THE TABLE OF CONTENTS
CHAPTER II THE REVIEW OF LITERATURE 2.1 Background the New Literature……….. 7
2.2 The Consonants ……….8
2.3 The Vowels ………..9
2.4 The State Of The Vocal ………...10
2.5 The place Of Articulation ……….10
2.9.2 Sound and Meaning………..17
2.10 English Consonants and Vowels Which Are Not Found In AmbaiLanguage19 2.10.1 English Consonants Which Are Not Found In Ambai Language……….19
2.10.2 English Vowels Which Are Not Found In Ambai Language………..20
2.11 Phonemes and Allophone-Segmental ……….. 21
2.12 Aspiration ……… .22
2.13 Unreleased Stops ……… 22
2.14 Flapped ………..22
2.15 Vowels ………23
2.16 Minor Vowel Features ……….25
2.17 Language Difference in Segmental Which Interfere With Pronunciation ………25
2.23 Classification Phonemes in Ambai Language………. 31
2.23.1 The Consonants Chart ………..32
2.23.2 The Vowels Chart ……….31
2.24 Descriptive Phonemes Consonants………33
2.24.1 The Consonants of Ambai Language ………..33
2.24.1.1 The Voiceless ………..33
2.24.1.2 The Voiced ………. 35
2.25 Descriptive Phoneme Vowels……….38
2.26 Contrasting Phonemes ………..41
2.26.1 The Consonants in Ambai Language ………41
2.26.2 Vowels in Ambai Language ……….42
2.27 The Minimal Pairs in Ambai Language……… 43
2.27.1.1 The Voiceless and Voiced ………..43
2.27.1.1 Voiced ……… 42
2.27.1.2 Voiceless ……….43
2.28 The Vowel in Ambai Language……….44
2.29 Descriptive and Comparison of Ambai Vowels ………..47
2.29.1 Phonemes .i] and .Ǻ] ……….48
2.30 Distribution Phonemes in Ambai Language ………50
2.30.1 Consonants ………..51
2.30.2 Vowels ………53
xi CHAPTER III METHODOLOGY 3.1 Aim of the Study ………54
3.2 The Setting and Participants ……….54
3.3 Research Design ………55
3.4 Data collecting Technique ……… 55
3.5 Data Analysis ………. 56
3.6 The Descriptive Method ……… 57
3.7 The Population And Sample………..57
3.8 Descriptive Analysis Of The Technique Of The Difficulties Faced And Reasons Expressed By The Yapen Waropen’s Students Of English In Pronouncing Some English Phonemes Which Are Not Found In Ambai Language………. 58
3.8.1 Instrumentation for Collecting Data………. 59
3.8.2 Selected Words ……….. 60
3.8.3 Reading Aloud ………. 60
3.8.4 Speaking ………. .60
3.8.6 Listening ………. 61
3.8.7 Dialogue ……….. 61
3.8.1.6 Conversation ……… 62
CHAPTER IV FIINDINGS 4.1 Background of Finding ……….63
4.2 The Result Classroom Observation ………..64
4.2.1 Pronunciation Talks ………64
4.2.1.1 On the Elementary Schools ………..64
4.2.1.2 On the Junior Secondary High Schools ………66
4.2.1.3 Reading Aloud ………..68
4.4 Difficulties Faced Aand Reason Expressed By The Yapen Waropen’s Students OF English In Pronouncing Some English Phonemes Which Are Not Found In Ambai Language………. 74
4.4.1 Consonants ……….. 74
4.4.1.1 Phoneme .ȓ] Voiceless Alveolar Fricative, Occurring in Front, Central and Final Position………..74
4.4.1.2 Phoneme .ð] Voiced Dental Fricative, Occurring in Front, Central and Final Position………..75
4.4.1.3 Phoneme .θ] Voiceless Alveolar Fricative, Occurring in Front, Central and Final Position………..75
4.4.1.4 Phoneme .l ] Voiced Alveolar Lateral Approximant, Occurring in Front, Central and Final Position………..76
4.4.1.1 Phoneme .ȴ] Voiced Palatal Affricative, Occurring in Final Position……….77
Central Position………..78 4.5.1.1 Phoneme .ȓ] Voiceless Alveolar Fricative, Occurring in Front,
