CHAPTHER IV FINDING AND DISCUSSION
B. Discussion
After identifying and analyzing the phonological deviation of students in pronouncing English words, specifically on two types of sounds namely dental [θ and ð] and palato alveolar [ʒ]. The researcher explains the findings have been investigated in this section to answer research questions.
a) Pronounciation of [θ]
There are 10 English words that consist of a starting, middle and final position. In the pronunciation of [θ] there are four deviations arise, namely [t], [th], [d], [s]. in the initial position there are four words, first on the word "Thursday" in this word out of 24 students there are 69% of students who make deviations. disturbance that occurs is pronunciation deviation, is changes (θ - t), standard phonetic transcription /θз: rzdeι/
experiencing deviation to /te : rzdeι/. secondly on the word "thigh" in this word out of 24 students there were 12% of students who committed irregularities. disturbance that occurs is pronunciation deviation namely change (θ - t), standard phonetic transcription /θai/ experiencing deviation /tai /. the third in the word "think" in this word out of 24 students there are 8% of students who commit irregularities. Disturbances that occur are pronunciation deviation is changes (θ – th), standard phonetic transcription /θo:t/ experiencing deviation /tho:t/. and the last in the word "theme" there are two deviations that occur, namely (θ - d) there are 8% of students who make this deviation and (θ - t) there are 8% who do this deviation, phonetic transcription standards /θi:m/ deviations from experience of being /di:m/ and becoming /ti:m/.
39
In the middle position there are 3 words. the first is the word
"monthly" in this word out of 24 students there are 45% of students who commit irregularities. Disturbances that occur are pronunciation deviations namely changes (θ - s), standard phonetic transcription /mΛnθli/
experiencing deviations /mΛnsli/. the second in the word "birthday" in this word there are 8% of students who commit irregularities. Interference that occurs is pronunciation deviation is change (θ - s), standard phonetic transcription /bз:rθdeι/ experiencing deviation /bз:sdeι/. and the last word
"breathless" in this word there are 50% of students who commit deviations. Disturbances that occur are pronunciation deviation is changes (θ - t), standard phonetic transcription /breθləs/ experiencing deviation /bretləs/.
In the final position there are 3 words. the first is the word "health"
in this word there are 54% of students who commit deviations.
Disturbances that occur are pronunciation deviations namely changes (θ - t), standard phonetic transcription /helθ/ experiencing deviation /helt/.
the second to the word "worth" in this word there are 33% of students who commit irregularities. Disturbances that occur are pronunciation deviation is changes (θ – th), standard phonetic transcription /wз:rθ/ experiencing deviation /wз:rth/. and finally the word "month" in this word is 21% of students who commit irregularities. Disturbances that occur are pronunciation deviation is changes (θ - t), standard phonetic transcription /mΛnθ/ experiencing deviation /mΛnt/.
b) Pronounciation of [ð]
There are 10 words in English that consists in the position of beginning, middle and final. In the pronunciation of [ ð ] there are two deviations arise, namely [t], [d] . In the initial position there are four words, the first in the word "they" in this word from 24 students there are 25% of students who make a deviation. the disturbance is pronunciation deviation, is changes (ð - d), standard phonetic transcription /ðeι/
experiencing deviation to /deι/. The second in the word "there" in this word out of 24 students there are 33% of students who make deviations.
disturbance that occurs is the deviation of pronunciation, is changes (ð - d), standard phonetic transcription /ðər/ experiencing deviation to /dər/.
The third in the word " them " in this word out of 24 students there are 29
% of students who make deviations. the disturbance that occurs is pronunciation deviation, is changes (ð - d), standard phonetic transcription /ðəm/ experiencing deviation to /dəm/ . And finally in the word "though"
there are 12% of students who commit irregularities. disturbance that occurs is pronunciation deviation, is changes (ð - t) standard phonetic transcription /ðou/ deviations to /tou/.
In the middle position stolen from 3 words, the first in the word
"Bother" in this word there are 38% of students who make deviations.
disturbance that occurs is the pronunciation deviation, is changes (ð - d), standard phonetic transcription /ba:ðər/ experiencing deviation to /ba:dər/.
