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A CASE STUDY OF PRONUNCIATION ERRORS PRODUCED BY A PAPUAN ELESP STUDENT OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

By Angela Derosario Daho

Student Number : 091214073

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI





ABSTRACT

Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University. Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study deals with pronunciation error produced by a Papuan ELESP Student, especially Pegunungan Bintang region from Ketengban Ethnic Race. This topic is selected because the writer realizes that, pronunciation is important in building the speaking skill on every English learner and user. Since pronunciation is a part of speaking skill. This study focuses on two problems, which are: (1) What are the pronunciation errors made by the ELESP student from Papua? (2) What efforts can be done to improve the pronunciation of the ELESP student from Papua?

This research is a qualitative research; the methodology is used in this research is case study. The reason of selecting this method is because the number of the ELESP student from Papua as the subject in this study is very limited. The data is taken by using observation and analyzed by using library study.

Based on the research, the subject produced both mistakes and errors. These occured in the different phoneme which given in the Consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ),Vowels (iː, ɪ , e, æ, ɜː, əә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthongs (eɪ, aɪ, ɪəә, ɔɪ, əәʊ, eəә, əәʊ, aʊ, ʊəә).The writer will focus on the error. The error occured when the subject pronounced the word as it is written and has lack of understanding in pronouncing the silent letter.

Finally, the writer gives the suggestion to all English learners to do the drilling by peer practice reading aloud; therefore the English learner will get feedback from their partner in order to improve their English pronunciation skill. Keywords: case study, Papuan ELSP student, pronunciation error


ABSTRAK

Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University.Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Penelitian ini berhubungan dengan kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan bahasa inggris Universitas Sanata Dharma yang berasal dari Papua daerah Pegunungan Bintang Suku Ketengban. Topik ini dipilih karena penulis mengamati bahwa, pelafalan adalah hal yang penting dalam mengembangkan kemampuan berbicara pada para pengguna atau para pelajar Bahasa Inggris. Penelitian ini berfokus pada dua permasalahan, yaitu: (1) Apa saja kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan Bahasa Inggris asal Papua ? (2) Apa saja upaya yang dapat dilakukan guna memperbaiki pelafalan oleh Mahasiswa pendidikan bahsa inggris asal Papua ?

Penelitian ini merupakan penelitian kualitatif. Metodologi yang dipergunakan merupakan metode studi kasus. Alasan penggunaan metode studi kasus pada penelitian ini dikarena jumlah dari subjek penelitiannya terbatas. Data yang diperloeh didapatkan dari observasi dan dianalisa menggunakan kajian perpustakaan.

Berdasarkan penelitian ini, subjek penelitian melakukan baik error dan kesalahan pada Consonants(p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ), Vowel ( (iː, ɪ , e, æ, ɜː, əә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthong (eɪ, aɪ, ɪəә, ɔɪ, əәʊ, eəә, əәʊ, aʊ, ʊəә).Kesalahan terjadi karena ketidak telitian subjek saat membaca kata kata, sehingga subject terkadang melafalkan kata dengan tidak lengkap. Eror terjadi ketika subjek melafalkan kata seperti bahasa tulisan dan subjek juga kurang paham tentang “silent letters".

Akhirnya, penulis memberikan saran kepada seluruh pembelajar Bahasa Inggris untuk melakukan drilling dan praktik membaca bersuara secara berpasangan atau berkelompok. Dengan cara seperti ini maka para pembelajar Bahasa Inggris akan mendapatkan masukan dari teman belajar guna mengembangkan kemampuan melafalkan kata- kata dalam Bahasa Inggris. Kata kunci: case study, Papuan ELSP student, pronunciation error


viii

PAGE OF DEDICATION

"Achieving big things acting is not enough but must be dreaming;

not only planning, but also believing. "

-Anatole France-

“ Then let us come near to the seat of grace without fear, so that

mercy may be given to us, and we may get grace for our help in

time of need.”

-Hebrew 4:16-

I dedicate this work to:

- My self

- My beloved parents and two younger brothers.

