ABSTRACT
Kita ketahui bersama bahwa bahasa Inggris sekarang ini merupakan bahasa internasional. Sehingga bahasa tersebut dapat digunakan sebagai alat komunikasi antar bangsa di dunia. Oleh karena itu, kita sebagai bangsa Indonesia yang telah memasuki era globalisasi mau tidak mau harus menguasai bahasa Inggris agar bisa sejajar dengan bangsa lain di dunia. Salah satu hal penting dalam mempelajari bahasa Inggris adalah fonologi. Dengan alasan tersebut, saya menyadari bahwa di Indonesia yang penduduknya terdiri dari berbagai suku bangsa otomatis mempunyai aneka ragam bahasa yang akan sangat berpengaruh dalam mempelajari bahasa Inggris karena dipengaruhi oleh bahasa pertamanya itu. Dari berbagai bahasa daerah yang ada di Indonesia, lebih lanjut saya ingin mencari tahu tentang bagaimana pengucapan bunyi-bunyi bahasa Inggris bagi orang yang berlatar belakang bahasa pertama bahasa Sunda.
Untuk mengungkap hal tersebut, saya terlebih dahulu mempelajari fonologi bahasa Sunda dan fonologi bahasa Inggris. Hal ini perlu dilakukan karena tugas akhir ini merupakan studi komparatif dari sistem bunyi dua bahasa tersebut. Dari studi komparatif inilah, saya akan mendapatkan informasi untuk mengungkap lebih lanjut tentang bagaimana orang yang mempunyai bahasa pertamanya bahasa Sunda dalam mengucapkan kata-kata dalam bahasa Inggris. Setelah mengadakan
wawancara dengan 30 responden, saya mendapatkan banyak informasi mengenai kesulitan pengucapan dalam bahasa Inggris. Umumnya mereka kesulitan dalam
mengucapkan suara-suara konsonan bahasa Inggris [f], [v], [ɵ], [ð], [t], [d], [z], [ʃ],
[ʒ], [ʧ] dan [ʤ]. Ada pula bunyi-bunyi vokal bahasa Inggris yang sulit diucapkan
oleh beberapa responden, yaitu [æ], [ə] dan [ɜ:].
Secara umum faktor-faktor penyebab kesulitan pengucapan bahasa Inggris adalah sebagai berikut:
• Perbedaan fonologi bahasa Inggris dan bahasa Sunda,
• Intensitas responden dalam menggunakan bahasa Sunda dalam
percakapan mereka sehari-hari
• Kebiasaan untuk mengucapkan bunyi-bunyi bahasa Inggris dengan
menggunakan bunyi-bunyi bahasa Sunda sebagai bahasa pertama mereka
• Kemampuan untuk belajar tiap-tiap orang yang dikenal dengan
istilah aptitude dalam psikolinguistik.
TABLE OF CONTENTS
11. [ʧ] sound . . . 34 CHAPTER FOUR: CONCLUSION . . . 39 BIBLIOGRAPHY . . . 45 APPENDICES:
Word List . . . 47 List of Data (Vowels) . . . 51 List of Data (Consonants) . . . 53
Are these the sheets you mean? // :* ði:z ðə ʃi:ts jʊ mi:n//
He packed his best jacket //hɪ pækt ɪz best 'ʤækət//
Come and look at the singing bird //kʌmən lʊk ət ðə sɪŋɪŋ bɜ:d// That’s very bad luck, Charles //ðæts 'verɪ bæd lʌk ʧ :lz //
His daughter wanted to shop in a department store //hɪz 'dɔ:tə* w ntɪd tʊ ʃ p ɪn ə dɪ'p :tmənt stɔ:*// The cook wouldn’t approve of Worcester sauce //ðə kʊk wʊdənt əprʊv əf 'wʊstə* sɔ:s//
Barbara was a very pretty bride //'b :brə wəz ə 'verɪ 'prɪtɪ braɪd// He didn’t mention a word about it //hɪ dɪdnt 'menʃn ə wɜ:d ə'baʊt ɪt// The teacher gave the class good marks //ðə 'ti:ʧə* geɪv ðə kl :s gʊd 'm :ks//
His partners feel confident when he delivers the speech //hɪz 'p :tnəz fɪl 'k nfɪdənt wen dɪ'lɪvəz ðə spi:ʧ//
Thirty thousand soldiers marched through the streets //'ɵɜ:tɪ ɵaʊznd 'səʊlʤəz m :ʧt ɵru: ðə stri:ts//
There are ten boys and eight girls in the class //ðeə rə ten bɔɪz ən eɪt gɜ:lz ɪn ðə kl :s// Ask the garage mechanic to measure the oil // :sk ðə gær :ʒ mɪ'kænɪk tə meʒə* ðɪ ɔɪl// Everybody enjoyed the joke except Chase //'evrɪˌb dɪ ɪn'ʤɔɪd ðə ʤəʊk ɪk'sept ʧeɪs// The passengers were injured badly
TABLE 1: VOWELS
Subjects i: ɪ e æ ə ɜ: ʌ : ɔ: ʊ u:
Individual Ability of
Subjects
1 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
2 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ 9
3 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
4 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
5 ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 10
6 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
7 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
8 ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 10
9 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
10 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
11 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ 9
12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
13 ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 10
15 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