Central and Final Position………80 xiii
4.5.1.2 Phoneme .ð] Voiced Dental Fricative, Occurring in Front,
Central and Final Position……….. 82 4.5.1.3 Phoneme .θ]V Voiceless Alveolar Fricative, Occurring in Front,
Central and Final
Position………83
4.5.1.4 Phoneme .l ] Voiced Alveolar Lateral Approximant, Occurring in
Front, Central and Final Position………83 4.5.1.5 Phoneme .ȴ] Voiced Palatal Affricative, Occurring in
Final Position………..84 4.5.1.6 Phoneme .Ǫ] Voiced Dental Alveolar Central Approximant,
Occurring in Final Position………..85 4.5.1.7 Phoneme .Ȣ] Voiced Alveolar Fricative, Occurring in
4.5.2.4 Phoneme .ǡ] Low Back Short, Occurring in Front and
Central Position………..89 4.5.3 The Table Phonetic Transcription………90 4.5.3.1 The Consonants………..90 4.5.3.1.1 Phoneme .ȓ] Voiceless Alveolar Fricative, Occurring in Front,
Central and Final Position………..90 4.5.3.1.2 Phoneme .ð] Voiced Dental Fricative, Occurring in Front,
Central and Final Position………..95 4.5.3.1.3 Phoneme .θ]V Voiceless Alveolar Fricative, Occurring in Front,
Central and Final Position………99 4.5.3.1.4 Phoneme .l ] Voiced Alveolar Lateral Approximant, Occurring in
Front, Central and Final Position………102
xiv
4.5.3.1.5 Phoneme .Ȣ] Voiced Alveolar Fricative, Occurring in
Central Position………. 107 4.5.3.1.6 Phoneme .ȴ] Voiced Palatal Affricative, Occurring in
Final Position……….108 4.5.3.1.7 6 Phoneme .Ǫ] Voiced Dental Alveolar Central Approximant,
REFERENCES
………140
APPENDIXES Appendix 1 INSTRUMENTATION FOR DATA COLLECTION……… 143 1.1 The Classification Phonemes Of Ambai Language………..143
1.1.1 The Consonants Chart ………..143
1.1.2 The Vowel Chart ………145
1.2 Distribution Phonemes Of Ambai Language In Front, Central and Final Position………..146
xv 1.2.1 The Phonemes Consonants ………...146
1.2.2 The Phonemes Vowels ……….147
1.3 Diphthongs of Ambai Language………....148
1.4 Phonetic Transcription ……….. 149
1.4.1. Consonants ………..149
1.4.1.1 Phoneme .ȓ] Voiceless Alveolar Fricative, Occurring in Front, Central and Final Position……….149
1.4.1.2 Phoneme .ð] Voiced Dental Fricative, Occurring in Front, Central and Final Position………...151
1.4.1.3 Phoneme .θ] Voiceless Alveolar Fricative, Occurring in Front, Central and Final Position………. .151
1.4.1.4 Phoneme .l ] Voiced Alveolar Lateral Approximant, Occurring in Front, Central and Final Position………152
1.4.1.5 Phoneme .ȴ] Voiced Palatal Affricative, Occurring in Final Position……….153
1.4.1.6 Phoneme .Ȣ] Voiced Alveolar Fricative, Occurring in Central Position………154
1.4.1.7 Phoneme .Ǫ] Voiced Dental Alveolar Central Approximant, Occurring in Final Position……….……….155
1.4.2 Vowels ……….………156
1.4.2.2 Phoneme .ǩ] Mid Central Long, Occurring in Front and
2.3 Waraweuai and Mandawiri Look for A House ……….……….164
2.4 Waraweuai and Mandawiri Makes Kawui and Iai (Lincloth) ………….………….166
2.5 Aiwoiwanai Makes A Kiru to follow the Sea Current ………..…….169
2.6 Kaintawi and Simari Fight Each Other for Aiwoiwanai ………..……….172
2.7 Seradori Makes Miracle Through A Bitaubong Fruit ………..………175
2.8 Sansiwui Point Out His Father……….……….177
2.9 Seradori Pays His Ra to Soweremimani Family………..………..182
Appendix 3 SPEAKING
3.5 A students Practice Cook at School ……….191
3.6 Two Groups of the Students to Fight Each Other ……….192