The second in the word "although" there are 46% of students who commit
41
deviations. the disturbance that occurs is pronunciation deviation, is changes (ð - d), standard phonetic transcription /o:lðəu/ experiencing deviation to /o:ldəu/. And the last word "worthy" in this word there are 8% of students who commit deviations. the disturbance is pronunciation deviation, is changes (ð - t), standard phonetic transcription /wз:ðι/
experiencing deviation to /wз:tι/.
In the final position, there are two words. The first word "Breathe"
in this word there are 8% of students who make deviations. disturbance that occurs is the pronunciation deviation, is changes (ð - t), standard phonetic transcription /bri:ð/ experiencing deviation to /bri:t/. The second word ―bathe‖ in this word there are 33% of students who make deviations.
Disturbance occurs is proninciation deviation, is changes (ð – t), standard phonetic transcription /beιð/ experiencing deviation to /bet/.
c) Pronounciation of [ʒ]
There are 8 English words consisting of starting, middle and end position. In the pronunciation of the pronunciation of [ ʒ ] six deviations appear, namely [z], [s], [j], [], [d], [g]. In the initial position there is one word, namely "Genre" in the word there are no deviations made by the self. The first (ʒ - d ʒ) in this deviation there are 42% of students who should mention standard phonetic transcription /ʒa: nrə/ change to /dʒз:
nrə/ , the second (ʒ - g) in this deviation there are 4 % students which should mention standard phonetic transcription /ʒa:nrə/ change to /gз:nrə/ ,
the last (ʒ - j) on this deviation there are 50 % students who should mention standard phonetic transcription /ʒa:nrə/ change to /jз:nrə/.
In the middle position there are four words, the first word
"conclusion" there are two deviations that occur, namely (ʒ - z) there are 42 % of students who make this deviation and (ʒ - s) there are 8% who make this deviation, transcription standards phonetic /kəŋklu: ʒn/
deviations from experience to /kəŋklu: zhən/ and become /kəŋklu:sion/.
The second word is "unusual" in this word there are 50 % of students who make deviations. disturbance that occurs is pronunciation deviation, is changes (ʒ - ∫), standard phonetic transcription /Λnju:ʒəl/ experiencing deviation to /Λnju: ∫əl/. The third word is "measure" there are two deviations that occur, namely (ʒ - z) there are 25 % of students who make these deviations and (ʒ - s) there are 17 % who make these deviations, phonetic transcription standards /meʒər/ deviations the experience of being /mezər/ and being /mesər/. And the last word "treasure" there are two deviations that occur, namely (ʒ - z) there are 17 % of students who make these deviations and (ʒ - s) there are 30 % who do this deviation, phonetic transcription standard /treʒər/ experience of being /trezər/ and becoming /tres ər/.
In the final position there are two words, the first "garage" in this word there are 38 % of students who make deviations. disturbance that occurs is the pronunciation deviation, is changes (ʒ - dʒ), standard phonetic transcription /gəra:ʒ/ experiencing deviation to /gəra: dʒ/. and the
43
second word is "prestige" in this word there are 30% of students who commit deviations. disturbance that occurs is pronunciation deviation, is changes (ʒ - s), standard phonetic transcription /prestige:ʒ/ experiencing deviation to /prestige:s/.
Based on the findings of the research, researcher found that the main factor that causes iof the emergence of deviation is interlingual factor. This type of interference is the result of negative transfer of the L1 rules to the L2 system. This is supported by the theory put forward by Lott as cited in Utami (2017) that the emphasizes negative interference from mother tongue as the only source of error, the type of error results from the negative transfer of the first language rules for the target language system.
Thus, the first language interferences always play a role in the acquisition of a second language. The interference occurred not because it was intentional by students, but their habit of using the second language in their daily environment, thus affects when they speak English which is not their daily language. This proves that the use of English is still rarely used by students.
In addition, based on the results of interviews conducted by researcher, the problem of students in pronouncing English is caused by a lack of students' knowledge of phonology, less practice in pronouncing English words, the difficulty in recognizing phonetic symbols and limited vocabulary of the target language mastered by students.
44 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on findings and discussion in the previous chapter, the research concluded that:
1. The students made phonological errors in all of the pronunciation of the three English consonantal sounds being observed in this study.
Additionally, the phonological errors could be found in all three positions of occurrences. The students made twelve deviations in all.
The twelve found of deviation included the replacement of [θ] with [t], [d], [th], [s], and the deletion of [θ], the replacement of [ð] with [d], [t], and the replacement of [ʒ] with [s], [z], [j], [g], [∫], and [dʒ].
