people studying English as a foreign language. According to Pollard (2008), an important aspect of acquiring the ability to speak a foreign language is pronunciation. A person should have a wide vocabulary as well as clear pronunciation when
PHONOLOGICAL PROBLEMS IN
ENGLISH LANGUAGE
LEARNING
necessary. The proper pronunciation makes the message conveyed easy to understand and the communication between speaker and listener becomes successful. When the speaker pronounces the word incorrectly, it will be difficult to understand the meaning being conveyed. On the other hand, the listener will have difficulty to understand the meaning what is said by the speaker if the pronunciation is not clear, as a result, the conversation does not run well.
Learning pronunciation for Indonesian learner is necessary, since there are differences between English and Indonesian language in their sounds and symbols.
Furthermore, English pronunciation is explored in one of the linguistic branches, namely Phonology. Phonology is the study of the sound system of a language. According to Muin (2017) phonology is a branch of linguistics which studies speech sounds and how they are used to distinguish between different meanings. Phonetic and Phonology is different. Phonetic relates to how the sound is physically formed and produced by human’s speech organ, while Phonology studies about how phonemes are put together and how they create meaning.
Having knowledge in phonology is important for language learners, because it can help them understand to understand how the sound of a language are made, how they are used, and how they are related to each other. By comprehending phonology, language learners can improve their pronunciation and they can also know how to distinguish the different sounds in language.
However, phonology is considered challenging and difficult for learners. learners often have problem in understanding phonology. Phonological problems refer to errors in which the misspelled word does not sound like the target word (Al-Jarf, 2008). Indonesia has various regions and each region has a different language. English is considered as a foreign language in Indonesia. One of the regional languages of Indonesia is Banjarese language. There are the different between Banjarese language and English in their phonological
systems. English has 15 vowel sound namely, /i/, /u/, /ɪ/, /eɪ/, /ɜ/, /æ/, /ɑ/, /ə/, /ɔ/, /oʊ/, /ʊ/, /ɜː/, /aɪ/, /aʊ/, and /ɔɪ/, and 24 consonant sound namely, /p/, /b/, /m/, /w/, /f/, /v/, /θ/, /ð/, /t/, /d/, /s/, /z/, /n/, /l/, /r/, /ʃ/, /ʒ/, /y/, /tʃ/, /dʒ/, /k/, /g/, /ŋ/, and /h/. Meanwhile Banjarese language has 5 vowels, namely /a/, /i/, /u/, /o/, and /ѐ/.
And there are 18 consonants, namely: /p/, /b/, /t/, /d/, /c/, /j/, /k/, /g/, /s/, /h/, /m/, /n/, /ŋ/, /ñ/, /r/, /l/, /w/, and /y/ (Sudarmo, 2016). Because there are differences between sounds and symbols in both languages, it causes students difficulties in pronouncing English words. When the speaker mispronounces the word, the meaning to be conveyed is different and the listener will have difficulty interpreting the speaker's intent, as a result the conversation is not successful.
For the example when talking to other people, we want to say
"take my bag, please" but we mispronounce the word "bag" to become "back", we replace the sound /g/ with /k/ so the sentence becomes "take my back, please" it would definitely create a misunderstanding for listener. Both languages sound having the same phonetic features but differ in distributions.
Indonesian learners usually do not make any distinction between bed and bet, bag and back, cab and cap. Another problem that is often experienced by language learners is that there are several English sounds that do not exist in their native language, for example, the sound [tʃ] as in “cheap”, [ʤ] as in
“jewellery”, [ð] as in “feather”, [ʒ] as in “measure”, and [ʃ] as in
“she”. Language learners have difficulty pronouncing these sounds, because they are not familiar with these sounds.
Based on the background above, this article aims to discuss about the phonological problem in English language learning. The objective of this article is to discuss about the phonological problems in English language learning.
