], and [ɖ]

[dʒ] [j] [ɖ]

+ obstruent - obstruent + obstruent - continuant + continuant - continuant - anterior - anterior + anterior + delayed release + delayed release + delayed release

+ strident - strident - strident

+ voiced + voiced + voiced

+ coronal - coronal + coronal

50 CHAPTER V CONCLUSION

After doing the research, the Javanese respondents have advance pronunciation of some English consonants that can be seen through the grade of accuracy. Based on the result of contrastive analysis, there are seven (7) English consonants which are listed to be pronunciation problem for the Javanese speakers.

Javanese and English consonants have features similarities in consonants such as bilabial voiceless stop [p], bilabial voiced stop [b], voiced stop [d], velar voiced stop [g], bilabial voiced nasal [m], alveolar voiced nasal [n], velar voice nasal [ŋ], voiced fricative [z], voiced glide [w], alveolar voiced liquid [l], alveolar voiced [r], voiceless stop [t], velar voiceless stop [k], glottal voiceless stop [?], labiodental voiceless fricatives [f], voiceless fricatives [s], and glottal fricatives [h]. The speakers are able to produce those consonants. It is because of the features similarities.

Both English and Javanese also have differences in certain consonants. The absence of Javanese consonants in English inventories are labiodental voiced fricatives [v], bilabial voiceless fricatives [θ], bilabial voiced fricatives [ð], palatal voiceless fricatives [ʃ], palatal voiced fricatives [ʒ], palatal voiced affricates [ʤ],

and palatal voiceless affricates [ʧ]. These English consonants are difficult to be

51

Actually, the Javanese speakers are very good at pronouncing English consonants [ʃ] (75,8%) and [ʧ] (71,6%), above average in pronouncing [θ]

(63,3%), and average in pronouncing [ʤ] (55,8%) and [ʒ] (54,1%). The two

consonants are scored under 50%. There are [v] (46,6%) and [ð] (30%).

The accuracy of English labiodental voiced fricative [v] pronunciation reached 46,6% in which 37,5% in initial position, 62,5% in medial position, and 40% in final position. It means that the accuracy of Javanese respondents’ pronunciation is below average. It caused devoicing mispronunciation. It happens when voiced consonant becomes voiceless consonant. Noticed that the speakers have Indonesian language as their national language and also learn Indonesian language in school since elementery school. The examples of devoicing pronunciation appear in English consonant [v] in the word ‘vacation’ /vəkeɪʃn/

which is articulated as /fəkeʃn/. The solution to prevent the devoicing

mispronunciation is exercising to vibrate the vocal cords when articulates the voiced consonant [v]. It is to differ with voiceless [f]. Most of the Javanese speakers change it into Javanese labiodental voiceless fricative [f] as the language interference.

52

The accuracy of English interdental voiced fricative [ð] pronunciation reached 30% in which 22,5% in initial position, 17,5% in medial position, and 50% in final position. The grade of pronunciation accuracy is poor. Many of the respondents replaced [ð] with Javanese inventory apiko-dental voiced stop [ɖ] as the language interference.

The accuracy of English palatal voiceless fricative [ʃ] pronunciation

reached 75,8% in which 80% in initial position, 85% in medial position, and 62,5% in final position. It means the Javanese respondents accuracy is good. Most of Javanese speakers replace it with Javanese lamino-alveolar voiceless fricative [s] as the language interference.

The accuracy of English palatal voiced fricative [ʒ] pronunciation reached 54,1% in which 35% in initial position, 95% in medial position, and 32,5% in final position. It means the Javanese respondents accuracy is average. Most of Javanese speakers replace it with Javanese velar voiced stop [ɡ] as the language interference.

Most of the Javanese respondents are the spelling. It is because of the language interference of mother tongue. There are some examples of the spelling mispronunciation. Two of them are ‘genre’ /ʒɑ:nrə/ and ‘gigolo’ /ʒɪɡələʊ/. The

both are produced as /ɡiɡolo/ and /ɡenre/. The best ways to prevent are checking

53

The accuracy of English palatal voiceless africate [tʃ] pronunciation

reached 71,6% in which 37,5% in initial position, 87,5% in medial position, and 90% in final position. The grade of pronunciation accuracy is good. Many of the respondents replaced [tʃ] with Javanese medio-palatal voiceless stop [ʧ] as the language interference.

The accuracy of English palatal voiceld africate [dʒ] pronunciation

reached 55,8% in which 47,5% in initial position, 50% in medial position, and 70% in final position. The grade of pronunciation accuracy is average. Many of the respondents replaced [dʒ] with Javanese medio-palatal voiced stop [j] as the language interference.

The last summary is the mispronunciation of two consonants which are close in place of articulation. It occurs between two close places of articulation such as alveolar [θ] is pronounced as palatal [ʈ]; interdental [ð] is produced as

palatal [ɖ]; palatal [ʃ] is articulated as laminoalveolar [s]; palatal [ʧ] is pronounced

as mediopalatal [ʧ]; and palatal [ʤ] is produced as mediopalatal [j].

54

BIBLIOGRAPHY

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Subroto, D. Edi, Soenardji and Sugiri. Tata Bahasa Deskriptif Bahasa Jawa. Jakarta: Departemen Pendidikan dan Kebudayaan. 1991

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56 APPENDIX 1

Data Percentage of each position from English consonants

57 APPENDIX 2

The Data Indicator Words

Phoneme Initial Medial Final

[v] value /vælju:/ average /ævərɪdʒ/ remove /rɪmu:v/ vacation /vəkeɪʃn/ oval /əʊvl/ above /əbʌv/

[θ] thank /θæŋk/ birthday /bɜ:θdeɪ/ bath /bɑ:θ/

think /θɪŋk/ nothing /nʌθɪŋ/ breath /breθ/

[ð] these /ði:z/ brother /brʌðə(r)/ breathe /bri:ð/ them /ðem:/ father /fɑ:ðə(r)/ teethe /ti:ð/ [ʃ] shine /ʃaɪn/ fashion /fæʃn/ finish /fɪnɪʃ/

shore /ʃɔ:(r)/ precious /preʃəs/ flash /flæʃ/

[ʒ] genre /ʒɑ:nrə/ meisure /mi:ʒə/ rouge /ru:ʒ/

gigolo /ʒɪgələʊ/ leisure /leɪʒə/ beige /beɪʒ/

[tʃ] choice /tʃɔɪs/ capture /kæptʃə/ crunch /krʌntʃ/

church /tʃɜ:tʃ/ mature /mətʃʊə(r) march /mɑ:tʃ/

[dʒ] jealous /dʒeləs/ soldier /səʊdʒɪə/ bridge /brɪdʒ/