- Siswoharjono’s family (Jogja) and Tadeus Daho’s family(Flores).

- My beloved fiancé Dento Budi Jaya Putra.


ix

ACKNOWLEDGEMENTS

First and foremost I would like to express my great gratitude to my Lord

Jesus Christ for His love and grace due to the accomplishment of this final paper.

There was confusion before I started to write this final paper, but with His

guidance finally I found a way to finish this.

Moreover, I would like to take this opportunity to thank the following

people who supported me in finishing my final paper. In writing and completing

this final paper, my thanks go to Carla Sih Prabandari, S.Pd., M.Hum. as my

academic advisor and my major sponsor of my final paper , for her patience,

advice and corrections during completion of my final paper. My special thanks

then go to Paulus Kuswandono, Ph.D, Drs. Barli Bram, M.Ed., Ph.D. Henny

Herawati, S.Pd., M.Hum., Patricia Angelina., S.Pd., M.Hum. as the board

examiners and to all lecturers in the English Language Education Study

Program who had given their knowledge and helped me during my study in

Sanata Dharma University.

I also would like to express my sincere gratitude to my beloved parents

Tephiana Agustin and Tarsisius Nurdahlan Daho , my younger brothers Kevin

Avelino Dehenu Daho and Joan Phillip Xerafim Daho, my cousin Vera

Moktaningrum, my besties Christina Rasma Prasanti and my fiancé Dento

Budi Jaya Putra, for their love, attention and support during finishing my study.

I could never forget my best friends the twin Agnes and Alice, Monique,

“MbokDhe” Danik, Christin “Entin”, Septi “Asep”, my all friends in 09


x

academic year, and all my friend from the July 2015 defense for being my

friends. I thank them for their support. Neither will I forget the SPD team, the

Dove Traveler’s member Sr. Lusia Uskono, Sr.Ratna Amunnutur, Elias

Duyala, Elip Lepi, and Agustina “Ustyn” Asa.

My next gratitude expressions go to PPA Domby Kid’s Hope I (Kak

Nita, Kak Indri, Kak Hana, Kak Dori, Kak Wawan and all the tutors also the

mentors), SMA BOPKRI 2 Yogyakarta and SMA Santa Maria Yogyakarta

especially Bapak Drs. Sabas Pudyantoro (Alm). Thanks for giving me support and

opportunity to get a valuable teaching experience while working on my final

paper.

This final paper is dedicated to all of them with the hope that this final

paper will give them some benefits. I thank them all and may God bless them.

Yogyakarta, 31 July 2015

Angela Derosario Daho


xi

TABLE OF CONTENTS

PAGE OF TITLE..……………………………………………………………... i PAGES OF APPROVAL ……………………………………………………… ii STATEMENT OF WORK’S ORIGINALITY ……….……………...….….... iv PERNYATAAN PERSETUJUAN PUBLIKASI………………………….......... v ABSTRACT ……………………………………………………………………. vi ABSTRAK ……………………………………………………………………… vii PAGE OF DEDICATION …………………………………………….…....... viii ACKNOWLEDGEMENTS …………………………………………………... ix TABLE OF CONTENTS ……………………………………………………... xi LIST OF TABLE………………………………………………………........... xiii CHAPTER I INTRODUCTION ……………………………………………… 1

A. Research Background ……………………………………………..… 1

B. Research Method …………………………………………………..... 5

CHAPTER II DISCUSSION …………………………………………………... 9 A. Review of the Related Literature ………………………………..….. 9