B. Discussion
Phonology is the study about language patterns. This study investigates all aspects of how sounds are used to
generate words and sentences. This study investigates the physical properties of sounds such as pitch, duration, and intensity. Phonology encompasses the phonetic, phonological, and phonemic properties of sounds, as well as how they are used to create words and sentences. Phonology is the primary field that studies the structures and patterns of speech sounds in a language. It is fundamentally based on the concept that each speaker of a language has an intuitive understanding of the sound patterns the language uses. Due to its theoretical status, phonology is more focused on the mental or abstract aspects of language's sounds than on how speech sounds are physically articulated (Yule, 2010).
Phonology is important to English learners for a number of reasons. First, English is a time-stressed language, meaning that placing stress on certain syllables can change the meaning of a word. For example, the word "record" can be a noun or a verb, depending on where the emphasis is placed. Second, English has many minimal pairs, that is, pairs of words that differ by only one sound. For example, the words "bat" and
"bat" differ in only one sound, but have completely different meanings. This can be very confusing for learners, and phonology can help them understand the difference.
Phonology can be divided into two aspect there are a) segmental is based on the segmentation of language into individual speech sounds provided by phonetics, these features include vowel and consonants. b) suprasegmental also called prosody is concerned with those features of pronunciation that cannot be segmented because they extend more over than one segment or sound, such stress, rhythm, and intonation.
The phoneme is the smallest unit of sound which can differentiate one word from another: in other word phonemes make lexical distinction. It means that, phonemes can show distinction of the sound in every word. The set of phonemes consists of two categories: Vowel and Consonant.
Vowels
Vowel sounds are produced with a relatively free flow of air. They are all typically voiced. To describe vowel sounds, we consider the way in which the tongue influences the shape through which the airflow must pass (Yule, 2010). Vowel has three categories they are short vowels, long vowels, and diphtongs. In English, there are twelve vowels; in short vowels:
/ɪ/, /ʊ/, /e/, /ə/, /æ/, /ʌ/, /ɒ/, and in long vowels: /i:/, /u:/, /ᴣ:/, /ᴐ:/, /ɑ:/, and diphtongs is a combination of two vowel sounds. When we produce diphthongs, our vocal organs move from one vocalic position /a/ to another /ɪ/ as we produce the sound /aɪ/, as in Hi or Bye. In English, diphtong consist of eight sounds. Such as /eɪ/, /ᴐɪ/, /aɪ/, /ʊə/, /eə/, /əʊ/, /aʊ/
Consonants
Consonant is a speech sound that is articulated with complete or partial closure of the vocal tract. Consonant sounds are produced by blocking the flow of air as it leaves the mouth.
There are many ways of blocking the air and various tongue, lip and jaw positions required in order to create accurately the consonant English. There are 24 consonant sounds in spoken English and it classified into two categories, voiced and voiceless consonants.
According to Yule (2010), inside the larynx are your vocal folds which take two basic positions.
When the vocal folds are spread apart, the air from the lungs passes between them unimpeded. Sounds produced in this way are described as voiceless. The example of voiceless consonant; /h/, /w/, /n/, /m/, /r/, /j/, /ŋ/, /l/.
When the vocal folds are drawn together, the air from the lungs repeatedly pushes them apart as it passes through, creating a vibration effect. Sounds produced in this way are described as voiced. The example of voiced consonant; /p/
/b/, /t/ /d/, /k/ /g/, /f/ /v/, /s/ /z/, /θ/ /ð/, /ʃ/ /ʒ/, /ʈʃ/ /dʒ/.
1. Learning Problems
English phonemes can be difficult for learners with Banjarese language background, as several sounds in English do not exist in Banjarese. Some common problems learners with Banjarese language background may face when pronouncing English phonemes. For example, they may have difficulties in pronouncing vowels and diphthongs. English has many vowel sounds, some of which may not exist in Banjarese. There are 20 vowel sounds in English, including monophthongs (single vowel sounds) and diphthongs (sound vowel combinations).
Meanwhile, the Banjarese language has five phonemes, namely /a, i, u, e, and o/; as a result, English learners will need help pronouncing the 20 phonemes of English phonemes. Furthermore, since the Banjarese language has only five vowel phonemes, English learners with Banjarese language background may need help pronouncing the 20 English vowel sounds, including both monophthongs and diphthongs.