2. There are 3 Factors that cause the deviation . It was found that there were 60% students do not know the phonetic symbol of the words because they just learned it. Around a quarter numbers of students (25%) less practice so stiff in pronouncing English words. The last, 10% students answered that the pronunciation of the words is not difficult or not easy.
B. Suggestions
Based on the conclusion above, the researcher would like to give the following suggestions for:
45
1. The lecturer of English in teaching pronunciation must give students more practice in English pronunciation, explain and give students understanding how to use the phonetic symbols. They can help the students to reduce the mispronouncing when they produce English sounds.
2. The students of First Semester need more practice pronunciation in English, understanding how to use phonetic symbols and increase knowledge of English vocabulary.
3. For the next researcher can use this thesis as an additional reference in their research.
BIBLIOGRAPHY
Almadita, Sapti Putri. 2019. The Purposes of Using Phonological Deviation in Nicki Minaj’s Songs. Thesis.
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Ary, D., Jacobs, L/ C., & Razavieh, A. 2002. Introduction to research in education (6th ed.). New York: Wordsworth Thomson Learning.
Ba‘dulu, Muis. -. Introduction to Linguistics. Makassar: Badan Penerbit UNM.
Browman, M. 2005. A Constructive Analysis of English and Tahi and Its Practical Applications for Teaching English Pronunciation. English Teacher Journal, 4(1), 40-52
Fauzi, Fakhri. 2014. Error Analysis of Sundanese English Pronunciation on Fricatives Sound.
Geoffrey S. Nathan, Phonology: A Cognitive Grammar Introduction. John Benjamins. 2008.
Gleason, H.A. 1961. An Introduction to Descriptive Linguistic. New York: Holt, Renehart and Winston.
Http://www.sabah.edu.my/smkbft2/phonology.html Tuesday, 11th March, 2013.
John Kingston, "The Phonetics-Phonology Interface." The Cambridge Handbook of Phonology, ed. by Paul de Lacy. Cambridge University Press, 2007 Lanteigne, B. 2006. Common, Persistent Errors in English by Brazilian
Portuguese Speakers. TEFL Web Journal, 4(1). Retrieved August 21, 2006, from http://www.teflweb-j.org/v4nl/Brazilians.pd.
Larry M, Hyman, phnology: Theory and Analysis. New York: Holt, Renehart &
winston, 1975. Pp. xiii+268.
Moleong J, Lexy. 2012. Metodologi Penelitian Kuantitatif. Bandung: Remaja Posdakarya.
Odden, D. 2006. Introducing Phonology. Cambridge: Cambridge University Press.
47
Prator, C., & Robinett, B. 1972. Manual of American English Pronunciation (3rd ed.). New York: Holt, Reinehart and Winston.
Richards, J., Platt, J., & Weber, H. 1992. Longman Dictionary of Applied Linguistics. Essex: Longman.
Robert Ladd. International Phonology Second Edition. United States of America: Cambridge University Press. 2008.
Simarmata, D., and Pardade, H. 2018. Error Analysis of Students’Pronunciation in Pronouncing English Vowels And Consonants.
Sugiyono. 2013. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung : Alfabeta.
Utami, D. H. 2017. The Phonological Interference of Students’ Frist Language in Pronouncing English Sound. Makassar: State University of Makassar.
Vernick, J., and Nesgoda, J. 1980. American English Sounds and Spellings for Beginning ESL Students. Pittsburgh: University of Pittsburgh Press.
-. 2003. Oxford Learner‘s Pocket Dictionary (3rd ed). New York: Oxford University Press.