3.7 The Teachers and Students Visit a Passengers Ship ………193
3.9 The Students Go to School ………...195
3.10 After Study the Students Go Home ……….….196
3.11 A Student Practiced Cooking at School ………..…197
3.12 A Family Took Packet From Ship ………...198
3.13 A Student Take Sea-water for Salt ………...199
3.14 The students Gave Safe to Their Teacher on the Canoes ………..200
xvii Appendix 4 LISTENING 4.1 The People Say You Wanted to Go ………..201
4.2 The Strong Wind Rains Gives Remember………..……….204
4.3 You Already Joined the Ship ……….…207
Appendix 5 DIALOGUE 5.1 Catching Fish On the Sea coral ………. ..210
5.2 Hunter Animal In the Forest ………..……..212
5.3 Harvesting Tawang Fruits ……….…….214
5.4 To Guard Corns In the Garden ………...216
Appendix 6 CONVERSATION 6.1 A Teacher accompanies the student to School ………..217
6.2 A Student Asked his teacher………218
6.3 The Students Were Collected their Assignments ……… .219 6.4 A Student Found A Doctor at the Hospital ……… 220
6.5 Students Study in the Classroom ………. 221
6.6 The Students are Playing Ampehi at School………..…..222
6.7 A Students and A Teacher Talked About the Light Of the Candle at Night ……….…………..223
6.8 Two Groups of Students are Playing Pull String………...………224
6.10 A Student does not want to Go to the School ………226
6.11 The Students are Playing Ampehi at School……….….227
6.12 The Students are Studying at School………228
6.13 The Students Joined the Holy Night of Christmas Day………..….229
6.14 The Students Make Nose in the Classroom……….………230
xviii Appendix 7 THE VISUAL ……….. 131-152 THE BOUNDARY OF MELANESIA LAGUAGES ……… 153
CHAPTER I
INTRODUCTION
1.1
Background
Ambai language is a language spoken by people of Yapen Waropen regency in
Cenderawasih Bay of Papua, Indonesia, by approximately 3.000,000,000
people. Some of people learn English as a foreign language. The language is
introduced into the curriculum in Cenderawasih Bay in elementary schools,
junior high schools, senior high schools, and collages. However, its Yapen
Waropen’s students and teachers of English still reflect many problems. One of
the challenges is the fact that some of English consonant and vowel sounds do
not exist in Ambai language. Thus Yapen Waropen’s students of English many
have difficulties in pronouncing such speech sounds.
The sounds of Ambai language are characterized by aspiration, intonation,
and stress. The aspiration of consonants is identified in the pronunciation of
phoneme [p], [t], and [k]. Intonation in high front long vowel such as [i], high
central long vowel such as [á], high back long vowel such as [u], mid-high short
vowel such as [Ǻ], mid-high back short vowel such as [U], mid front long vowel
such as [e], mid back long vowel such as [o], mid-low front short vowel such as
[ǫ ], mid-low back short vowel such as [O], mid-low central long vowel such as
stress can be placed on the syllable of phonemes consonants and vowels.
Gutman, 2007 argues that stress and vowel length are as follows :
As a rule, the stress fall on the penultimate vowel of a word. The stress is produced by a lengthening of the stress vowel, and some change of pitch. As is regular, the stress is not marked in the phonemic transcription used here.