English phonetics can be challenging for non-native speakers to learn the language. Some common problems that learners may encounter include (a) pronouncing vowels, (b) consonant clusters, (c) stress and intonation, (d) silent letters, (e) regional accents, and (f) minimal pairs.
English has many vowel sounds that can be difficult for non-native speakers to distinguish and produce accurately. English words often have consonant clusters or groups of consonants that are pronounced together, which can be challenging for learners to articulate correctly.
English stress and intonation patterns can be difficult for non-native speakers to master and can impact the meaning of a word or sentence. English has many silent letters that must be pronounced, confusing learners unfamiliar with the language. English is spoken with many different regional accents, which can be difficult for learners to understand and emulate. English has many pairs of words pronounced
similarly but has different meanings, such as "ship" and
"sheep," which can be challenging for learners to distinguish.
To overcome these challenges, learners can practice their pronunciation and intonation through exercises and drills, listen to and imitate native speakers, and work with a tutor or language partner to get feedback and guidance on their pronunciation. Additionally, exposure to English media, such as movies, TV shows, and music, can help learners become more familiar with the language's sounds and rhythms.
a. Problems in English Vowels
In English, a vowel is a speech sound produced by the vibration of the vocal cords without any obstruction or closure in the mouth or throat. Vowels are one of the two main categories of speech sounds, along with consonants.
In English, there are two types of vowels:
monophthongs and diphthongs. A monophthong is a single vowel sound pronounced with a consistent sound throughout the sound. In other words, there is no change in the quality or pronunciation of the sound.
Monophthongs are also known as "pure" vowels.
Examples of monophthongs in English include the sounds /i/ in "bit," /e/ in "bed," and /a/ in "cat."
A diphthong is a vowel sound that consists of two distinct sounds pronounced together. In other words, the sound changes from one vowel sound to another during the sound. Diphthongs are also known as "gliding"
vowels. Examples of diphthongs in English include the sounds /aɪ/ in "fly," /eɪ/ in "day," and /oʊ/ in "go."
The English vowel sounds may not have equivalents in the Banjarese language, and learners may need help distinguishing between similar vowel sounds in English. Pronunciation practice and exposure to authentic English speech can help learners improve their pronunciation of vowel sounds.
Monophthongs: Diphthongs:
1. i/ as in "bit"
2. /ɪ/ as in "sit"
3. /e/ as in "bed"
4. /ɛ/ as in "bet"
5. /æ/ as in "cat"
6. /ʌ/ as in "cup"
7. /ɑ/ as in "father"
8. /ɔ/ as in "dog"
9. /o/ as in "boat"
10. /ʊ/ as in "book"
11. /u/ as in "blue"
12. /eɪ/ as in "day"
13. /aɪ/ as in "fly"
14. /ɔɪ/ as in "boy"
15. /aʊ/ as in "now"
16. /oʊ/ as in "go"
17. /juː/ as in "cute"
18. /iə/ as in "fear"
19. /eə/ as in "hair"
20. /ʊə/ as in "tour"
Both monophthongs and diphthongs play an important role in English pronunciation and are essential for forming syllables and words.
b. Problems in English Consonants
There are 24 consonants in English language. The following are the consonants of English.
12 consonants 12 consonants 1. /b/ as in "bat"
2. /p/ as in "pat"
3. /t/ as in "top"
4. /d/ as in "dog"
5. /k/ as in "cat"
6. /g/ as in "go"
7. /f/ as in "fan"
8. /v/ as in "van"
9. /θ/ as in "think"
10. /ð/ as in "this"
11. /s/ as in "sit"
12. /z/ as in "zip"
13. /ʃ/ as in "shoe"
14. /ʒ/ as in "vision"
15. /h/ as in "hat"
16. /m/ as in "man"
17. /n/ as in "no"
18. /ŋ/ as in "sing"
19. /l/ as in "love"
20. /r/ as in "red"
21. /j/ as in "yellow"
22. /w/ as in "win"
23. /ʔ/ as in "uh-oh"
(glottal stop) 24. /ɹ/ as in "run"
There are 23 errors (phonological interference) found in the English pronunciation of the research subjects, consisting of 9 types in the vowels, three types in the diphthongs, and 11 types in the consonants.
