All of data findings from all treatments would be concerned to analyze the errors of English speech sounds spoken by participants as the effect of their Blitar Javanese accent involvement. The researcher will focus on the par- ticular words that have speech sounds of [b], [d], and [ð] within conversation, text, and words list; focusing on audio output and the way how the participants speak the sounds (by watching the video output).
The audio of reading paragraphs would be concerned into certain mispronouncing words then it would be transcribed into phonetics symbols to see the differences between Blitar Javanese speech sounds and English re- ceived speech sounds in detail.
All outputs from all participants were transcribed through three steps of transcriptions which were transcrip- tion to sentences/words, transcription to English received phonetics symbols based on Oxford Dictionary, and the last transcription to the errors phonetics symbols as the effect of Blitar Javanese accent.
FINDINGS AND DISCUSSION A. Findings
Error Identification and Description
From the finding, it can be found that there are findings on errors identification that occurs on three tasks given; free conversation, reading text, and reading list of words, in case of sounds production [b], [d] and [ð].
Here some brief sample of errors production through three classified treatments:
(a) Free conversation
Transcription:
“emm.. actually I have a hobby playing chess but aa.. it now I don’t I don’t I don’t em.. yes I don’t practice that so a.. I don’t know a.. what I.. I can I can.. I can play the chess again I don’t know.”
Received phonetics transcrition:
“emm.. /ˈaktjʊəli/ /aɪ/ /hav/ /ə/ /ˈhɒbi/ /pleɪŋ/ /tʃes/ /bʌt/ aa.. /ɪt/ /naʊ/ /aɪ/
/dəʊ nt/ /aɪ/ /dəʊ nt/ /aɪ/ /dəʊ nt/ em.. /yes/ /aɪ/ /dəʊ nt/ /ˈpraktɪs/ /ðæt/ /səʊ/ a..
/aɪ/ /dəʊ nt/ /nəʊ/ a.. /wɒt/ /aɪ/.. /aɪ/ /kən/ /aɪ/ /kən/.. /aɪ/ /kən/ /pleɪ/ /ðə/ /tʃes/ / əˈgeɪn/ /aɪ/ /dəʊ nt/ /nəʊ/.”
• Errors transcription:
“emm.. /ˈaktʃʊəli/ /aɪ/ /hav/ /ə/ /ˈhɒbi/ /pleɪŋ/ /tʃes/ /bhʌt/ aa.. /ɪt/ /naʊ/ /aɪ/
/dəʊ nt/ /aɪ/ /dhəʊnt/ /aɪ/ /dhəʊnt/ em.. /yes/ /aɪ/ /dhəʊnt/ /ˈpraktɪs/ /ðet/ /səʊ/
a.. /aɪ/ /dhəʊnt/ /nəʊ/ a.. /whot/ /aɪ/.. /aɪ/ /kən/ /aɪ/ /kən/.. /aɪ/ /kən/ /pleɪ/ /də/
/tʃes/ / əˈgeɪn/ /aɪ/ /dəʊ nt/ /nəʊ/.”
(Italic : fellar) (blue: received English phonetic symbols) (Underlined : pointed words) (red: error phonetics symbols)
[b] : but → /bʌt/ (English) → /bhʌt/ (Blitar Javanese) [d] : don’t → /dəʊnt/ (English) → /dhəʊnt/ (Blitar Javanese) [ð] : the → /ðə/ (English) → /də/ (Blitar Javanese)
(b) Reading text
• Text:
“It's not easy to reconcile this with the young Goss, who was anything but Sinatra-ish, but the point is: for a former boyband star, he's certainly doing well.
• Received phonetics transcription:
“It's not easy to reconcile /ðɪs/with /ðə/ young Goss, who was /ˈenɪθɪŋ/ /bʌt/ Sinatra-ish, /bʌt/ /ðə/ point is: for a former /bɔɪband/ star, he's certainly /ˈduːɪŋ/ well.”
• Errors transcription:
“It's not easy to reconcile /ðɪs/with /də/ young Goss, who was /ˈenɪθɪŋ/ /bʌt/ Sinatra-ish, /bhʌt/ /ndə/ point is: for a former /bhɔɪbhand/ star, he's certainly/ˈdhɒːɪŋ/ well.”