16 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ 9
17 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ 9
18 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ 9
19 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
20 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
21 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
22 ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ 9
23 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
24 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
25 ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 10
26 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
27 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
28 ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11
29 ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 10
30 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 12
The number of Subjects who Pronounce the
English Sounds Correctly
TABLE 2: CONSONANTS
Subjects p b m w f v ɵ ð t d l n r s z ʃ ʒ ʧ ʤ j k g ŋ h
Individual Ability of Subjects
1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ 20
2 ✓ ✓ ✓ ✓ ✓ X X X X X ✓ ✓ ✓ ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ 16
3 ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X X X ✓ ✓ ✓ ✓ ✓ 18
4 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 24
5 ✓ ✓ ✓ ✓ X X X X X X ✓ ✓ ✓ ✓ ✓ X X X X ✓ ✓ ✓ ✓ ✓ 14
6 ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 20
7 ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 20
9 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 23
10 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 24
11 ✓ ✓ ✓ ✓ X X X X X X ✓ ✓ ✓ ✓ ✓ X X X X ✓ ✓ ✓ ✓ ✓ 14
12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 22
13 ✓ ✓ ✓ ✓ X X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 19
14 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 24
15 ✓ ✓ ✓ ✓ X X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 21
16 ✓ ✓ ✓ ✓ X X X X X X ✓ ✓ ✓ ✓ X X X X X ✓ ✓ ✓ ✓ ✓ 13
17 ✓ ✓ ✓ ✓ ✓ X X X X X ✓ ✓ ✓ ✓ X ✓ X X X ✓ ✓ ✓ ✓ ✓ 15
18 ✓ ✓ ✓ ✓ X X X X X X ✓ ✓ ✓ ✓ X X X X X ✓ ✓ ✓ ✓ ✓ 13
19 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 22
20 ✓ ✓ ✓ ✓ X X ✓ ✓ X X ✓ ✓ ✓ ✓ X ✓ ✓ X ✓ ✓ ✓ ✓ ✓ ✓ 18
21 ✓ ✓ ✓ ✓ X X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 23
22 ✓ ✓ ✓ ✓ X X X X X X ✓ ✓ ✓ ✓ X X X X X ✓ ✓ ✓ ✓ ✓ 13
23 ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 20
24 ✓ ✓ ✓ ✓ X X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 22
25 ✓ ✓ ✓ ✓ X X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 22
27 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 24
28 ✓ ✓ ✓ ✓ X X ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 19
29 ✓ ✓ ✓ ✓ X X X ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X X X ✓ ✓ ✓ ✓ ✓ 17
30 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ X ✓ X ✓ X ✓ ✓ ✓ ✓ ✓ 21
The number of
Subjects who Pronounce
the English Sounds Correctly
CHAPTER ONE
INTRODUCTION
Background of the Study
Language is one element of communication. We can understand what a speaker means through language. By the time English becomes an international language, much information and technology will be transferred in English. Since we are from a developing country, we have to try to learn English if we want to compete in this globalization era.
There are many aspects that must be noticed in learning English. One of them is phonology, the study of speech sounds. It is known that our country is multiethnical. Automatically, we have many different tribal languages. Therefore, in learning English pronunciation we will be influenced by our first language. From many tribal languages in our country, I choose Sundanese as my subject of research. The phenomenon makes me curious to analyze how far the Sundanese-speaking people first language’s influences them in learning English as a second language.
The title of my thesis is The Influence of the Sundanese Language on the English Pronunciation. The reason why I choose this topic is that I am
interested in pronunciation and I notice that most Sundanese people in my society have difficulties in pronouncing certain English sounds. Some of them realize it,
but they lack information and the people around them do not care about it. Therefore, I want to help them to solve their problem by giving explanation about it. Their problem also makes me want to find out the factors that influence Sundanese people to pronounce English sounds.