A P P E N D I C E
S
Appendix A Instrument Text in Pronounce English Words sound [θ]
Positions Words
Initial
Thursday thigh thought theme
Middle
Monthly birthday breathless
Final
Health worth month sound [ð]
Positions Words
Initial
They there them though
Middle
Bother although worthy
Final
Breathe Bathe
sound [ʒ]
Positions Words
Initial
Genre
Middle
Conclusion Unusual Measure Treasure
Final
Garage Prestige
Appendix B
Key Answer of Instrument Test in Pronounce Englis Words Students 5
The Deviation of the sound [θ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
Thursday thigh thought theme
[θз:rzdeι]
[θai]
[θo:t]
[θi:m]
[te:rzdeι]
[tai]
√ [di:m]
Middle
Monthly birthday breathless
[mΛnθli]
[bз:rθdeι]
[breθləs]
[mΛnsli]
[bз:sdeι]
[bretləs]
Final
Health worth month
[helθ]
[wз:rθ]
[mΛnθ]
[helt]
√ [mΛnt]
The Deviation of the sound [ð]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
They there them though
[ðeι]
[ðər]
[ðəm]
[ðou]
[deι]
[dər]
√ [dou]
Middle
Bother although worthy
[ba:ðər]
[o:lðəu]
[wз:ðι]
√ [o:ldəu]
[wз:tι]
Final
Breathe Bathe
[bri:ð]
[beιð]
√
√
The Deviation of the sound [ʒ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation Initial Genre [ʒa:nrə] [je:nrə]
Middle
Conclusion Unusual Measure Treasure
[kəŋklu:ʒn]
[Λnju:ʒəl]
[meʒər]
[treʒər]
[kəŋklu:zhən]
√ [mezər]
[trezər]
Final
Garage Prestige
[gəra:ʒ]
[presti:ʒ]
√
[presti:s]
Student 10
The Deviation of the sound [θ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
Thursday thigh thought theme
[θз:rzdeι]
[θai]
[θo:t]
[θi:m]
√ [tai]
[tho:t]
[di:m]
Middle
Monthly birthday breathless
[mΛnθli]
[bз:rθdeι]
[breθləs]
[mΛnsli]
√ [bretləs]
Final
Health worth month
[helθ]
[wз:rθ]
[mΛnθ]
√ [wз:rth] [mΛnt]
The Deviation of the sound [ð]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
They there them though
[ðeι]
[ðər]
[ðəm]
[ðou]
√ [dər]
[dəm]
[dou]
Middle
Bother although worthy
[ba:ðər]
[o:lðəu]
[wз:ðι]
[ba:dər]
√ [wз:tι]
Final
Breathe Bathe
[bri:ð]
[beιð]
[bri:t]
[bet]
The Deviation of the sound [ʒ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation Initial Genre [ʒa:nrə] [je:nrə]
Middle
Conclusion Unusual Measure Treasure
[kəŋklu:ʒn]
[Λnju:ʒəl]
[meʒər]
[treʒər]
[kəŋklu:sion]
√ [mesər]
[tresər]
Final
Garage Prestige
[gəra:ʒ]
[presti:ʒ]
[gəra:dʒ]
[presti:s]
Students 13
The Deviation of the sound [θ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
Thursday thigh thought theme
[θз:rzdeι]
[θai]
[θo:t]
[θi:m]
√ [tai]
[tho:t]
[ti:m]
Middle
Monthly birthday breathless
[mΛnθli]
[bз:rθdeι]
[breθləs]
[mΛnsli]
√ [bretləs]
Final
Health worth month
[helθ]
[wз:rθ]
[mΛnθ]
[helt]
[wз:rth]
√
The Deviation of the sound [ð]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
They there them though
[ðeι]
[ðər]
[ðəm]
[ðou]
[deι]
√ [dəm]
[dou]
Middle
Bother although worthy
[ba:ðər]
[o:lðəu]
[wз:ðι]
[ba:dər]
√ [wз:tι]
Final
Breathe Bathe
[bri:ð]
[beιð]
√ [bet]
The Deviation of the sound [ʒ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation Initial Genre [ʒa:nrə] [ge:nrə]
Middle
Conclusion Unusual Measure Treasure
[kəŋklu:ʒn]
[Λnju:ʒəl]
[meʒər]
[treʒər]
√
[Λnju:∫əl]
√ [trezər]
Final
Garage Prestige
[gəra:ʒ]
[presti:ʒ]
√
[presti:s]
Student 17
The Deviation of the sound [θ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