Therefore, the factors causing the use of the Banjarese sound system in English pronunciation can be summarized as follows.
First, a given sound exists in the English language (as L-2), which is not found in the Banjarese language (as L-1). The absence of a phoneme in L-2 enables a speaker to use a similar but not the same phoneme of L-1. The Banjarese language has vowels: /a/, /i/, /u/, /e/, and /o/, whereas the English language has vowels: /I/, /e/, /æ/, /ʌ/, /ɒ/, /ʊ/, /ə/ /i:/, /ɜ:/, /ɑ:/, /ɔ:/, /u:/.
Concerning the production of vowels, the uses of the Banjarese vowels can be seen in the following.
First, it is the existence of a given sound in the English language (as L-2), which is not found in the Banjarese language (as L-1). The absence of a phoneme in L-2 enables a speaker to use a similar but not the same phoneme of L-1. The Banjarese language has vowels: /a/, /i/, /u/, /e/, and /o/, whereas the English language has vowels: /I/, /e/, /æ/, /ʌ/, /ɒ/, /ʊ/, /ə/ /i:/, /ɜ:/, /ɑ:/, /ɔ:/, /u:/.
Concerning the production of vowels, the uses of the Banjarese vowels can be seen in the following.
1) A word feet [fi:t] is realized as [fit] without tense 2) A word fat [fæt] is realized as [fat] in which a letter a
in fat is regarded as a phoneme in the Banjarese language,
3) A word gone [gɒn] is realized as [gun] as a result of the absence of [ɒ] in the Banjar Hulu dialect language.
4) A word fool [fu:l] is realized as [ful]. A sound [u:] is replaced with [u].
5) A word cord [kɔːd] is realized as [kot]. A sound [ɔː] is
6) A word first [fə:st] is realized as [fes] in which [e] is similar to [ə]. A sound [ə:] is replaced with [e].
7) A word far [fɑː(r)] is realized as [far] without tense.
8) A word fence [fens] is realized as [fins]. A sound [e] is replaced with [i].
9) A word sentence [ˈsentəns] is realized as [sentens]. A sound [ə] is replaced with [e].
Concerning the production of diphthongs, both the Banjarese and English have diphthongs. The former has three diphthongs /ai/, /au/, and /ui/, whereas the latter has eight diphthongs /Iə/, /eə/, /ʊə/, /eI/, /aI/, /ɔI/, /əʊ/, and /aʊ/. There are two diphthongs in the Banjarese language having similar features in those of the English language, e.g., /ai/ and /au/. The differences in diphthongs caused the English learners to replace them with pure vowels or wrong diphthongs.
1) [oʊ] in a word robe is realized as [rup] or [rop];
2) [əʊ] is realized a word goes as [gos] or [gus];
3) [eɪ] is in a word way [weɪ] is replaced with [wai].
Concerning the consonants, there are consonants existing in the English language, which are not be found in the English language. The replacements of the English language consonants with those of the Banjarese language are summarized as follows.
1) The replacement of [f] with [p] is shown in [par]
intended to pronounce a word far.
2) The replacement of [v] with [p] is shown in [mupmən]
intended to pronounce a word movement.
3) The replacement of [θ] with [t] is shown in [batrum]
and [teŋk] intended to pronounce a word bathroom/ˈbɑːθrʊm/-[ˈbɑːθrʊm] and a word thank /ˈθæŋk/-[ˈθæŋk] respectively.
4) The replacement of [ð] with [d] is shown in [dat]and [weder] intended to pronounce a word that /ðæt/-
[ðæt] and a word whether /ˈweðə(r)/-[ˈweðə(r]
respectively.
5) The replacement of [z] with [j] is shown in [ju]
intended to pronounce the words zoo and lazy.
6) The replacement of [z] with [s] is shown in [ju]
intended to pronounce a word is in the final position of utterance.