It is known that someone’s first languages may cause them to have difficulties in producing certain sounds of a foreign language they are learning. Some learners cannot even produce particular sounds. This makes me wonder whether the same thing happens to Sundanese people. And the other reason why I choose Sundanese people as the subject of my research is that I find many members of my family, friends and people around me face some difficulties due to the influence of the Sundanese language. I interviewed 30 Sundanese people who use Sundanese language as their first language for communicating with other people, at least in one situation (in their home or with their friends, etc).
The Sundanese people who become my subject of research have already finished high school or college students because I need people who have a similar or at least average formal educational knowledge of English. Hence, I can be sure that the inaccuracy occurs not because of their lack of knowledge, but because of negative transfer.
The significance of my topic is to give some information and tips that can help Sundanese people to pronounce the English sounds they find difficult. This information is important because if we do not pronounce the sounds correctly, the people we are talking to might not understand or even misinterpret our words.
Therefore, I hope that by comparing the English and Sundanese phonologies I can find out the difficulties and the factors that make Sundanese
people difficult to pronounce certain English sounds. I discover that those difficulties and the factors are related with their language background as Sundanese people as well as their knowledge about the Phonetics in English and Sundanese. Actually, some of the Sundanese people do not realize about their difficulties in producing certain English sounds. However, they do not know the factors that influence them to have difficulties in pronouncing certain English sounds. Therefore, I want to give some explanation about the English and Sundanese phonetics and phonology to make them know and aware of their problem. The problem arises from their language background, their environment or even their habit.
Before they can help themselves to minimize their mistakes and difficulties, learners have to know and understand the factors that influence them to encounter those difficulties. Later on, they can learn and do more practice to pronounce English sounds correctly.
The approach I use for my thesis is Phonology, which is one branch of pure linguistics. I choose this approach because in analyzing my data, I have to know how to produce particular sounds in words or sentences. In this case, I need to know the factors which influence them not only through phonology but also through psycholinguistics. In psycholinguistics we learn how someone’s first language influences their second language. Besides, there are some factors that influence someone in learning a second language.
Statement of the Problem
1. Which English sounds are pronounced incorrectly by Sundanese-speaking people?
2. What are the factors that influence Sundanese-speaking people in pronouncing some English sounds?
Purpose of the Study
1. To find out which sounds are pronounced incorrectly by the Sundanese-speaking people.
2. To find out the factors that influence Sundanese people in pronouncing the particular English sounds.
Methods of Research
The method of research is interview. First of all, I find cassettes of native speaker’s of British English and Sundanese which I use as the standard in evaluating my data. Then, I search a number of Sundanese people in my neighborhood to be interviewed. The Sundanese people who become my subject are high school graduates or college students. After that, I categorize the incorrect sounds that they pronounce then try to find the causes.
Finally, I categorize the sounds from the most to the least incorrectly pronounced.
Organization of the Thesis
This thesis consists of four chapters. Chapter One provides an Introduction to the subject matter in which it includes Background of the Study, Statement of the Problem, Purpose of the Study, Method of Research, and Organization of the Thesis. Chapter Two presents the Theoretical Framework, underlying the topic of the thesis. It contains some theories of Phonology and Psycholinguistics and explanation related to the data that I analyze. Chapter Three reports the research finding and its analysis. This chapter presents the result of the data analysis in order to answer the research questions. Chapter Four draws some conclusions from the previous chapter. This thesis is completed with Bibliography and Appendices.
CHAPTER FOUR
CONCLUSION
After analyzing the data in the previous chapter, I arrive at the following conclusions. In learning the second language (English), the Sundanese-speaking people who use Sundanese as their first language face many difficulties. One of the difficulties is how to pronounce the English sounds.
The English sounds are different from the Sundanese sounds. There are some sounds that are present in English sound system but absent in the Sundanese sound system. This phonological difference makes the Sundanese-speaking people face the difficulties when they must pronounce certain English sounds.
The Sundanese-speaking people usually replace the English sounds with the Sundanese sounds that have the similiarities from the place of articulation or the
manner of articulation. For example, for the [ð] sound the Sundanese-speaking
people usually replace the sound with the [d] sound in Sundanese, which has the
same place of articulation. Another example is in the [z] sound, the
speaking people replace this sound with the [s] sound which has the same place and
manner of articulation.
Their first language (Sundanese) which they often use when they have conversations gives a significant influence for the Sundanese-speaking people. The more often they use their first language (Sundanese) in their conversations, the more they find it difficult to pronounce the English sounds. This tendency occurs because the Sundanese-speaking people usually transfer their first language (Sundanese) into their second language (English). As a result, the negative transfer often occurs in Sundanese-speaking people pronounciation.
