CHAPTER I INTRODUCTION INTRODUCTION
B. DISCUSSION
This study aims to identify the pronunciation errors performed by the Buginese students in the Fifth Semester of English Department in Muhammadiyah University of Makassar. In collecting the data, the researcher used pronunciation test of 27 fricative sounds. The researcher found that the pronunciation errors of fricative sounds made by students are commonly substitution and omission. The Substitution error found in the fricative sound of buginese students pronouncing such us: /v/ become /v/→/f/, /Ө/→/t/, /ð/→/d/, /ʃ/ /ʒ/ /z/→/s/. The Omission found in buginese students pronoun words is /h/→/'/. The students tend to avoid /h/ sound.
In line with Kartyastuti (2017), there are three types of pronunciation errors: the first is substitution. Substitution is a type of error that is characterized by substitute an item and the learners used the wrong form of pronunciation. The second is insertion. Insertion is a form of error that is characterized by the presence of an object which should not appear in the utterance. The third is omission. Omission is a type of error that is characterized by the absence of an item that must appear in well-formed utterance.
Based on the lists of words tested, most of the respondents inclined replaced the the /v/ sound with /f/ sound. The /ʃ/ sound uttered as the /s/, and /t/
sound. The /ʒ/ sound replaced as /s/, /ʃ/ and /s/ sound. The sound of /θ/
pronounced as /t/ and. The sound of /ð/ pronounced as /d/ sound. Last, the sound of /z/ pronounced as /s/ sound. Form the result of pronunciation tested, the substitution type could be found in several of the English fricative sounds that did not contain in buginese fricative sounds. Those are /v/, /ʃ/, /ʒ/, /θ/, /ð/, and /z/. Whereas, the omission type could be found only in sound /h/. The students prefer to pronounced /h/ omit in several words.
The Buginese Consonant such us /b/, /p/, /t/, /d/, /k/, /g/, /c/, /j/, /s/, /h/, /m/, /n/, /n/ and /ŋ/, /I/, /r/, w/ and /y/. The buginese consonant sounds which contained in the fricative consonant the students tend to not make error in pronouncing words. Meanwhile, the fricative consonant which not contain in buginese consonant /v/, /ʃ/, /ʒ/, /θ/, /ð/, the students tend to make error in pronouncing words.
The result of the study appropriate with the previous study that conducted by Ruspita (2014) stated that most of the students have difficulty in pronouncing [θ, ð], [∫, З], [t∫, d ʒ ∫] since these sounds are not found in Indonesian. She concluded that most of the sounds in Fricative consonants are difficult in pronounced by the students. The differences between Puspita’s research and this research is there are several fricative sounds difficult to pronounce. Meanwhile, the result of this research the most difficult sound to pronounce is /ʒ/ sound significant of buginese students made Error.
Among the four types of sources of errors, this study indicates that errors pronunciation in buginese students are influenced by interlingual transfer,
intralingual transfer, and context of learning. The interlingual transfer is an error when the learner has an interruption from learning the second language. The interlingual transfer is a consequence of the first language learner transmission.
For instance, the sound of /v/ pronounced as /f/, sound of /ð/ pronounced as /d/, and sound of /z/ /ʃ/ pronounced as /s/. The students unconsciously pronounce those sounds due to there is no similar sounds in Buginese consonant phoneme.
Only two fricative sounds in Buginese; there are /s/ and h/. Both sounds have affected the ability of students to speak English fricative sounds.
Intralingual errors reflect the general characteristics of the rules of learning, such as faulty generalization based on partial exposure of the target language, inaccurate formulation of the regulations, and failure to understand the circumstances under which the rules apply. For instance, the word of vain was pronounced as /ˈveri/ instead of /feri/. The students seem too generalized all of the /v/sounds as /f/ sound. This issue happened because they do not know the target language very well, and they have trouble using the word. All the learners failed in understanding teachers tutored, so the formulation of a more unassuming concept in the target language was formed.
Moreover, students have no idea to fix and develop their pronunciation without paying attention to how the rules of the target language are used. As a result of the learning context source, most students prefer to learn pronunciation by themselves or in the course. Therefore, an instructor, a textbook, or other media used to gain knowledge might lead to misleading comprehension. So,
students’ have limited comprehension of pronunciation competence. Definetely, will be a source of error because influence students’ acquisitions.
CHAPTER V
CONCLUSION AND SUGGESTION A. CONCLUSION
Based on the findings, there are two types of pronunciation errors, the frequent kind of errors made by Buginese students are substitution and omission.