Whenever, the vowels /i/ and /u/ appear unstressed vowel cluster, they are usually pronounced as the approximants /y/ and /w/ respectively, for instance [aj] and [a:u] is pronounced as [aw]. The two vowels pronunciation become clear in a
lower speech. In the phonemic transcription used the paper, these clusters are represented as /ai/ and /au/ respectively.
In general the stress system seem to be systematic, and there fore not phonemic. There is one case where the stress pattern is unexpected : the word “mother” [ai:] (stress on ultimate vowel). However, this my explained as a way to create contrast with the more syllabic word /ay/(tree or salt water), n/i/ in word the end of word change the stress pattern, as [deita : wanio] (know the accent specifics a minor stress) or [nyu : nahai] (small ”v”). However, other data seen to point that this final /i/ enclitic suffix (Gutman, 2007.p.9)
Based on the information above it is determined that some English consonant
and vowel sounds do not exist in Ambai language in this study. The difficulties
of pronouncing English consonants and vowels sound above can also influence
the Yapen Waropen’s students of English pronunciation when they read,
speak, and have a conversation during the process of teaching learning in the
However, there is only little research the Ambai language. Silzer (1972)
studied Ambai language and the writer wrote some books on Ambai language,
such as Ambai-English-Indonesia Dictionary, Inontarai Ambai Tane Fianggeng
(Things belong to Ambai people), Aroanso Diannesa (Mengenal Ikan), and
Ambai Artifact Books. The second researcher, Price wrote “ The Bible of Ambai
Language (Sempaisi Ne Kaiwo Mirarebanai : Kaiwo Arerai Waworu Ne).
Further, Sagers, (1979) studied the consonant sound systems of Wandamen
dialect, An ethnic of Ambai in Cenderawasih Bay. He found out that
Wandamen dialect consonants consist of [p], [t], [k], [b], [d], [v], [s], [m], [n],
[r], [w], and [y]. Based on the researchers above the Ambai language that are
used by the ancestor of Ambai (Bainuri) people and Ambai society now are
arranged.
Papua consist of fourteen ethnic groups. Each ethnic group has one general
language and every language has several dialects. For instance, Cenderawasih
Bay ethnic group has one general language that is Ambai language. This
language has five dialects including Ambai, Waropen, Napan Weinami,
Wandamen, Randawaya (Dawai, Windesi) and Ansus (woinap, Poom). These
dialects can influence the Yapen Waropen’s students of English who are
studying English as a second language because in Papua does not have
complete consonants sound. This is illustrated by the following example Tabla
language (Colier, 1982) which spoken by Tabla in West North Papua has nine
phonemes [p], [t], [k], [b], [d], [m], [n], [r], [s]. Its show that the Tabla language
does not have phoneme consonants sound [c], [f], [g], [h], [l], [q], [v], [w], [x],
[y] and [z]. Further, Foley (1986) stated that consonants including [p], [t], [k],
[f], [h], [m], [n], [l], [w], and [y] yet does not have consonants [b], [c], [d], [g],
Those situations influence the aspiration, intonation, and stress of the
students in Papua when they learn English. Similarly, this case the Yapen
Waropen’s students of English found it difficult to pronounce several
consonants in English. Therefore, this research study attempts to investigate
the difficulties faced and possible reasons expressed by the Yapen Waropen’s
students of English who learn English in pronouncing some English phonemes
that are not found in Ambai language.
1.2
The Research Problems
The study investigates the potential difficulties faced and its possible reasons
expressed by the Yapen Waropen’s students of English who learn English in
Yapen Waropen regency. Thus the research questions are formulated as
follows :
1. What difficulties are faced by the Yapen Waropen’s students of English in
pronouncing English consonants and vowels that are not exist in Ambai
language ?