Thursday thigh thought theme
[θз:rzdeι]
[θai]
[θo:t]
[θi:m]
[te:rzdeι]
[tai]
[tho:t]
√
Middle
Monthly birthday breathless
[mΛnθli]
[bз:rθdeι]
[breθləs]
[mΛnsli]
√ [bretləs]
Final
Health worth month
[helθ]
[wз:rθ]
[mΛnθ]
[helt]
[wз:rth]
√
The Deviation of the sound [ð]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
They there them though
[ðeι]
[ðər]
[ðəm]
[ðou]
[deι]
[dər]
[dəm]
√
Middle
Bother although worthy
[ba:ðər]
[o:lðəu]
[wз:ðι]
[ba:dər]
√ [wз:tι]
Final
Breathe Bathe
[bri:ð]
[beιð]
√ [bet]
The Deviation of the sound [ʒ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation Initial Genre [ʒa:nrə] [dʒe:nrə]
Middle
Conclusion Unusual Measure Treasure
[kəŋklu:ʒn]
[Λnju:ʒəl]
[meʒər]
[treʒər]
√
[Λnju:∫əl]
[mezər]
[trezər]
Final
Garage Prestige
[gəra:ʒ]
[presti:ʒ]
[gəra:dʒ]
√
Student 22
The Deviation of the sound [θ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
Thursday thigh thought theme
[θз:rzdeι]
[θai]
[θo:t]
[θi:m]
[te:rzdeι]
[tai]
√ [ti:m]
Middle
Monthly birthday breathless
[mΛnθli]
[bз:rθdeι]
[breθləs]
√
√ [bretləs]
Final
Health worth month
[helθ]
[wз:rθ]
[mΛnθ]
[helt]
√ [mΛnt]
The Deviation of the sound [ð]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Initial
They there them though
[ðeι]
[ðər]
[ðəm]
[ðou]
√
√ [dəm]
[dou]
Middle
Bother although worthy
[ba:ðər]
[o:lðəu]
[wз:ðι]
√ [o:ldəu]
[wз:tι]
Final
Breathe Bathe
[bri:ð]
[beιð]
[bri:t]
√
The Deviation of the sound [ʒ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation Initial Genre [ʒa:nrə] [dʒe:nrə]
Middle
Conclusion Unusual Measure Treasure
[kəŋklu:ʒn]
[Λnju:ʒəl]
[meʒər]
[treʒər]
[kəŋklu:sion]
√
√ [trezər]
Final
Garage Prestige
[gəra:ʒ]
[presti:ʒ]
[gəra:dʒ]
[presti:s]
Appendix C Results of students pronouncation
The Deviation of the sound [θ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Deviation
% of Errors
Initial
Thursday thigh thought theme
[θз:rzdeι]
[θai]
[θo:t]
[θi:m]
[te:rzdeι]
[tai]
[tho:t]
[di:m]
[ti:m]
[θ → t]
[θ → t]
[θ → th] [θ → d]
[θ → t]
69 % 12 % 8 % 8 % 8 %
Middle
monthly birthday breathless
[mΛnθli]
[bз:rθdeι]
[breθləs]
[mΛnsli]
[bз:sdeι]
[bretləs]
[θ → s]
[θ → s]
[θ → t]
45 % 8 % 50 %
Final
Health worth month
[helθ]
[wз:rθ]
[mΛnθ]
[helt]
[wз:rth] [mΛnt]
[θ → t]
[θ → th] [θ → t]
54 % 33 % 21%
The Deviation of the sound [ð]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Deviation
% of Errors
Initial
They there them though
[ðeι]
[ðər]
[ðəm]
[ðou]
[deι]
[dər]
[dəm]
[dou]
[ð → d]
[ð → d]
[ð → d]
[ð → d]
25 % 33 % 29 % 12 %
Middle
Bother although worthy
[ba:ðər]
[o:lðəu]
[wз:ðι]
[ba:dər]
[o:ldəu]
[wз:tι]
[ð → d]
[ð → d]
[ð → t]
38 % 46 % 8 %
Final
Breathe Bathe
[bri:ð]
[beιð]
[bri:t]
[bet]
[ð → t]
[ð → t]
8 % 33 %
The Deviation of the sound [ʒ]
Positions Words
Standard Phonetic Transcription
Students‘
Actual Pronunciation
Deviation
% of Errors
Initial
Genre [ʒa:nrə]
[ʒa:nrə]
[ʒa:nrə]
[dʒз:nrə]
[gз:nrə]
[jз:nrə]
[ʒ → dʒ]
[ʒ → g]
[ʒ → j]
42 % 8 % 50 %
Middle
Conclusion
Unusual Measure
Treasure
[kəŋklu:ʒn]
[Λnju:ʒəl]
[meʒər]
[treʒər]
[kəŋklu:zhən]
[kəŋklu:sion]
[Λnju:∫əl]
[mezər]
[mesər]
[trezər]
[tresər]
[ʒ → z]
[ʒ → s]
[ʒ → ∫]
[ʒ → z]
[ʒ → s]
[ʒ → z]
[ʒ → s]
42 % 17 % 50 % 25 % 17 % 17 % 30 %
Final
Garage Prestige
[gəra:ʒ]
[presti:ʒ]
[gəra:dʒ]
[presti:s]
[ʒ → dʒ]
[ʒ → s]