The English sounds that the Sundanese-speaking people find it difficult to pronounce are:
Vowel Sounds Consonant Sounds
[æ] [t] [v] [z] [ʤ]
[ɜ:] [d] [Τ] [ʃ] [ʧ]
[ə] [f] [ð] [ʒ]
The vowels and the consonants sounds that Sundanese-speaking people find
difficult to pronounce are the sounds that Sundanese does not have, except the [ə]
sound. Although Sundanese has the [ə] sound, there are a number of
speaking people who cannot pronounce this sound. This difficulty occurs because the aptitude of the Sundanese-speaking people are different from one another.
Aptitude is innate as we naturally have it, but we cannot learn to improve it. We can see other difficulties that influence them because of the aptitude of the
Sundanese-speaking people in pronouncing the [f] sound. The Sundanese-speaking
people know and realize that they must produce that sound, but their abilities in
learning this sound are insufficient. Consequently, they fail to pronounce the [f]
sound correctly.
On the other hand, the Sundanese-speaking people can pronounce the English sounds correctly. They can pronounce the English sounds that Sundanese also have, like the sounds:
Vowels : [e], [ə], [ɒ]
Consonants : [p], [b], [m], [w], [t], [d], [l], [n], [r], [s], [j], [k], [g], [ŋ], [h].
They transfer the sounds in their first language (Sundanese) to the sounds in their second language (English). In this case the positive transfer occurs. There are a number of the Sundanese-speaking people who can pronounce certain English sounds
that are absent in the Sundanese sound system, such as [æ], [ɜ:], [Τ], [ð], [ʃ], [ʒ], [ʤ]
and [ʧ] sounds. Besides aptitude, Sundanese-speaking people’s personality
influences them to pronounce the English sounds correctly.
The Sundanese-speaking people who are extrovert have more advantages because they are more active than the introvert ones in using oral communication with others. It helps them to practice English more than the introvert ones. Consequently, the more often Sundanese-speaking people use English, the possibility to pronounce the English sounds correctly is more likely than the Sundanese-speaking people who are introvert.
On the other hand, there are a number of Sundanese-speaking people who can
produce the [f], [v] and [z] sounds. In the beginning, Sundanese did not have those
sounds but in its development Sundanese faces assimilation processes and it makes
Sundanese-speaking people able to produce those sounds. For the [v] and [z] sounds,
Sundanese-speaking people usually pronounce those sounds as [f] and [s]. It happens
because they are influenced by the other first language, namely Indonesian.
It is known that in Indonesia a lot of people have two first languages, those are Indonesian as a national language and a tribal language. In this case, the tribal language of the Sundanese-speaking people is Sundanese. The Sundanese-speaking people who are influenced by Indonesian language in their English pronunciation are the Sundanese-speaking people who often use Indonesian language in their conversation. As a result, they usually replace the English sounds with the sounds in Indonesian language.
The other reason that makes the Sundanese people find difficulties in pronouncing some English sounds is their society. Their society or their language
environment that usually use Sundanese automatically makes the Sundanese-speaking people hear and use their first language (Sundanese). Their intensity to hear and use their first language (Sundanese) makes them familiar with the Sundanese sounds and it makes them difficult to pronounce the English sounds.
We can see the factors that influence Sundanese-speaking people to pronounce the English sounds include the influence of their first language (Sundanese), their aptitude in learning certain sounds, their personality, the Indonesian language and their society.
With those factors the Sundanese-speaking people can minimize their difficulties. They can learn the English phonology and do more practices to pronounce the English sounds. They need continuity to learn the English phonology and master it. It does not mean that they must leave their first language behind. In this case, learning and practicing English phonology can make Sundanese-speaking people able to distinguish the English sounds from their first language. As a result, they can minimize the negative transfer in their English pronunciation.
Besides that, the Sundanese-speaking people need motivation to do more practices in learning the English sounds. With the bigger motivation the Sundanese-speaking people will not give up when they find the difficulties in the learning process. Moreover, with a bigger motivation, the Sundanese-speaking people tend to succeed compared to the people who do not.
The Sundanese-speaking people can choose their learning style in learning the English pronunciation. For those who are familiar with the audio learning style, they can learn by listening to cassettes about English pronunciation or English songs
containing English sounds. Besides, for those who are at ease with the visual learning style they can learn by reading the English phonology or reading books, newspapers, magazines, etc in English. By knowing the most suitable learning style for themselves, they can easily learn the second language (English).
BIBLIOGRAPHY
References:
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