2. What are possible reasons of the difficulties ?.
1.3
Limitation of Problem
The analysis only focuses on and limited to difficulties faced and reasons
English phonemes which are not found in Ambai language [ȓ], [ð], [θ], [l], [Ȣ],
[ȉ], [ȴ], [Ǫ],[ӕ], [ǡ], [Ǣ], [ǩ], [Ǥ], and [ȇ] and its possible reasons of such
difficulties.
1.4
Significance of the Study
The study deals with phonology focusing on the mentioned problematic
English phonemes for Cenderawasih Bay local speakers and English learners.
The benefit gained from learning difficult consonants and vowels are important
for English teachers those difficulties inevitable teacher of English.
1.5 Methodology
This is a descriptive study. In this study the writer wants to describe the
phonemes consonants and vowels sound in English which are not found in
Ambai language. It is hope are that (1) The Yapen Waropen’s students of
English are able to pronounce some English phoneme that are not found in
Ambai language in front, central, and final positions in English. (2) The Papua’s
teacher’s and lecturers of English are able to pronounce English phonemes
accuracy. (3) This transcription phonetics can help Indonesia teachers and
(4) This phonology system of Ambai language can help the university students
for researchers on the field since to do observation.
1.6
Organization of the Study
This thesis is organized in into five chapters. Chapter I introduction presents
the general description of the introduction to the topic of the research.
Chapter II review of literature discuss the theories that supports the study.
Chapter III Methodology, explains the methodology of the research. Chapter IV
finding, introduce the phonetic transcription and how to read the difficulties
some English phonemes that are not found in Ambai language. Chapter V
includes the conclusion and suggestion that introduce the reading text,
speaking by use the pictures, dialogue, conversation, and visual.
1.7
Concluding Remark
This chapter provide a description of the background of the study, limitation of
problem, significance of study, organization of the study and conclusion
remarks. The next chapter will explain the review of the related literature
underpinning this study. It starts with the concepts and a technique of writing
CHAPTER III
M E T H O D O L O G Y
1.1
Aim of the Study
The study was to investigate the difficulties faces and reasons expressed by
Yapen Waropens’s students of English in pronouncing some English phonemes
which are not found in Ambai language but also look into the implementation
of English teacher in Yapen Waropen regency in West Papua which has still
many problems. One of the challenges came from the fact that some of English
consonants and vowels are not found in Ambai language, so the Yapen
Waropen’s students of English may have difficulties in pronouncing these
speech sounds.
The setting of the study were the Yapen Waropen regency of West Papua at
two elementary schools and one junior secondary high school in Ambai district,
and one junior secondary school in Serui town.
1.3
Research Design
To achieve the research aims, this study investigated the students
difficulties in pronouncing the target speech sounds. Mainly using qualitative
approach, the study checked the student difficulties by asking them to read the
given reading text. The text was designed to identify the difficulties to
pronouncing the target speech sounds in front, central and final positions.
3.4 Data Collecting Technique
In terms of data collection technique, the writer did several strategies such
as follows : First, the writer distributed the task to the students in the form of
phonetic transcription of the selected words. Based on the phonetic
transcription, the writer tested the students pronunciation about the selected
words that were given to them. Through the technique, the writer took data
based on their pronunciation. Second, the writer distributed the reading text
to the students in the classroom, then given several instructions on how to
read the words in a good way. And then, the writer called several students to
go in front of the classroom to read the text then followed by their friends.
Through this way, the writer took data about their pronunciation. Then the
writer distributed several picture to the students for their discussion before
they demonstrated in front of the class. When the student talked about the
their speaking, listening, and writing at the moment. Later through the (1)
questioners of phonetic transcriptions, in this case, interviewed the students
for data analysis, data processing, and data classifications. (2) All result of the
data analysis, data processing, and data classification are presented in the next
Chapter.
