MANDARESE PHONOLOGICAL INTERFERENCE IN ENGLISH (A DISTINCTIVE FEATURE ANALYSIS)
INTERFERENSI FONOLOGI BAHASA MANDAR DALAM BAHASA INGGRIS
(ANALISIS CIRI-CIRI PEMBEDA)
N u r l i a h P0600212001
ENGLISH LANGUAGE STUDIES POST GRADUATE PROGRAM
HASANUDDIN UNIVERSITY
2015
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MANDARESE PHONOLOGICAL INTERFERENCE IN ENGLISH (A DISTINCTIVE FEATURE ANALYSIS)
Thesis
As a Part Fulfillment of Requirements for Magister Degree English Language Studies
Cultural Science Faculty
Written and Proposed by
Nurliah
To
POST GRADUATE PROGRAM ENGLISH LANGUAGE STUDIES
HASANUDDIN UNIVERSITY 2015
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PERNYATAAN KEASLIAN TESIS
Yang bertanda tangan dibawah ini:
Nama : Nurliah
Nomor Pokok : P0600212001 Program Study : Bahasa Inggris
Menyatakan dengan sebenarnya bahwa tesis yang saya tulis ini benar-benar hasil karya saya sendiri, bukan merupakan pengambilan tulisan atau pemikiran orang lain. Dan apabila dikemudian hari terbukti bahwa sebagian atau keseluruhan tesis ini hasil karya orang lain, maka saya bersedia menerima sanksi atas perbuatan tersebut.
Makassar, 15 Januari 2015
Yang menyatakan,
Nurliah
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ACKNOWLEDGEMENT
Alhamdulillahi Rabbil Alamin, the researcher would like to express praise and thankfulness to Allah SWT, from whom the researcher get strength and health in finishing this thesis and during the study at the English Language Studies, Hasanuddin University.
In writing this thesis, one thing could not be avoided namely the mistakes that were made by researcher. Thus, she wishes critics and good suggestions for getting the perfect thesis. And started from the planning, research activities until for arranging it, many problems faced by researcher, but assists from many sides made the arranging of this thesis that is run well.
Hence, those assists got from them, thus the researcher would like to extend her profound gratitude specially for her parents, Abd. Djalil S. and Nursyam E.P. Ola for everlasting love and who have taken care for the researcher in all cases. Unlimited thanks for her beloved elder and younger brothers and sisters for supports to the researcher. Love and thanks for lovely nephews and nieces, uncles, aunts, cousins, and for the researcher’s big family.
Unlimited thanks for Prof. Dr. H.Hamzah A. Machmoed, M.A. and Prof.
Dr. Noer Jihad Saleh, M.A. as her head and member of the supervisory committee, for their valuable advice, guidance, encouragement, corrections,
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and comments from early on until the very end of this thesis. Prof. Dr. Abd.
Hakim Yassi, Dipl. TESL., M.A as the head of English Language Studies program, Hasanuddin University. He guided and helped the researcher in completing the researcher’s study at ELS program from beginning to the end of researcher’s study. Prof. Dr. M. L. Manda, M. A., M. Phil., Dr.H. Mustafa Makka, M.S. and Dr. Hj. Sukmawaty, M.Hum. as the examiners of this thesis seminar who give the researcher some guidance, corrections, and comments for improving this thesis. All lecturers of English Language Studies, Hasanuddin University for improving the researcher’s knowledge in English language. Staffs of English Language Studies Program, because their good working thus the all procedures are run well.
Special thanks also for the researcher’s lovely friends in Kebahasaan, for their supports and assists when studying in class until the finishing of this research. And thanks for all friends in Pendidikan and Linguistic classes and all people that cannot be mentioned their names one by one.
Special thanks for the all teachers in elementary, junior and senior high schools in Polman regency as the samples of this research that support the researcher for getting data.
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Finally, any criticisms and suggestions to this research will be very much helpful for improving this research. Hence, the researcher realizes that this thesis is still far from being perfect.
Makassar, January 2015
The researcher
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ABSTRACT
Nurliah. Mandarese Phonological Interference in English : A Distinctice Feature Analysis. (supervised by Hamzah A. Machmoed and Noer Jihad Saleh).
This research aimed to describe the kinds of the Mandarese sounds that substituted the English sounds in a word and to find out where position in a word of the Mandarese sounds substituted the English sounds.
The method used in this research was the descriptive qualitative and quantitative method. Qualitative applied to describe where the position of Mandarese sounds substitute the English sounds in a word. And the quantitative method applied to count how many times the Mandarese sounds substituted the English sounds. This research carried out in Polman regency.
The primary data were gathered from 30 English teachers through (1) observation, when they were teaching in their classes. It aimed to compare the producing of sounds when they read and not. (2) By asking the teachers read the reading text.
The result shows that the Mandarese sounds interfered the English sound in a word. It was proven by the percentage of the appearances of the Mandarese sounds 47% and the English sounds 32 %. And substitution happened in initial, middle, and final positions for the English sounds such as [æ], [ə],[e], [], [v], [f], [], [z], [ð] by [ε], [i:], [p], [s], [d], [t].
viii ABSTRAK
Nurliah. Interferensi Fonologi Bahasa Mandar Dalam Bahasa Inggris:
Analisis Ciri-Ciri Pembeda (dibimbing oleh Hamzah A.Machmoed and Noer Jihad Saleh).
Penelitian ini bertujuan untuk mengetahui jenis-jenis bunyi yang selalu di ucapkan oleh orang-orang Mandar yang mengggantikan jenis-jenis bunyi dalam kata bahasa Inggris dan untuk menggambarkan diposisi mana bunyi- bunyi bahasa Mandar tersebut menggantikan bunyi-bunyi bahasa Inggris dalam suatu kata.