(Italic : fellar) (blue: received English phonetic symbols) (Underlined : pointed words) (red: error phonetics symbols)
[b] : but → /bʌt/ (English) →/bhʌt/ (Blitar Javanese) boyband → /bɔɪband/ (English) → /bhɔɪbhand/ (Blitar Javanese) [d] : doing → /ˈduːɪŋ/ (English) → /ˈdhɒːɪŋ/ (Blitar Javanese) [ð] : the → /ðə/ (English) → /də/ (Blitar Javanese) (c) Reading list of words
Table 1. Sample of [b] production in reading English words
Table 2. Sample of [d] production in reading English words
Table 3. Sample of [ð] production in reading English words
Position of [b] in word Word English Blitar Javanese
beginning (one syllable) Blue /bluː/ /bhluː/
beginning stop (one syllable) Base /beɪs/ /bheɪs/
beginning (more than one syllable) brochure /ˈbrəʊʃə(r)/ /ˈbhrəʊʃə(r)/
middle Zombie /ˈzɒmbi/ /ˈzɒmbhi/
middle stop bombastic /bɒmˈbæstɪk/ /ˈbhrəʊʃə(r)/
end Club /klʌb/ /kleb/
Position of [d] in word Word English Blitar Javanese
beginning (one syllable) Do /duː/ /dhuː/
beginning stop (one syllable) Disk /dɪsk/ /dhɪs/
beginning (more than one syllable) Disagree /dɪsəˈgriː/ /dhɪsəˈgriː/
middle degradation /ˌdegrəˈdeɪʃn/ /ˌdhegrəˈdheʃn/
middle stop Sending /sendɪŋ/ /sendhɪŋ/
end Bold /bəʊld/ /bəʊld/
Position of [ð] in word Word English Blitar Javanese
beginning (one syllable) they /ðeɪ/ /deɪ/
beginning stop (one syllable) them /ðəm/ /ndəm/
beginning (more than one syllable) - - -
middle - - -
middle stop together /təˈgeðə(r)/ /təˈgedər/
end wreathe /riːð/ /wrəd/
In number, frequency of errors briefly can be seen through table below.
Table 4. Frequency of errors production on all treatments
In conversation session, they were more likely to be not fluent in speaking English production because they were accustomed to practice English pronunciation frequently. Still the errors can be produced even though the var- iation of errors is not as many as compared to the other two treatments. Each participant had different number of words productions in conversation, so each participant had different number of errors production. This was also affected on how often the selected accent was applied on speech sounds of [b], [d], and [ð], so it affects the result of errors.
Table 5. Frequency of errors production on free conversation
In the third treatment, which was reading text, the focus was only on words having [b], [d], or [ð] speech sounds. Although there were errors occurring on other words, those were ignored and were not analyzed. The fre- quency of errors on reading paragraph can be seen on the table below.
Table 6. Frequency of errors production on reading text
In the third task, which was reading a list of words, speech sounds [b], [d], or [ð] in each word were possi- bly placed in the beginning, middle, or end of each word. There were found more errors because all of words were set to have those requested speech sounds. In this part, the errors quantity comparison among participants can be calculated accurately because all participants must read the same number of words; 210 words.
Table 7. Frequency of errors production on reading list of words Participant
Received Errors (%) Errors Received Errors (%) Errors Received Errors (%) Errors
Participant 1 15 10 66.7 % 482 138 28.6 % 210 157 74.8 %
Participant 2 18 1 5.6 % 482 131 27.2 % 210 118 56.2 %
Participant 3 22 2 9.1 % 482 104 21.6 % 210 134 63.8 %
Participant 4 8 7 87.5 % 482 133 27.6 % 210 134 63. 8 %
Participant 5 18 6 33.3 % 482 122 25.3 % 210 113 53.8 %
Participant [b] [d] [ð]
Received Errors (%) Errors Received Errors (%) Errors Received Errors (%) Errors
Participant 1 83.3 % 57.1 % 50 %
Participant 2 0 14. 3 % 0
Participant 3 7.7 % 12.5 % 0
Participant 4 100 % 83.3 % 0
Participant 5 66.7 % 0 0
Reading text
Participant [b] [ð]
Received Errors (%) Errors Received Errors (%) Errors Received Errors (%) Errors
Participant 1 74.6 % 196 20.9 % 100 64.1 %
Participant 2 43.8 % 196 12.2 % 32.1 %
Participant 3 26.2 % 196 8.2 % 34.6 %
Participant 4 53.1 % 196 14.8 % 22.4 %
Participant 5 59.2 % 196 16.3 % 8.3 %
Participant [b] [d] [ð]
Received Errors (%) Errors Received Errors (%) Errors Received Errors (%) Errors
Participant 1 82.8 % 53.5 % 41.7 %
Participant 2 58.2 % 45.3 % 33.3 %
Participant 3 64.8 % 52.3 % 41.7 %
Participant 4 68 % 50 % 33.3 %
Participant 5 53.3 % 50 % 20.8 %
110
Each participant applied the accent in different target of performance even though all of participants drew similar outputs on the errors as general. Through those three tasks, errors can be seen clearly in series though every partici- pant shows various quantities of errors.
The errors were analyzed through contrasting the received phonetics symbols that has been
acknowledged universally with the phonetics symbols after those are transcribed into written symbols.