1.5
Data Analysis
Data analysis in the study has been done for all the data that are collected
from the observation class at the elementary schools and junior secondary
high school in Ambai district and Serui town. All the data from activities in the
classroom has been processed and analyzed. Based on the activities above, the
writer took data on the students pronunciation and analysis about the
difficulties face by the Yapen Waropen’s students of English which are not
found in Ambai language. Then, the writer measured the students target
competences in pronouncing English phonemes of consonants and vowels
sound in front, central and back position of the mouth. In this data analysis,
the writer focused to introduce the difficulties faced by the Yapen Waropen’s
students of English phonemes which are not found in Ambai language. Thus,
the writer prepared several text from reading text, phonetic transcription,
pictures for speaking and conversation and communication, and songs for
listening as local contents that are used at school surrounding Cenderawasih
Bay including Serui regency, Nabire regency and Manokwari (Wandamen)
regency. See Chapter 4 on page 62-137 and appendix 1-6 on page 190-229.
The method use in this study is the descriptive method. It is chosen
because, it is the best answering the problem in this study. By using the
method, the writer can describe the phonemes by collecting, processing, and
interpreting the data. According to Ali (1982 : 120) a research will be going
through the following steps : (1) data collecting, (2) data classification, and (3)
report object on the description of a situation.
1.7
The Population and Sample
The population in this study are students of elementary schools and junior
secondary high schools in Ambai district and Serui town. The writer took three
class in each school to become a sample. Here, the students were measured
their tested competence. The writer took 12-15 students of each class were
taken as the sample. The writer distributed the tasks to all students in the
classroom and then tested their pronunciation on English phonemes that are
not found in Ambai language. In the activities, the writer also gave reading text
in English and Ambai language to read. Furthermore, the writer gave them
several pictures to discuss in order to practice speaking and communication.
And also, the writer gave several songs in English for practice listening skill and
conversation. All activities to answered the writer identified the difficulties
faced and reason expressed by the Yapen Waropen’s students of English in
pronouncing some English phoneme which are not found in Ambai language.
This activity was focused to process and analyze the students pronunciation of
the target speech sounds. See appendix 1-7 on page 147-252
and Reasons Expressed by the Yapen Waropen’s Students in
Pronouncing Some English Phonemes Which are not Found in
Ambai Language
The study described phonemes of Ambai language to be compared with
some English phonemes which are not found in Ambai language. Through this
way, the writer gave a descriptive about the difficulties faced and reasons
expressed by Yapen Waropen’s students of English in pronouncing some
English phonemes which are not found in Ambai language such as follows : [∫],
[ ], [θ], [l], [Ȣ], [ȴ], [Ǫ], [ӕ], [ǡ], [Ǥ], [ǩ].
And the technique was that phonemes of Ambai language was described
through the : phonemes inventory, phonemes classifications for consonants as
the place and manner of articulation, and vowels sound in high, mid-high, mid,
mid-low, low and lower, contrasting phonemes and minimal pairs, distribution
phonemes of consonants in front, central, final and phonemes vowel in front,
central and back position for Ambai language.
Based on the aspects aboved, the writer to determine the difficulties faced
and reasons expressed by Yapen Waropen’s students of English in pronouncing
some English phonemes which are not found in Ambai language. And known
the target competence by Yapen Waropen’s students of English in reading
comprehension, speaking, listening, dialogue, and conversation and then
communication between them in the classroom about their school situation.
Then based on the difficulties faced and reasons expressed by Yapen
Waropen’s students of English in pronouncing some English phonemes which
are not found in Ambai language and target competence above, the writer
the test students pronunciation, reading, speaking, listening, dialogue, writing
skill communication / conversation.
1.7.1
The Instrumentation for Collecting Data
For collecting data, the writer prepared several instruments as follows : (1)
prepared the selected words English and Ambai language within form of
phonetic transcriptions in front, central and final for consonants and front,
central and back for vowels sound, (2) prepared reading oral in English, and to
take data on students pronunciation, (3) prepared some pictures for discuss on
,in this case, the pictures can use for pronunciation-check purpose., (4)
prepared some dialogue to be demonstrated by the students; writer measured
the students competence how to pronounce the difficulties phonemes. See the
instruments in appendix one page 144-198.