Penelitian ini menggunakan metode deskriptif kualitatif untuk menjelasan posisi bunyi-bunyi bahasa Mandar menggatikan bunyi-bunyi bahasa Inggris dalam suatu kata. Dan metode kuantitatif digunakan untuk mempersentasekan bunyi-bunyi bahasa Inggris yang tidak tergantikan oleh buyi-bunyi bahasa Mandar dan bunyi-bunyi bahasa Mandar yang mengantikan bunyi-bunyi bahasa Inggris dalam suatu kata. Data utama dikumpulkan dari 30 guru-guru bahasa Inggris di kabupaten Polman.
Pengambilan data dilakukan dengan dua cara. Pertama, dengan mengobservasi mereka pada saat mengajar di kelas, ini bertujuan untuk mengetahui perbedaan bunyi yang dihasilkan pada saat berbicara bebas dan pada saat membaca teks. Kedua, dengan meminta mereka untuk membaca teks bahasa Inggris.
Hasil penelitian menunjukkan bahwa bunyi-bunyi bahasa Mandar menggantikan bunyi-bunyi bahasa Inggris dalam kata. Ini dibuktikan dengan percentase penggantian bunyi-bunyi bahasa Inggris oleh bunyi-bunyi bahasa Mandar yaitu 47% dan ketetapan bunyi-bunyi bahasa Inggris dalam kata yaitu 32%. Penggantian bunyi-bunyi ini terjadi pada posisi awal, tengah, dan akhir dalam kata, seperti bunyi-bunyi bahasa Inggris [æ], [ə],[e], [], [v], [f], [], [z], [ð] digantikan oleh bunyi-bunyi bahasa Mandar seperti [ε], [i:], [p], [s], [d], [t].
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TABLE OF CONTENTS
TITLE PAGE………....i
APPROVAL SHEET...ii
CERTIFICATE OF THE AUTHORSHIP...iii
ACKNOWLEDGEMENT……...iv
ABSTRACT………vii
ABSTRAK………...viii
TABLE OF CONTENTS………...ix
LIST OF TABLES……...xii
LIST OF APPENDICES...xiii
CHAPTER I. INTRODUCTION...1
A.Background...1
B. Research Questions...7
C. Objectives of the Study...7
D. Scope of the Study...8
E. Significant of the study………...8
F. Definition of terms...9
CHAPTER II. REVIEW OF LITERARY…………...13
A. Previous Study...13
B. Some pertinent ideas...17
1. Inter-language...17
2.Generative phonology...20
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3. Phoneme...24
4. Vowel ...25
5. Consonant...27
6. Mandar...27
C. Theoretical Framework...30
CHAPTER III. METHOLODOGY...31
A. Research Design...31
B. Population and Sample...31
C. Instrument of the Research...32
D. Procedure of Collecting Data………..32
1. Observation...33
2. Reading Text...33
F. Technique of Data Analysis...33
CHAPTER IV.FINDING AND DISCUSSION………...35
A. Finding………...35
1. The Data from Reading Text...35
2. The Data from Observation……...46
B. Discussion………...47
1. The Types of Changing...49
a. The changing of sounds [], [ᴂ], [ə], [e]………..49
b. The changing of sounds [f], [v]……….64
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c. The changing of sounds [], [z]……….70
d. The changing of sound [ð]………76
2. Phonological Process...80
a. Assimilation…………...80
2. Dissimilation………...81
3 .Deletion…...…………...82
5. Coalescence…………...83
6. Epenthesis……...84
3. The percentage of the consistent and changing sounds…..84
CHAPTER V CONCLUSION AND SUGGESTION………...87
A . Conclusion………...87
B. Suggestion………..……...88
BIBLIOGRAPHY………...89
APPENDICES……….………...92
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LIST OF TABLES
Table1.The Vowel chart of Mandarese...…...10
Table 2. The Consonant chart of Mandarese……….…….10
Table 3. The Vowel Chart of English……….11
Table 4. The Consonant Chart of English…………..……….11
Table 5. The Feature Chart of the Consonant Sounds………..12
Table 5. The Feature Chart of the Vowel Sounds………..12
Table 7-12. The Words Produced by Samples……….…….35-46 Table 13. The Frequency of All Sounds in Words……….84
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LIST OF APPENDICES
Appendix. 1. The Sentences for the Samples……….93 Appendix. 2. The Oxford Dictionary………..94 Appendix 3. The Samples’ Pronunciation………....96
1 CHAPTER I
INTRODUCTION
A. Background
In our country, the increasing human resource is being done glowingly. One of many manifestations is showed with increasing of the quality in educations for instance English education. Many learners in our country want to be English speaker thus they always try to use it.
Moreover, the success of someone can be measured through the ability of speaking but to get it not easy because the English is not our language, so the English must be studied and to be accustomed.
Each English speaker or user (learner) wishes to be able to speak English well, for instance by pronunciation which can be understood easily. But it is not easy because pronunciation is one of the most important language aspect that sometimes becomes a problem for the learner. As Syafei (1988:1) says that the speaker will not be able to communicate correctly if he or she does not have good pronunciation.
Hence, the pronunciation is the very important thing. And, speaker will become a good speaker if she or he can control her or his English grammar and vocabulary in utterances.
The English as a foreign language give serious difficulties, it is in pronunciation specially. The pronunciation of English presents kind of problems differently, as for the English learner that get the English as foreign language commonly find some difficulties in producing some
2 phonemes. It caused by a learner‟s habit in producing the phonemes or sounds, for instance the learner always produce the first language phonemes. Furthermore, in studying language, the leaner sometimes uses his or her own first language habits. So it gives influence toward the new language that is being studied, and it is called interference. Faerch and Kasper (1983:17) say the in inter-language can be recognized and identified through its common patteren, it is a case can be observed.
The first language can interfere the second language learning, because the learner is influenced by prior knowledge usually. This case is agreed by H. Douglas Brown (1994:203) when he says “the interfering effect of the native language on the target (the second) language”. It means that a person will use whatever previous experience. She or he has had the rules of her or his language that influence the second language learning process. “The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language”.