38 % 30 %
Appendix D Instrument of Interview
Semi-Structure Interview
1. Do you know to pronounce this words?
2. Why do you think you produce phonological deviation on that word?
APPENDIX E Result of Interview
Student 1
Interviewer : Bahasa apa yang dominan Anda gunakan dalam percakapan sehari-hari?
Student : menggunakan bahasa Indonesia
Interviewer : Seberapa sering Anda menggunakan bahasa inggris?
Student : jarang sekali menggunakan bahasa inggris
Interviewer : apakah anda tahu cara mengucapkan kata-kata tersebut?
Student : iya tahu
Interviewer : setelah saya menganalisis hasil dari rekaman kemarin, saya menemukan beberapa penyimpangan yang terjadi dibeberapa kata. Apakah adan menyadari hal tersebut ?
Student : iya
Interviewer : mengapa anda pikir anda menghasilkan penyimpangan fonologis pada kata tersebut?
Student : karena ada beberapa kata, saya tidak mengetahui simbol phoneticnya.
Interviewer : Apakah anda mengetahui cara menggunakan kamus dengan simbol-simbol fonetik?
Student : saya masih kurang paham
Interviewer : Apakah anda dapat membaca kata dengan simbol fonetik dental dan palato alveolar?
Student : Tidak terlalu
Interviewer : Ok dek, Terimakasih atas waktunya.
Student 7
Interviewer : Bahasa apa yang dominan Anda gunakan dalam percakapan sehari-hari?
Student : menggunakan bahasa Indonesia
Interviewer : Seberapa sering Anda menggunakan bahasa inggris?
Student : katika berada di dalam kelas
Interviewer : apakah anda tahu cara mengucapkan kata-kata tersebut?
Student : ada beberapa kata yang saya tidak tahu.
Interviewer : setelah saya menganalisis hasil dari rekaman kemarin, saya menemukan beberapa penyimpangan yang terjadi dibeberapa kata. Apakah adan menyadari hal tersebut ?
Student : iya
Interviewer : mengapa anda pikir anda menghasilkan penyimpangan fonologis pada kata tersebut?
Student : saya rasa itu karena gangguan bahasa sehari-hari yang biasa saya gunakan, sehingga ada beberapa kata yang menimbulkan penyimpangan.
Interviewer : Apakah anda mengetahui cara menggunakan kamus dengan simbol-simbol fonetik?
Student : tidak begitu tahu
Interviewer : Apakah anda dapat membaca kata dengan simbol fonetik dental dan palato alveolar?
Student : Tidak terlalu
Interviewer : Ok dek, Terimakasih atas waktunya.
Student 8
Interviewer : Bahasa apa yang dominan Anda gunakan dalam percakapan sehari-hari?
Student : menggunakan bahasa Indonesia
Interviewer : Seberapa sering Anda menggunakan bahasa inggris?
Student : saya jarang menggunakannya
Interviewer : apakah anda tahu cara mengucapkan kata-kata tersebut?
Student : iya tahu
Interviewer : setelah saya menganalisis hasil dari rekaman kemarin, saya menemukan beberapa penyimpangan yang terjadi dibeberapa kata. Apakah adan menyadari hal tersebut ?
Student : iya
Interviewer : mengapa anda pikir anda menghasilkan penyimpangan fonologis pada kata tersebut?
Student : jujur saya tidak mengetahui simbol phoneticnya. Karena saya baru mendapatkan pelajaran mengenai simbol-simbol phonetic dalam kata bahasa inggris.
Interviewer : Apakah anda mengetahui cara menggunakan kamus dengan simbol-simbol fonetik?
Student : Iya saya tahu
Interviewer : Apakah anda dapat membaca kata dengan simbol fonetik dental dan palato alveolar?
Student : Tidak
Interviewer : Ok dek, Terimakasih atas waktunya.