1.7.2
Selected Words
The writer can select words based on the difficulties faced and reasons
expressed by Yapen Waropen”s students of English in pronouncing some
English phonemes which are not found in Ambai language. The writer can
choose these phonemes because Yapen Waropen’s students of English can not
pronounce consonants in front, central, final and vowels in front, central and
back position. See chapter four page 65-119
1.7.3
Reading aloud
The writer can choose the reading aloud in this study of English by using
competence by Yapen Waropen’s students of English in pronouncing some
English phonemes. See appendix one page 144-166
1.7.4
Speaking
The writer chose several pictures to understand the difficulties faced and
reasons expressed by Yapen Waropen”s students of English in pronouncing
some English phonemes. Based on these pictures, the writer measured the
competence of Yapen Waropen’s students of English in pronouncing some
English phonemes of consonants in front, central, final and vowels in front,
central and back position. See appendix four page 171-184.
1.7.5
Pictures
The writer chose several pictures in this study as a part of the drill for
Yapen Waropen’s students of English to pronounce the selected word, so that
it could be measured the difficulties faced and reasons expressed by Yapen
Waropen’s students in pronouncing target English phonemes. Afterward those
pictures were used to test the students speaking ability. Based on the pictures,
the students could communicate with their friends in the classroom. See
appendix 5 page 185-198.
1.7.6
Listening
The writer selected several songs in English, Ambai and Indonesia and
students of English in pronouncing target English phonemes. The songs were
used to measure the students competence of to listening, to reflect on
students pronunciation. See page appendix five page 199-202
1.7.7
Dialogue
In the dialogue, the writer selected several words based on the difficulties
faced and reasons expressed by Yapen Waropen’s students of English in
pronouncing target English words. Those selected words were employed in a
short dialogue as a form of exercise for Yapen Waropen’s students of English
to pronounce some English phonemes which are not found in Ambai language.
See appendix five page 185-198.
1.7.8
Conversation
In the conversation, several words use selected based on the difficulties
faced and reasons expressed by the Yapen Waropen’s students of English in
pronouncing target English. Then, those selection of words were put into
conversation and gain it was used do : as a drill for training Yapen Waropen
students of English to pronounce the selected words and the situation of that
CHAPTER V
THE COPCLUSIOP
As a final discussion of the study, a number of important points are to be
raised separately in conclusion and suggestion.
5.1 The Conclusion
Ambai language is the larges language in surrounding Cenderawasih Bay in
the north West Papua. This are includes five regencies, so that it can influence
the Yapen Waropen’s students of English in this area when they reading,
speaking, listening, having dialogue, conversation and communication in the
classroom. So that many problematic matters are founding in the classroom
when process teaching learning of English. For example : When they are
reading a text, they can not pronounce words according to the role of English
sound because their language has 51 phonemes. They are 22 consonants, 12
vowels and 18 diphthongs.
Almost each language in this area has 7-12 consonants, for example :
Sentani language (Foley,1986 : 59) has 9 consonants [p], [t], [k], [f], [h], [m],
[n], [l] and [w]. Asmat language has 6 consonants (Foley, 1985, 1986 : 60) [t],
Based on the factors above, it makes it difficult being expressed by the
Yapen Waropen’s students of English in pronouncing some English phonemes
is not god way.
Based on the problem above, the writer wants to research and solve their
problems in this study.