Based on the facts above, the researcher is interested to explore the influence of the first language to the second language, in this case Mandar language as mother tongue and English as foreign language. This research uses the inter-language theory and generative phonology to analyze the similarities and the differences of the features between Mandar and the English segmental phonemes as cause of error in pronunciation.
3 An inter-language is the result by contacting two languages as Ellis (1992) states that in second language learning always involves two languages that are the first language and the second language (target language). It creates a monolingual that can be a bilingual. Eventhough, sometimes one language can interfere another language that causes inter- language inevitably. Thus, it creates incompetent bilingual.
The influences of mother tongue have been explored by many researchers. Most of them concluded that the mother tongue influences the second language. Hence, they consider the mother tongue as a cause of errors. This statement supported by Baroughton et al (1978:136) for example reported as follow:
Recent experimental evidence suggests that even in adult learners where the mother tongue system is deeply entrenched and transfer errors are at their peak, still only the minorities of errors are attributable to mother tongue interference. In the case of children errors attributable solely to interference represent at tiny percentage of all errors committed.
Likewise Mandar language as mother tongue, it is one of the local languages spoken in West Sulawesi that has the largest number of speaker. This language is used as a medium of communication not only at home, market but also used in casual conversation in office. The speakers or learners who were born and spent their childhood in this country and speak Mandar as their mother tongue that in predicting their language will interfere strongly at the phonological level of the speaker‟s or learner‟s pronunciation when they speak foreign language, as Lado (1957) says,
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…we assume that the student who comes in contact with a foreign language will find some features of it quite easy and others extremely difficult. Those elements are similar to his native language will be simple for him, and those elements that are different will be difficult.
Then, the generative phonology theory, it is very important to be applied because through this theory we can know the distinctive features of phonemes of each language. Related to phonological aspect, each language has similarities and dissimilarities. First, each language has the common similarities for instances all languages have the segmental phonemes and supra-segmental phonemes. Segmental phonemes include vowels and consonants, while supra-segmental phonemes include variation in stressing, pitch, and variation in length. Second, the dissimilarities occur because of each language differs in number and distribution of phonemes. As in generative phonology that had been introduced by Noam Chomsky and Halle in Sanford A. Schane (1992) says the distinctive feature is the feature signifying the segmental and supra-segmental phonemes which distinctive feature is smallest unity.
Such are the segmental phonemes existing in Mandar language have few differences from English phonemes as in tables in appendix part.
Several of the English segmental phonemes are the different elements as cause of error in pronouncing of speakers from another language. Likewise, those segmental phonemes that are not available in Mandar language. They are predicted as cause of error in phonological
5 aspect. The table below describe the phonemes are available in Mandar languag
The words below are the examples of using segmental phonemes, five of them are not existing in Mandar language.
1. They pronounce orthography /b/ as [].
For example: banua is pronounced as bilabial fricative [anua], but benu is pronounced as bilabial stop [bεnu].
2. Although in Mandar language the sounds [e] and [ɛ] are available, but the sound [ε] is more used in words than sound [e]. For instance, kenapa word pronounced kεnapa, it should be pronounced kənapa. Pegawai word pronounced pɛgawai, it should be pronounced pegawai.
3. They often produce [p] bilabial stop to substitute [v] and [f]
labiodental fricative in Indonesian language. For instance, favorit word pronounced paporit.
4. They occasionally produce [s] alveolar fricative to substitute []
alveopalatal fricative [z] alveolar fricative in Indonesian language.
For instance, syarat word is pronounced by sarat, zakat word is pronounced by sakat.
5. They always produce alveolar stop [t], [d], and specific sound that is [dh] in daily language, so they are predicted that they will be getting a problem in producing [ð] dental fricative.
6 6. In some area, Mandar people do not produce [r] in their words, but substitute it with [h]. In proto Auastronesian this is quite common as proto *R reflected as [r,g,h] in most of Austronesian language.
(Personal information from Hamzah Machmoed).
- Pararang is pronounced as [pahahang] in Bugisnese language.
-Maroro is pronounced as [mahoho] in Mandarese language.
These characteristics of Mandar language indicate that it can be taken as inter-language issue to compare with other languages. This research only focuses on point 2 until point 5, namely the using of sounds [ε] to orthography /e/ and /a/, sound [p] to orthography /f/ and /v/, sound [s]
to orthography /sh/ and /z/, sound [t] and [d] to orthography /th/. It can be seen how the Mandar people as English users or speakers produce [æ], [ə],[e], [], [v], [f], [], [ð], [z] and in English text with their native language that is only familiar with [ε], [p], [s], [d], [t].
Based on four points above, Mandar people predicted will read the English text and then produce [ε] in more time than [æ], [ə], [e] and [].
Likewise, they produce [p] for [v] and [f], produce [s] for [] and [z], produce [t], [d], for [ð]. So, the Mandar people in Polewali district make error pronunciation. But the researcher tries to carry out this research by observing two cases that are predicted as the main causes. Those are the influence of mother tongue especially the vowel and consonant sounds, and the soundsposition in the word that is the Mandar sounds substitute the English sounds.
7 This research conducted in Polewali district. This is chosen as the location to research because this area consists of standard and non- standard of native language (Mandar language) and in this district almost whole dialects exist for instance, Pamboang, Sendana, Majene, and and whole variant dialects of Balanipa for instances Napo Tinambug, Pambusuang, Karama, lapeo, Tandung and Todhatodhang. Moreover, compared with the other districts in Polman regency, the Polewali district has many English users because Polewali district is the capital of Polman regency. Thus, the developing of education is centered here. There are more junior and senior high schools than other districts. Moreover, they are national standard schools. There are also some English courses in this district. It can be assumed that there are many English learners and English teachers in it.