The substitution error made by the Buginese students in pronouncing fricative consonants /ʒ/ substitute to be /s/ sound. Meanwhile in omission, the students made errors omission by omit the /h/ sound in initial position. The dominant errors in pronouncing fricative consonants is substitution. The most errors find in pronouncing fricative consonant by Buginese students is Palato-Alveolar /ʒ/ sound in middle position, 7 from 10 Buginese students made errors in pronouncing Palato- Alveolar /ʒ/ in middle position. Therefore, most of the Buginese students have trouble in pronouncing the correct fricative sounds. This the Issues in teaching English pronunciation should not be ignored.
B. SUGGESTION 1. Teachers
After knowing learners' errors in pronunciation, it is suggested that teachers or instructors pay more attention to consonant sound, as the main problem, without taking aside other sounds in teaching the language. Teachers play significant roles in helping learners with errors that might be produced. It is also important for teachers to give a good example of pronunciation since
learners might get the most exposure to particular language from the teachers' sample.
2. Students
Regards to the findings, the learners might have a picture of what difficulty they might face in acquiring pronunciation, especially in individual sounds. It is hoped the students should be aware of their errors and try to overcome their problems or difficulties met.
3. Future researchers
This study focuses on fricative sounds that do not exist in Buginese. This study mainly focuses on individual sounds produced by learners. The researcher expects that there will be other researchers who will investigate the different types and causes relating to English error pronunciation. The researcher also hopes that this research can be used as a reference to others.
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A P P E N D
I C
E
S
RESEARCH INSTRUMENT
No Fricative Words Transcription
Labiodental
/f/
Fast /fɑːst/
Difficult /ˈdɪfɪkəlt/
Safe /seɪf/
/v/
Very /ˈveri/
Over /ˈəʊvə(r)/
Visit /ˈvɪzɪt/
Dental
/Ө/
Think /θɪŋk/
Tooth /tuːθ/
Health /helθ/
/ð/
That /ðæt/
Mother /ˈmʌðə(r)/
With /wɪð/
Alveolar fricative
/s/
Stop /stɒp/
Massage /ˈmæsɑːʒ/
Fast /fɑːst/
/z/
Zero /ˈzɪərəʊ/
Lazy /ˈleɪzi/
Lose /luːz/
Palato-Alveolar
/ʃ/
Show /ʃəʊ/
Fashion /ˈfæʃn/
Wash /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/
Television /ˈtelɪvɪʒn/
Usually /ˈjuːʒuəli/
Glotal /h/
Hello /həˈləʊ/
Perhaps /pəˈhæps/
Whole /həʊl/
TRANSCRIPTION PRONOUNCIATION TEST Students 1
No Words Transcription Students’
Pronounce
error correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /feri/ 3 0
Over /ˈəʊvə(r)/ /ˈəʊfə(r)/
Visit /ˈvɪzɪt/ /ˈfɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 1 2
Tooth /tuːθ/ /tuːθ/
Health /helθ/ /helts/
/ð/)
That /ðæt/ /ðæt/ 0 3
Mother /ˈmʌðə(r)/ /ˈmʌðə(r)/
With /wɪð/ /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈsɪərəʊ/ 2 1
Lazy /ˈleɪzi/ /ˈleizi/
Lose /luːz/ /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪsn/ 3 0
Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsyen/
Usually /ˈjuːʒuəli/ /ˈjuːsyuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
Students 2
No Words Transcription Students’
Pronounce
Error correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈveri/ 0 3
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈvɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 0 3
Tooth /tuːθ/ /tuːt/
Health /helθ/ /helθ/
/ð/)
That /ðæt/ /ðæt/ 0 3
Mother /ˈmʌðə(r)/ /ˈmʌðə(r)/
With /wɪð/ /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzɪərəʊ/ 1 2
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪsyen/ 2 1 Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsyen/