7) The replacement of [ʃ] with [s] is shown in [si] and [saini] intended to pronounce a word She /ʃi/ - [ʃ] and a word Shiny /ˈʃaɪni/ - [ˈʃaɪni] respectively.
8) The replacement of [ʒ] with [j] is shown in [geraj] and [ruj] intended to pronounce a word Garage /ɡəˈrɑːʒ/- [ɡəˈrɑːʒ] and Rouge /ruːʒ/ - [ruːʒ].
Second, both languages have the same phonetic segments (phones) but differ in their distributions – when and where they may occur in an utterance. This difference in distribution may become a factor influencing the occurrence of interference:
1) When a Banjarese language speaker pronounces a phoneme /b/ in the final position of a word. The replacement of [b] with [p] is shown by [rop] intended to pronounce a word robe.
2) When a Banjarese language speaker pronounces a phoneme /d/ in the final position of a word, The replacement of [d] with [t] is shown in [kot] intended to pronounce a word cord.
3) When a Banjarese language speaker pronounces a phoneme /g/ in the final position of a word, instead of pronouncing a word bag as [bæg], he pronounces it as [bæk]. As a result, there is a change in the meaning of bag into one of back. This interference phenomenon is caused by the absence of [g] in the Banjarese language sound systems' word-final position. Then, a speaker used the nearest phone, e.g., [k].
Third, both languages have voiced stop consonants /p, k, and t/, but they are differently realized in a particular position. One of the phonological rules is what is called ‘aspiration. According the English phonological rule, a word time /taim/ should realize as [tʰaim], a word pen /pen/, as [pʰen], and a word key /ki:/ as [kʰi:]. The students realized those words without aspiration e.g., as [taim], [pen], and [ki] respectively.
It can be concluded that the phonological problems can be caused by some related factors. They are different elements in the sound system between the native and the foreign language; sounds that have the same phonetic features in both languages but differ in their distribution;
and similar sounds in the two languages, which have different variants or allophones. These problems results in sound changes. According to Smith (2007), sound changes occur when the system in which the sounds exist changes. When a second person imitates a variant form, the imitation process results in a phonological systemic change in the person who imitated. There are some types of sound changes; they are assimilation, dissimilation, deletion, epenthesis, metathesis, and vowel reduction (Pratiwi and Surono, 2022)
1) The Types of Sound Changes Often Made by Language Learners in Pronouncing English Words
As the result of the study conducted by Pratiwi and Surono (2022) there are only two of sound changes often made by the learners namely, deletion and vowel reduction. The truth is that the students had no issues with epenthesis, which is related to legal and lay language, metathesis, which is related to slang words, assimilation, which is related to bordering sound to be more similar to itself, or dissimilation, which makes pronunciation simpler and clearer. Those materials are already studied and taught in various subjects throughout the first
semester students' learning process. As a result, there are no problems with assimilation, dissimilation, epenthesis, or metathesis pronunciation.
a) Deletion
According to Birjandi (2005), deletion is the process of removing a sound or syllable from a word in order to fix and eliminate speech problems. For example, students delete consonant /t/ in the word Passport /ˈpæˌspɔrt/ which then becomes /ˈpaspor/. Learners used to pronounce those terms in an Indonesian context, which was impacted by the sound system of their mother tongue. This caused to the deletion process.
Learners were forced to pronounce the words as they were spelled as a result of the deletion process.
b) Vowel reduction
Vowel reduction refers to lowering of unstressed vowels into schwa. According to Fry (1955), all unstressed vowels in English have a lower pitch, are shorter in duration, are less loud in intensity, and have a poorer vocal quality.
Vowels in unstressed syllables of lexical terms will generally be reduced (Ladefoged, 1996). For example, the vowel reduction happened in the word glamour. Learners pronounced the word glamour with /ˈgləmor/ instead of /ˈglæmər/.
There is a process of reduction from unstressed vowel /æ/ into vowel /ə/. The epenthesis process causes unstressed vowels in English considered to be reduced in the lower pitch, shorter in duration, less loud in intensity, and more reduced in vocal quality.
c. Problems in Stress and intonation
English is a stress-timed language, which means