B. The Research Question
Based on the background had been written above, the researcher formulates the main problem as concerning of this research. The problem that has relevance with phonological inter-language as follow:
1. What sounds of the Mandarese that influence the English sounds?
2. In what position of Mandar sounds substitute the English sounds in a word?
C. Objective of the Study
Related to the research question presented, the specific objectives of this study are:
8 1. To describe the kinds of Mandarese sounds that influence or
substitute the English sounds in a word
2. To find out where the position of Mandarese sounds that substitute the English sounds in a word.
D. The Scope of the Study
There are two theories applied by researcher that have link with this research. They are the Inter-language and the generative phonology.
Especially inter-language has wide scope, but this research only focuses on inter-language phonology, more typically onsounds in Mandar English language. Those are [ε], [i:], [p], [s], [d], [t] and [æ], [ə], [e], [], [ð], [v], [f], [], [z]. This research takes thirty English teachers as the samples from different schools and they were selected through purposive sampling.
E. Significance of the Study
The finding of this research hopefully to present a scientific finding and it will enrich knowledge of phonology in general sense and knowledge of inter-language phonology in particular to English speakers or users in Polewali Mandar. And it becomes part of the available information in the field of inter-language phonology which could be beneficial for the following users:
1. For the Mandarese speakers or users of English, it is as feedback for further communication in English.
9 2. English language speakers or users can correct the pronunciation
of the some phonemes mentioned in the words or utterances.
3. As the contribution to other researchers who want to conduct further research on language development.
F. Definition of Term
1. Inter-language is a language created by someone of a foreign language incorporating aspects of their own language.
2. Generative phonologyis a branch of generative linguistics that determines the underlying set of rules governing the pronunciation of words in a person's native language.
3. Phoneme is defined as a basic unit of a language's phonology, which is combined with other phonemes to form meaningful units such as words or morphemes.
4. Vowel is any voiced speech sound characterized by generalized friction of the air passing in a continuous stream through the pharynx and opened mouth but with no constriction narrow enough to produce local friction; the sound of the greatest prominence in most syllables.
5. Mandar language is the mother tongue that is used as daily language in Mandar area, specially the people in Polman and Majane regency.
10 Table 1. The Vowel Chart of Mandarese
The position of tongue
Front Back
Unrounded Unrounded Rounded
High I u
Mid e ɛ o
Low a
Table 2. The Consonant Chart Of Mandarese Place of articulation Manner
of
articulation
Voicing Bilabial Alveolar Alveo palatal
Velar Glotal
Stop
vd vl
b p
d t
g
k q Nasal
vd vl
m n
Fricative
vd vl
s h
Affricative
vd vl
t
ʤ Central
Approximant
vd vl
j
Lateral
(approximant) vd vl
l
Glide
vd vl
w y
Trill
vd vl
r
(Adapted from Muthalib et al. 1983)
11 Table 3 The Vowel Chart of English
Table 4. The Consonant of English
(Adapted from Wikimedia Commons. 2014)
12 Table. 5 The Feature chart of the Consonant sounds
Snd
Ftr y w m n r l p b f v e ð t d s z š ž č ǰ k g h
syl - - - - - - - - - - - - - - - - - - - - - - son + + + + + + + - - - - - - - - - - - - - - - cons - - + + + + + + + + + + + + + + + + + + + + + + ant - - + + - - + + + + + + + + + + + - - - - - cor - - - + - + + - - - - + + + + + + + + + - - - - hi + + - - + - - - - - - - - - - - - + + + + + + - lo - - - - - - - - - - - - - - - - - - - - - + bk - + - - + - - - - - - - - - - - - - - - - + + - cont + + - - - + + - - + + + + - - + + + + - - - - + str - - - - - - - - - + + - - - - + + + + + + - - - d.r. + + + + + + + - - + + + + - - + + + + + + - - + vd + + + + + + + - + - + - + - + - + - + - + - + - nas - - + + + - - - - - - - - - - - - - - - - - lat - - - - - - + - - - - - - - - - - - - - - - rd - + - - - - - - - - - - - - - - - - - - - -
(Adapted fromWolfram et al. 1981)
Table 6. The Feature Chart of Vowel Sounds
Snd
Ftr i e ɛ ᴂ u ʊ o ə a ᴐ
syl + + + + + + + + + + +
son + + + + + + + + + + +
cons - - - - - - - - - - -
hi + + - - - + + - - - -
lo - - - - + - - - - + +
bk - - - - - + + + + + +
tns + - + - - + - + - + +
rd - - - - - + + + - - +
(Adapted fromWolfram et al. 1981)
13 CHAPTER II
REVIEW OF LITERATURE A. Previous studies
Some previous studies have relation to this research that have been found by researcher. Those are as literature that can assist the researcher for writing this research. The results of the research below describe some factors as causes the inter-language that can be happen.
Pennington and Yu Ku (1993) investigated the production strategy of English final stops by native Chinese speakers in Taiwan, those phonemes are /p, b, t, d, k, g/. The result of their study is the type of strategy employed to produce the English final stops that varies by four dimensions. They are task type, place of articulation of final stop, age of subject and native linguistic varieties.
Related to the finding of researchers above, the phonological inter- language can be happened because few factors as below,
1. The condition of the task, it means that the speaker that is not familiar with the task faced usually make error pronunciation in her or his utterances because each type of the task contains especial words or especial technical term.
2. The place of articulation is the main cause of the error pronunciation. It happened because sometimes every speaker differs in articulating of sound that sometimes caused by place of articulation.
14 3. Also the age of the speakers is as cause of the error in pronunciation. The learners that have age eighteen until twenty three years old, they have passed the 'critical period' for the second language acquisition. The proficiency in second language can be acquired around the time of puberty therefore the learners will be success in learning new language around at the time.
The age influences strongly in acquiring the new language. In certain age the learner can govern foreign accent successfully, this statement is supported by Doughlas Brown (1994:52-53) that the learner can acquire the second language successfully in critical period that is around six until twelve years old. The children will not have a foreign accent if they start to acquire a second language before the age of six.