Usually /ˈjuːʒuəli/ /ˈjuːʒuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
Students 3
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈveri/ 0 3
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈvɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 2 1
Tooth /tuːθ/ /tuːt/
Health /helθ/ /helt/
/ð/)
That /ðæt/ /dæt/ 3 0
Mother /ˈmʌðə(r)/ /ˈmʌdə(r)/
With /wɪð/ /wɪt/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzɪərəʊ/ 0 3
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /luːz/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /səʊ/ 2 1
Fashion /ˈfæʃn/ /ˈfæsien/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪsion/ 2 1 Television /ˈtelɪvɪʒn/ /ˈtelɪvɪʒn/
Usually /ˈjuːʒuəli/ /ˈjuːsuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /peˈhæps/
Whole /həʊl/ /həʊl/
Students 4
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈferi/ 3 0
Over /ˈəʊvə(r)/ /ˈəʊfə(r)/
Visit /ˈvɪzɪt/ /ˈfɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /tɪŋk/ 3 0
Tooth /tuːθ/ /tuːt/
Health /helθ/ /helt/
/ð/
That /ðæt/ /dæt/ 3 0
Mother /ˈmʌðə(r)/ /ˈmʌdə(r)/
With /wɪð/ /wɪt/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzɪərəʊ/ 1 2
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /loːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /səʊ/ 3 0
Fashion /ˈfæʃn/ /ˈfæsion/
Wash /wɒʃ/ /wɒs/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪon/ 3 0
Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsion/
Usually /ˈjuːʒuəli/ /ˈjuːsuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 2 1
Perhaps /pəˈhæps/ /pəˈræps/
Whole /həʊl/ /wəʊl/
Students 5
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈferi/ 2 1
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈfɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 2 1
Tooth /tuːθ/ /tuːt/
Health /helθ/ /helt/
/ð/)
That /ðæt/ /dæt/ 2 1
Mother /ˈmʌðə(r)/ /ˈmʌdə(r)/
With /wɪð/ /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzərəʊ/ 1 2
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪsion/ 3 0 Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsion/
Usually /ˈjuːʒuəli/ /ˈjuːsuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
Students 6
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈveri/ 1 2
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈfɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 0 3
Tooth /tuːθ/ /tuːθ/
Health /helθ/ /helθ/
/ð/)
That /ðæt/ /ðæt/ 0 3
Mother /ˈmʌðə(r)/ /ˈmʌðə(r)/
With /wɪð/ /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzɪərəʊ/ 1 2
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪʒn/ 0 3
Television /ˈtelɪvɪʒn/ /ˈtelɪvɪʒn/
Usually /ˈjuːʒuəli/ /ˈjuːʒuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
Students 7
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈferi/ 1 2
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈvɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /tɪŋk/ 3 0
Tooth /tuːθ/ /tuːt/
Health /helθ/ /helt/
/ð/)
That /ðæt/ /dæt/ 3 0
Mother /ˈmʌðə(r)/ /ˈmʌdə(r)/
With /wɪð/ /wɪt/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzɪərəʊ/ 2 1
Lazy /ˈleɪzi/ /ˈleɪsi/
Lose /luːz/ /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪsyion/ 2 1 Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsion/
Usually /ˈjuːʒuəli/ /ˈjuːʒuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
Students 8
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈveri/ 0 3
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈvɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 0 3
Tooth /tuːθ/ /tuːθ/
Health /helθ/ /helθ/
/ð/)
That /ðæt/ /ðæt/ 0 3
Mother /ˈmʌðə(r)/ /ˈmʌðə(r)/
With /wɪð/ /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈzɪərəʊ/ 0 3
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /luːz/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪʒn/ 0 3