The implementation of teaching English in the Yapen Waropen regency
still reflect many problems. One of the challenges come prom the fact that
some of English consonants and vowels are not found in Ambai language, so
that the Yapen Waropen’s students of English may have difficulties in
pronouncing these speech sounds. Based on the result of this study, the
following conclusion can be drawn :
(1) The difficulties faced and reasons expressed by the Yapen Waropen’s
students of English must be developed the table of phonetically. Through the
table of phonetically can be use for control the difficulties faced and reasons
expressed by the Yapen Waropen’s students of English throughout : reading,
speaking, listening, dialogue, conversation and communication in the
classroom. (2) Based on the selected words from the reading text, speaking,
listening, dialogue, conversation and communication in the classroom that
given in the table phonetically. It will give contribution to the successfully for
the students within to pronounce the difficulties words. (3) Throughout the
table control of phonetically, we knew the target competences from the
students in pronouncing some English phonemes which are not exist in Ambai
language. (4) Based on the table control of phonetic transcription, can be
contributed to all the English teachers in Papua for implementing their ability
within process learning teaching English. (5) Based on the table control of
competence by the students in the classroom since they study English at
school.
The are three aspects of difficulties : (1) The Ambai language do not have
consonants [∫], [ ], [θ], [l], [ȴ], [Ȣ], [Ǫ], [æ], [ǩ], [Ǥ],[ǡ]. (2) The influenced of
Ambai language’s aspiration and intonation in pronouncing some English
phonemes which are not found in Ambai language. (3) The Yapen Waropen’s
students of English still on the process of acquiring English. Based on the
aspects above, the Yapen Waropen’s students of English have many difficulties
to pronounce some English phonemes which are not exist in Ambai language.
The characteristics of Ambai language as follows : Ambai language has 51
consonants have several aspirated phonemes such as [p], [t], [k], [c : ȷ]
voiceless [f], [s],[h], [z], [j : ȴ] and voiced such as [b], [d],[g], [m], [n], [r], [w],
[y],[p : f], [v : f ], [ng : ŋ], [ngg : ŋŋ].
In this study, the writer introduces some difficulties faced and reasons
expressed by the Yapen Waropen’s students of English in pronouncing some
English phonemes which are not found in Ambai language.
Based on the research problem of this study, so the writer focus to “ What
difficulties are faced by the Yapen Waropen’s students of English in
pronouncing some English phonemes which are not exist in Ambai language
and “ What are the possible reasons of the difficulties ?
According to the suggestions above, the writer selected several phonemes
of English which are not found in Ambai language such as [∫], [ ], [θ], [l], [ȴ],
Ambai language has 52 phonemes and the phonemes consist of the
consonants and vowels. The consonants sounds are the phonemes consist of
[p], [t], [k], [f], [c : ȷ], [s], [h], [b], [d], [g], [j : ȴ], [m ], [n], [r], [w], [y ], [z], [p : f
], [q : k], [v : f ], [ng : ŋ], [ngg : ŋŋ] and vowel sounds are [ i ], [á], [u], [Ǻ],
[U],[e], [o], [ǫ], [O], [Ꮩ], [ӕ], [a].
5.2 The Suggestion
Ambai language is a major language in Papua with five dialects such as Ambai
dialect, Randawaya dialect, Ansus (Woinap, Poom) dialect, Waropen dialect,
and Wandamen dialect. All the dialects have different intonation, the native
people speak or talk. But the meaning of words are same or do not change the
meaning.
Based on the factor above, the writer wants to prepare this study for
writing several local contents Ambai language to use in the Yapen Waropen
regency, Pabire regency and Manokwari regency (Wandamen) surrounding in
Cenderawasih Bay area in the north Papua.
And then all the local contents can translate into English. Based on the local
contents, the writer wants several text books of local contents based on the
culture in west Papua Pew Guinea which will in elementary schools, junior
secondary high schools, senior high schools, colleges and university based on
the curriculum.
However the important of this study is to know about the difficulties faced
and reasons expressed by the Yapen Waropen’s students of English in
through pronunciation, reading, speaking, listening, dialogue, conversation and
communication.
Based on the factors above, the writer wants to research about the
students pronunciation through place of articulation and manner of
articulation. Hence many students in Papua still mines within to pronounce
phonemes in English. Because the Ambai language can influence them within
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