4. The linguistic varieties. According to Pennington and Yu Ku, there are several variables of success in second language learning. One of them is concerning the relative difficulty different nationalities encounter in their production of acceptable English pronunciation.
Likewise, Rephael (1994) have conducted inter-language research.
His research title is “On the source of inter-language phonology: some evidences from Yoruba-English”, he reported his finding that there was mistake which had been done by university academic staff in
15 pronunciation where their pronunciation influence English pronunciation typically in stressing, for instances, recog‟nize, adver‟tize, pur‟chase, civi‟lize, exer‟cise, ope‟rate, contri‟bute, dedi‟cate, calcu‟late etc.
Similarly, the research had been conducted by Jilani Warsi (2001) from Hindustan and Nguyen (2007) from vietname. These researchers explored the interlanguage specially consonsnats cluster. Jilani‟s research title is “Effect of transfer on inter-language phonology”. She explored the native Hindi speaker. She found the error pronunciation, i.e. few of consonants cluster that said incorrectly by them because of those consonants are not available in their language for instances sl-fl-bl-fr-tr consonant cluster.While, Nguyen with his title is “Interlanguage phonology and the pronunciation of English final consonant cluster by native speakersof Viatnemese”. He concluded the final cluster types had significant influence in producing output. From voiced obstruent, two member clusters were the most difficult for the speakers namely 2MFCs (Production of two member final consonant) containing nasal + voiced stop for instance /nk/.
The others researchers are Antoniou et al. (2011) with the title
“Inter-language interference in vot production by L2 dominant bilinguals;
Asymmetries in phonetic code-switching”. They concluded that when the bilingualism of Greek mode switched code into the English, they produced the English VOTs that influenced by Greek context and it was adrift in
16 shorter VOT values of Greek namely voiced stop: longer lead, voiceless stop: shorter lag.
Besides the researchers above, three researchers below conducted inter-language research also. They are Sukardi Weda (1998), Wa Ode Hanafiah (2000), and Lukmanul Hakim Jaya (1989). Those researches have been done by different analysis and places. A title Inter-language phonology: “Stress shifts of English utterances made by Indonesian speakers of English (ISE)” has been written by Sukardi Weda. He found, on the average 16, 38% stress shifts were made by the ISE. Five rules (basic rules, stress with affixes, two-word fairs and stress in compounds and noun phrases) are identified which can help the ISE in identifying or minimizing the stress shifts and there are some suggested patterns identified which can reduce the stress shifts. While Wa ode Hanafiah with her title “the production strategies of English fricatives by Munanese”concluded that the strategies employed by Munanese in producing the English fricative sounds vary by tasks and position of the target sound. Lukmanul Hakim Jaya chose the title “Some pronunciation problems of first year students of the faculty of letters”. He reported the result of his research thatsome English consonants which do not occur in Bugisnese language such as /f/, /v/, / /, /ð/ were not perfectly pronounced by the students so in that case lessened their intelligibility in cross-cultural communication.
17 The differences of this research with the previous researches is this research as the first time for the Mandarese specially Mandaresesounds are linked with the English sounds where applied the distinctive features toshow the similarities and differences of features between the Mandarese sounds and the English sounds.
B. Some Pertinent Ideas 1. The Inter-language
Talking about inter-language, there are some definitions that have been defined by experts or the previous researchers. According to Larry Selinker (1972), Inter-language is based on the theory that when the speakers or language learners attempt to learn a second language, their habit influence in producing utterances for target language occasionally because in their brain hidden a psychological structure latent that will be activated automatically. It causes the error in pronunciation that has been done by speakers or second language learners.
An inter-language is the linguistic system developed by learner in second language learning through approximating the target language so the learner has not become fully proficient as English speaker. The learner preserves some features of her or his first language, generalizes target language rules in speaking or writing and creates innovations. On the other hand, a language is created by learner of a foreigner language
incorporating aspects of her or his own language.
18 Inter-language is known to be related to error analysis also, if the goal of error analysis is to help to construct an account of the second language learner‟s linguistic competence. There are some errors that canhappenin learning language, for instances, phonological error, grammatical error, etc. that caused by inter-language. As Richard (1974:67) says, inter-language means to analyze second language learning and illustrate affecting of processing language learning.
In transferring the sound system, the learners created the pattern and the meaning based on their tendencies of their own language to the second language and it is a cause of the mistake or error. The learners transfer the sound system of their native language and use it to the foreigner language system even though without fully realizing it.
Selinker adds his explanation that the utterances produced by learners are different from those native speakers, but they always attempt to convey the same meaning. Differences exist in producing sounds as results of the second language learning that are influenced by mother tongue habit.
Corder (1982) says that the mistake in pronouncing is caused by phonology and phonetic inter-language. It has been studied widely. They show features related to the phonology of the mother tongue. At this level there is clearly interference. Since the inter-language phonological system created of the learner will be influenced by his phonetics habit because the perpetual habits of mother tongue will always occur.
19 Force of habit influences their hearing as well as their speaking.
Like Lado adds that the learners in hearing do not hear through the sound system of the target language, but the sounds heard are filtered by them through their own system. He adds more that the learners are inclined to transfer their entire language system in producing another or foreigner language. They transfer their phonemes, variants, stress, rhythm patterns, transitions, information patterns and interaction with other phonemes.
In the same point of view, Ellis (1992:123) says that the inter- language is a contact between two languages. Thus inter-language can create an unstable system and it can be permeable by new linguistic forms. Its force influencing is reflected in great variability in language- learner language. Generally, the rule of language is able to be used by learners in language exercises but in speaking the learners are often influenced by the mother tongue rule or fall back into primitive inter- language in ordinary speech.
Cook (1992:35) says one of the important things in learning language in this case the English language that is knowingly rule of the language studied. For instances, the learners should know the rule of pronunciation. So the learner can be success in speaking. To know the rule of pronunciation, the learner should know how the phonemes of the target language are produced.