Television /ˈtelɪvɪʒn/ /ˈtelɪvɪʒn/
Usually /ˈjuːʒuəli/ /ˈjuːʒuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
Students 9
No Words Transcription Students’
Pronounce Error
Labiodental
/f/
Fast /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/
Safe /seɪf/
/v/
Very /ˈveri/ 2 1
Over /ˈəʊfə(r)/
Visit /ˈfɪzɪt/
Dental
/Ө/
Think /θɪŋk/ 0 3
Tooth /tuːθ/
Health /helθ/
/ð/)
That /ðæt/ 0 3
Mother /ˈmʌðə(r)/
With /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ 0 3
Massage /ˈmæsɑːʒ/
Fast /fɑːst/
/z/
Zero /ˈzɪərəʊ/ 2 1
Lazy /ˈleɪsi/
Lose /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ 0 3
Fashion /ˈfæʃn/
Wash /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ 0 3
Television /ˈtelɪvɪʒn/
Usually /ˈjuːʒuəli/
Glotal /h/
Hello /həˈləʊ/ 0 3
Perhaps /pəˈhæps/
Whole /həʊl/
Students 10
No Words Transcription Students’
Pronounce Error Correct
Labiodental /f/
Fast /fɑːst/ /fɑːst/ 0 3
Difficult /ˈdɪfɪkəlt/ /ˈdɪfɪkəlt/
Safe /seɪf/ /seɪf/
/v/
Very /ˈveri/ /ˈveri/ 0 3
Over /ˈəʊvə(r)/ /ˈəʊvə(r)/
Visit /ˈvɪzɪt/ /ˈvɪzɪt/
Dental
/Ө/
Think /θɪŋk/ /θɪŋk/ 0 3
Tooth /tuːθ/ /tuːθ/
Health /helθ/ /helθ/
/ð/)
That /ðæt/ /ðæt/ 0 3
Mother /ˈmʌðə(r)/ /ˈmʌðə(r)/
With /wɪð/ /wɪð/
Alveolar fricative
/s/
Stop /stɒp/ /stɒp/ 0 3
Massage /ˈmæsɑːʒ/ /ˈmæsɑːʒ/
Fast /fɑːst/ /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈsɪərəʊ/ 2 1
Lazy /ˈleɪzi/ /ˈleɪzi/
Lose /luːz/ /luːs/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /ʃəʊ/ 0 3
Fashion /ˈfæʃn/ /ˈfæʃn/
Wash /wɒʃ/ /wɒʃ/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪsion/ 3 0 Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsion/
Usually /ˈjuːʒuəli/ /ˈjuːsuəli/
Glotal /h/
Hello /həˈləʊ/ /həˈləʊ/ 0 3
Perhaps /pəˈhæps/ /pəˈhæps/
Whole /həʊl/ /həʊl/
DEVIATION
No Words Dictionary
Transcription As
Recorded Deviation
Labiodental
/f/
Fast /fɑːst/
Difficult /ˈdɪfɪkəlt/
Safe /seɪf/
/v/
Very /ˈveri/ /feri/ /v/→/f/
Over /ˈəʊvə(r)/ /ˈəʊfə(r)/ /v/→/f/
Visit /ˈvɪzɪt/ /ˈfɪzɪt/ /v/→/f/
Dental
/Ө/
Think /θɪŋk/ /tɪŋk/ /Ө/→/t/
Tooth /tuːθ/ /tuːt/ /Ө/→/t/
Health /helθ/ /helt/ /Ө/→/t/
/ð/
That /ðæt/ /dæt/ /ð/→/d/
Mother /ˈmʌðə(r)/ /ˈmʌdə(r)/ /ð/→/d/
With /wɪð/ /wɪt/ /ð/→/t/
Alveolar fricative
/s/
Stop /stɒp/
Massage /ˈmæsɑːʒ/
Fast /fɑːst/
/z/
Zero /ˈzɪərəʊ/ /ˈsɪərəʊ/ /z/→/s/
Lazy /ˈleɪzi/ /ˈleɪsi/ /z/→/s/
Lose /luːz/ /loːs/ /z/→/s/
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ /səʊ/ /ʃ/→/s/
Fashion /ˈfæʃn/ /ˈfæsien/ /ʃ/→/s/
Wash /wɒʃ/ /wɒs/ /ʃ/→/s/
/ʒ/
Decision /dɪˈsɪʒn/ /dɪˈsɪon/ /ʒ/→/s/
Television /ˈtelɪvɪʒn/ /ˈtelɪvɪsion/ /ʒ/→/s/
Usually /ˈjuːʒuəli/ /ˈjuːsuəli/ /ʒ/→/s/
Glotal /h/
Hello /həˈləʊ/
Perhaps /pəˈhæps/ /pəˈræps/ /h/→/'/
Whole /həʊl/ /wəʊl/ /h/→/'/
THE PERCENTAGE OF FRICATIVE SOUNDS
No Fricative Sound
numbers of
errors % Number of
correct % Total Sounds
Labiodental /f/ 0 0 30 100% 30
/v/ 12 40% 18 60% 30
Dental /Ө/ 11 37% 19 63% 30
/ð/) 11 37% 19 63% 30
Alveolar
fricative /s/ 0 0 30 100% 30
/z/ 12 40% 18 60% 30
Palato-
Alveolar /ʃ/ 5 17% 25 83% 30
/ʒ/ 18 60% 12 40% 30
Glotal /h/ 2 7% 28 93% 30
Error Pronouncing made by students
No Words Dictionary
Transcription
Number of Errors
Number of Correct
Labiodental /f/
Fast /fɑːst/ 0 10
Difficult /ˈdɪfɪkəlt/ 0 10
Safe /seɪf/ 0 10
/v/
Very /ˈveri/ 3 7
Over /ˈəʊvə(r)/ 3 7
Visit /ˈvɪzɪt/ 5 5
Dental
/Ө/
Think /θɪŋk/ 2 8
Tooth /tuːθ/ 5 5
Health /helθ/ 5 5
/ð/
That /ðæt/ 4 6
Mother /ˈmʌðə(r)/ 4 6
With /wɪð/ 3 7
Alveolar fricative
/s/
Stop /stɒp/ 0 10
Massage /ˈmæsɑːʒ/ 0 10
Fast /fɑːst/ 0 10
/z/
Zero /ˈzɪərəʊ/ 2 8
Lazy /ˈleɪzi/ 2 8
Lose /luːz/ 6 4
Palato- Alveolar
/ʃ/
Show /ʃəʊ/ 2 8
Fashion /ˈfæʃn/ 2 8
Wash /wɒʃ/ 1 9
/ʒ/
Decision /dɪˈsɪʒn/ 7 3
Television /ˈtelɪvɪʒn/ 6 4
Usually /ˈjuːʒuəli/ 5 5
Glotal /h/
Hello /həˈləʊ/ 0 10
Perhaps /pəˈhæps/ 1 9
Whole /həʊl/ 1 9