But, knowing how the phonemes mentioned sometimes are ignored by the learners. It is a reason why learners cannot reach the
20 proficiency in speaking skill. And it is a cause of the interference between two languages. Since the learners cannot recognize the difference sounds of one language to the other language.
Freeman et. al (1991:81) summarized some of the major findings in terms of three principles governing inter-language development:
1) Inter-languages varies systematically
2) Inter-languages exhibits common accuracy orders and developmental sequences
3) Inter-languages are influenced by learners L1
While Tarone (1978) summarized the process operating to shape inter-language phonology:
1) L1 acquisition process 2) Over generalization 3) Approximation 4) Avoidance
2. Generative Phonology
According to Schane generative phonology is introduced by Noam Chomsky and Halle firstly. Generative phonology is a component of generative grammar that becomes a standardization of the correct phonetic for utterances.It is also a branch of generative linguistics that determines the correct pronunciation of sound or word. In general, generative linguistics refers to the theory that all human language generated from linguistic structures that are hard-wired into the brain at
21 birth. As a person acquires his or her native language, he or she shall active his or her own structure in all utterances.
According to the theory of generative phonology then, the person also acquires certain rules about what sounds can be combined in which ways. Phonology is closely related to phonetics, and phonetics refers to the sounds that are actually produced within a language.
In generative phonology written by Sanford A. Schane (1992:35) discusses distinctive features. According to him there are several criteria for determining features as follow:
1. The feature based on the phonetic. A feature can be coronal, strident, continuant, sonorant, and so forth.
2. The feature must adequately for describing the important differences of phonetic between languages.
3. The feature must be able to accommodate the allophones of language, for instance in English are available aspiration eventhough its function is not contrastive.
4. The feature functions for categorizing sounds contrasting of a language. The whole features become binary values.
Understand the distinctive features is important because by understanding it, we can recognize the features of segmental phonemes.
As Wolfram et. al (1981:59) says “The recognition of features of sounds allows us to capture the systemic nature of these internal relationship and
22 demonstrate that these features are the ultimate basis for phonological contrast.”
The distinctive features present the different features of segmental phonemes in the contrast context. This contrast differentiates a sound to another, for instance, the contrast between sound [p] and [b]. In generative phonology, the features are classified as follow:
1. Major class features includes syllabic, sonorant, consonantal sounds. (+
syllabic) sounds are the sounds that have potentiality to become a syllabic peak. (+ sonorant) sounds typically produced without an extreme degree of oral cavity construction. The sonorant sounds have resonance. These sounds cover vowels , nasals, oral glides and liquids.
In producing sounds, when those sounds get obstruction along the center line of the oral cavity, those sounds call (+consonantal) sounds.
They are liquids, nasals, obstruents.
2. Manner of articulation features includes continuant, strident, delayed release, nasal and lateral. (+ continuant) sounds are during the sounds are produced, the air movement continuously through the oral cavity.
The continuant sounds are fricatives, glides. (+ strident) sounds are the sounds produced with an obstruction in producing. These sounds get an obstruction in the oral cavity where the air allowed to come through a relatively narrow construction. Strident sounds cover fricatives and affricates. (+ delayed release) sounds are the sounds that get total obstruction. These sounds cover fricatives and affricatives. (+ nasal)
23 sounds are the sounds formed by the air escapes through nasal passage. (+ lateral) sound is the sound formed by rising the tongue but the both sides are lowered so the air escapes through the nasal cavity.
This sound is liquid.
3. Oral articulation features includes anterior and coronal. (+ anterior) sounds are the sounds formed in the anterior or forward of the mouth labiodentals and bilabials. These sounds cover labial, dental and alveolar. (+ coronal) sounds are the sounds formed with the blade of the tongue. These sounds cover alveolar, dental and alveopalatal.
4. The body of the tongue features includes high, low, back and round. (+
high) sounds are the sounds formed by the rising of the body tongue from neutral position. These sounds covers vowels produced at high position. (+ lower) sounds are the sounds formed by lowering the body of the tongue from the neutral [position. These sounds covers vowels produced at lower position. (+ back) sounds are the sounds produced by moving the body of the tongue to back from neutral position. These sounds cover all vowels produced at back position. (+ round) sounds are the sounds produced by rounding the lips.
5. Extra feature includes tense, aspiration, voice and glottal. (+ tense) sounds are the sounds resulted by muscular strain at the base of the tongue. (+aspiration) sounds are the sounds produced with explosion the air. (+ voiced) sounds are the sounds resulted with a vibration of the
24 vocal bands in the larynx. (+ glottal) sounds are the sounds resulted by glottis of vocal cords.
6. Prosody features. For these features, there are two kinds of the features only. They are (+ stressing) and (+ length) sounds.
3. Phoneme
When we are talking about sounds in a language, it means that we are referring to a number of phonemes that are used in the language and how organize them. There are some definitions of phonemes that were defined by experts as the researcher presents.
A phoneme is a basic unit of a language‟s phonology which is combined with other phonemes to form meaningful units such as words or morphemes. The phoneme can be described as the smallest contrastive linguistic unit which can differentiate a meaning.
The roles of phonemes are important in linguistic structure. Chaer (2003) says the sound of language that has function for distinguishing meaning. Thus, if someone produces the different phonemes with the phonemes that should be pronounced, it will result the different meaning.
A phoneme can be pronounced more than one pronunciation. It is depended on its place in a word or in syllable. For instance the phoneme /b/, if it is an initial of a word, it will be pronounced freely. But if it is lain at final of the word, it will be pronounced by close mouth. For example Indonesian words are bibir and tabib and in English words that initially and finally by phoneme p for instances point and keep.
25 Occasionally, when talking about the phoneme also talking about the grapheme. Grapheme concerns the letter while phoneme concerns the sound. For example the word young, it consists of five graphemes <y>,
<o>, <u>, <n>, <g> and it consists of three phonemes <y>, < Ʌ >, <>.
4. Vowel
The word vowel comes from the Latin word vocalist, its meaning is
"speaking", because in most languages words and thus speech are not possible without vowels. Vowel is used commonly to mean both vowel sounds and the written symbols that represent them.
By following of the vowel concept is explained by Peter Ladefoged (2006:18) says:
In the production of vowel sound, the articulators do not come very close together, and the passage of the airstream is relatively unobstructed. We can describe vowel sound roughly in terms of the position of the highest point of the tongue and the position of the lips.
The quality of the vowel can be classified through few ways such as tongue height, tongue advancement, tenseness, and lip rounding.
1. Based on the tongue height, the vowels sounds are distinguishable: (a). High vowel such as: [i] sea, [] sin, [ʊ] full, [u] fool. (b). Middle vowel such as: [e] lake, [] let, [ə] above, [ɔ] pot, [o] low. (c). Low vowel such as: [æ] bat, [Ʌ] but, [a]
bark.
2. Based on the tongue advancement, the vowel sounds are distinguishable: (a). Front vowel is the sounds produced by
26 movement of tongue. The tip of tongue is down behind the lower front teeth, and its body domed upward. Those sounds are [i, , e, , æ]. (b). Central vowel is the sound produced by movement of the tongue central. Those sounds are [ə, Ʌ].(c).
Back vowel is the sound produced by movement of tongue back. The back of the tongue is down and upward. Those sounds are [u, o,ɑ, ɔ, ʊ].
3. According to tension of muscle of articulatory, the vowel sound can be classified,
- Tense vowel is the sound produced with a great amount of muscular tension. It is variable in length, and often longer than lax vowel. Those are [i, e, u, o].
- Lax vowel is the sound produced with very little muscular tension. It is always short. [, e, Ʌ, ʊ, ɑ, ɔ, æ, ə].
4. Based on the form of the lip when producing the vowel sounds, these sounds are divided into two kinds, the both are Rounded and unrounded.
- Rounded vowel is the sound produced by rounding lip. They are [u, ʊ, o, ɔ].
- Unrounded vowel is the sound produced by unrounded lip [, i, e, , Ʌ, ʊ, ɑ, æ, ə]
27 5. Consonant
In articulatory phonetics, a consonant is a speech sound that is articulated with complete or partial closure of the vocal tract. There are three ways to recognize the quality of consonant sounds, those are point of articulation, manner of articulation, and state of glottis. (a). Point of articulation is where the sound produced or articulated. According to Wolfram (1981:13-14), point of articulation or place of articulation is the connecting point of passive and active articulation thus the air stream is obstructed that forming consonant sounds. It includes bilabial, labiodental, dental, alveolar, alveopalatal, velar, glottal, pharyngeal. (b). Manner of articulation is how the sound produced. The consonant sounds that are formed because obstruction of the air at place of articulation. It includes stop, fricative, affricative, nasal, liquid, glide. (c). State of glottis. This point is divided two kind of consonant sounds, both are voiced and voiceless.
6. Mandar
Mandar is one of ethnic groups in Indonesia. It is the largest ethnic group in West Sulawesi. Hence, Mandar is not only known as name of ethnic group, but also it becomes the name of location that refers to West Sulawesi area. If somebody said that I went to Mandar, this sentence does not refer Mandar as an ethnic, but it implies that he went to West Sulawesi. Like other ethnic that have unique cultures, Mandar also has traditional language with some variants of dialects.
28 According to Abdul Muthalib et. al (1983:1-2) that in former times, the Mandar word had been applied by the people to express three meanings.
First, the name of region is afdeling Mandar where in 1959 it divided into three regencies, they are Polmas, Majene and Mamuju. Second, Mandar has meaning as Mandar people or ethnic Mandar. And third, Mandar is name of the language as mentioned in Encyclopaedie van Nederlandsch Indie that there are two kinds of Mandar language, those are Mandar and Mamuju language (de Graaf, 918).
In West Sulawesi exists several dialects, those are Balanipa, Majene, Pamboang, Sendana, Awok sumakuyu and each dialect has various dialect. Especially people in Polman regency use the Balanipa dialect. It has few variant dialects: Napo tinambung, Pambusuang, Karama, Lapeo, Tandung, Todhatodhang.
Like other ethnic groups that have unique cultures, Mandar also has traditional language with some variants of dialects. Each dialect has a different tone and some different usages of vocabulary. For instance people in Pambusuang use Mandar language that has more vulgar language than people in Majene. On the other hand, it can be said that people in Majene use Mandar language much softer than people in Pambusuang. For instance the Pambusuang people usually say “pole innao asu mane anna le’ba boqo tadha mai?“. Literally this sentence has meaning where have you been dog long time not see you. The dog word has not negative meaning especially for people in Pambusuang but it
29 has meaning brother. This sentence used to express intimacy especially for close family or friend.
30 C. Conceptual framework
Mandarese sounds (the English teachers)
Interlanguage
The English sounds production The Mandarese sounds
production
Mandarese sounds in
English
31 CHAPTER III
METHODOLOGY
A. Research Design
This research applied quantitative and descriptive qualitative or mix method. The quantitative design applied to count how many times the Mandarese sounds substituted the English sounds in words, and how many times the English sounds were consistent in words. Thus, the percentage of the Mandarese sounds that substitute English sounds found. Likewise the percentage of the English sounds that were consistent in words found also. Meanwhile, the descriptive qualitative applied to explain what sounds of the mandarese sounds substituted the Englishsounds. And where the position of English sounds substituted by Mandar sounds.
B. Population and sample
The population of this research was the English teachersthat live in Polewali district and use Mandar language as first language. To take the samples, the researcher applied the purposive sampling. The total samples are thirty persons which consist of the English teachers in Elementaryl, junior, and senior high school, and each education level consists of ten teachers. The criteria in choosing the sample are elaborated in the following:
32 1. The teachers in elementary school that have first language that is Mandar language and have taught the English subject for about five years.
2. The teachers in junior high school that have first language that is Mandar language and have taught the English subject for about five years.
3. The teachers in senior high school that have first language that is Mandar language and have taught the English subject for about five years.
All of the samples above use the Mandar language of their daily communication.
C. The instrument of the research
This research explored about the phonemes (sounds) pronounced by speakers in their utterances. Hence, the researcher chooses two proper instruments thaapplied for this research, they are:
1. Observation, the data taken naturally.
2. Giving reading text to the sample.
D. Procedure of Collecting Data
To collect data the researcher uses two instruments as mentioned previously and the procedures of the research are described as follow:
33 1. Observation
In observation, the researcher was watching closely when the samples were talking about something or when the teachers are delivering course in the class. It was conducted to compare teachers‟ habit in producing the phonemes (sounds) naturally with when teachers producing phonemes (sounds) in reading. Do differences exist or not?.
2. Reading text
By giving reading to the samples and each sentence contains the word where the word contains phoneme that is analyzed in different position in the word, that are initial, middle and final position.
The samples are asked to read out loudly the sentences without apprising them about the phonemes (sounds) explored before. The utterances of samples are recorded when the text is being read. An important thing to be known that before recording samples‟ speech production, the samples are led by the researcher to prelude the recording session with a somewhat warming conversation, this is intended to make the samples‟ feeling more relax. After recording the researcher makes narrow transcriptions of the utterances including phonemes analyzed.
F. Technique of Data Analysis
For getting the valid result, the researcher conducted three steps as technique to analyze data. The data of this research are analyzed as follow:
34 1. The data collected are transcribed firstly.
2. The researcher will account how many times the teachers in replacing some similar words by producing [i:], [ε], [p], [s], [t], [d] then it is divided with total of sounds with similar sound, and finally it will be multiplied to 100%, like this pattern:
The frequency of sounds = x100%
3. The result of the counting will be organized in a table to know easily where the position of the phoneme in the word that is pronounced by speaker wrongly.
35 CHAPTER IV
FINDING AND DISCUSSION A. FINDING
The data of this research were collected from observation and the reading text. Those data were transcribed by narrow transcription. Thus, the researcher found varieties in producing whole sounds. There were some sounds uttered rightly but also majority of those sounds uttered wrongly. Table below describes the sounds that were uttered by samples.
1. The data from reading task Table 7. The words produced by samples
No. Words
Oxford Dictionary
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Teacher 5
1. Eventhough „venðəʊ „εvendoʊg εven'toʊg „i:ventɒʊt vendoʊt „vendoʊ
2. Have həv hep hep hep hev hev
3. Animal „ᴂn..məl „εnmᴧl „εnmᴧl „εnmᴧl „εnmᴧl „εnmᴧl
4. The ði: dε dε de de dε
5. Elephant „el.fənt „εlepen „lfen „lefen „lefᴧn „εlefᴧn
6. That‟s ðᴂts dets dets dets dets dets
7. Event ‟vent „i:pen „εven „i:ven „i:ven „i:ven
8. Example g‟zɑ:m.pl εk'sɑ:mpl εk'sɑ:mpl „ksɑ:mpl „εksɑ:mpl „εksɑ:mpl 9. Figurative ‟fg.ər.ətv „pi:ʤʊretv „fi:gʊrᴧtv „fi:gʊreti:p f‟gʊrᴧtv „fi:gʊretv
10. Establish Ment
‟stᴂb.l.
mənt
εstᴧb‟li:s men
stᴧb‟li:s men
stᴧb‟li:s men
εstᴧb‟li:s men
εstᴧb‟li:s mεn
36 11. Fearful ‟fə.fəl „perfʊl frfʊl „ferfʊl „frfʊl „frfʊl 12. Favorite „fe.vər.t „pevᴐrt „fᴧvᴐrt „fᴧvᴐrt „fevort „fᴧvort
13. Ashamed ə‟emd „εsemd „ᴧsmd „ᴧsmd ε‟sem ɛ‟sem
14. Shadow „ᴂd.əʊ „sεdoʊ „sɛdoʊ „sεdoʊ „sεdoʊ „sεdoʊ
15. Payoff „pe.ɒf „peof „pᴧof „peof „pɛof „pɛof
16. Sacks sᴂks sεks sεks „sɛks „sεks „sεks
17. Vegetable „veʤ.təbls veʤe‟tεbls vʤ‟tɛbls vʤ‟tebls vʤ‟tebls vʤ‟tebls
18. Puzzle „pᴧz.l „pᴧsl „pᴧzl „pi:sεl „pᴧzl „pᴧsl
19. Zigzags „zg.zᴂgz „sgsegs „zgzegs „sgsεgs „zgzεgs „zgsεgs 20. Vacuum „vᴂk.ju:m „pεku:m „vᴧku:m „vᴧku:m „vɛku:m „vεku:m
21. Washing „wɒ.ŋ „wɑsŋ „wᴧsŋ „wɑsŋ „wesŋ „wɑŋ
22. Those ðəʊz doʊs toʊs deʊs doʊs dʊs
23. Zebras „zeb.rəs „sebrᴧs „zebrᴧs „sɛbrᴧs „zebrᴧs „sebrᴧs
24. Smash smᴂ smεs smᴧs smᴧs smɛs smεs
25. Lizard „lz.əd „li:sᴧd „li:zert „li:sert „li:zert „li:sert
26. From frɒm frɒm frɒm frɒm frɒm frɒm
27. Zero „zə.rəʊ „zroʊ zeroʊ „si:roʊ „zεroʊ zroʊ
28. Fray fre fre frᴧi: frᴧi: fre fre
29. She i: si: si: si: si: si:
30. Sucking sᴧk „sᴧk „sᴧk „sᴧk „sᴧk „sᴧk