1. Error …………………………………………………………..… 9

2. Pronunciation Error …………………………………………….. 10

3. English Phonology …………………………………………….. 11

B. Data Presentation ……………..…………………………………… 13

C. Analysis and Discussions …………………………………….……. 30

1. The Pronunciation Errors Made by ELESP Student from Papua 31

2. The Efforts to improve the Pronunciation of the ELESP student

from Papua …………………………………………………….. 33

CHAPTER III CONCLUSIONS AND RECOMMENDATIONS….…….... 35 A. Conclusions ………………………………………………………... 35

B. Recommendations………………………………………………….. 37


xii

REFERENCES … …………………………………………………….………. 38 APPENDICES …………………………………………………………...……. 40

Appendix 1 ……………………………………………………….…….. 40

Table 1 . The Subject’s Mispronunciation of Consonants’ Table

Appendix 2 ……………………………………………………….……. 46

Table 2 . The Subject’s Mispronunciation of Vowels’ Table

Appendix 3……………………………………………………….…….. 49

Table 3 . The Subject’s Mispronunciation of Diphthongs’ Table

Appendix 4……………………………………………………….…….. 52

Consonants’, Vowels’, and Diphthongs’ Chart


xiii

LIST OF TABLES

Table 2.1 The Subject’ Mispronunciation of Consonants’ Sounds ………… 16

Table 2.2 The Subject’ Mispronunciation of Vowel’s Sounds .…………….. 24

Table 2.3 The Subject’ Mispronunciation of Diphthong’s Sounds ………… 28


1

CHAPTER I

INTRODUCTION

This chapter consists of the research background and the research method.

The research background consists of the background of the study and the reasons of

choosing the topic of the study. The research background discusses about the benefit

of this study, the research problem, and the objective of the study. The research

method discusses about the methodology used in this study and the research

procedure.

A. Research Background

English is one of many international languages used in the international

communication. Therefore people learn and even use English as their communication

media. Unfortunately, not all English learners can pronounce the English words

correctly. They often neglect their pronunciations. Pronunciation understanding

according to Nunan (2003) is the sounds that we produced when we speak. It is used

as the media communication (p.112).

Pronunciation is related to the use of words, paraphrases and sentences in

communications to make meaning. In this research, pronunciation is defined as the

ability to have a good English spelling. Pronunciation is related to sounds production


2 of the target language. According to Otlowski’s (2001) opinion about the importance

of pronunciation “....without adequate pronunciation skills the learner's ability to

communicate is severely limited.” The fact is that the native speaker of English will

get difficulty in grabbing the information when you speak with unclear pronunciation.

Of course, it clearly shows that the native speaker will easily understand what the

speakers say when they pronounce the words correctly and clearly. According to

Celce-Murcia (1987) “ a bad pronunciation is a communication that cannot be

understood by the listener”. Pronunciation is one of the most important language

skills. However, pronouncing the words correctly is not an easy thing to do.

This issue becomes a major problem faced by the English Language

Education Study Program (ELESP) of Sanata Dharma University in Yogyakarta,

especially for the students who come from Papua. The subject of this study is a male

ELESP student who comes from Papua and uses Papuan language called

“Ketengban” language as his mother tongue. The first reason of choosing the Papuan

ELESP student is that, when the researcher compares to other ELESP students, the

student coming from Papua get difficulty in following the system of each course

during the study in this university. Papua is a remote area which has a lower standard

of education compared to Yogyakarta. This student from Papua has less knowledge

about English compared to other ELESP students. Therefore the ELESP student from

Papua get a year for English short course before entering the academic year after

being accepted in ELESP Sanata Dharma University. This program is used to help

them in gaining the basic of English knowledge as their background before entering


3 the new academic year in ELESP. The second reason is that since the subject studies

in this ELESP, the subject is expected to be a teacher. Being a teacher means being a

role model for his future students, so he is also expected to teach English and the

pronunciation. As a consequence, he has to master at least reading the phonetic

symbols. Richards and Rogers (1988) say that “Phonetic symbol is important to learn

in order to speak accurately” (p.52). These two reasons encourage the researcher to

conduct this research.

Since the subject of this research is very limited, the researcher decides to use

Case Study as the research method. The objective of using this kind of research is to

maximize the data collection from the subject of this research. The participant comes

from the seventh semester student in ELESP Sanata Dharma University. The subject

of the research comes from Papua especially from Pegunungan Bintang region and

uses Ketengban language as his mother tongue.

There are two research questions made by the researcher:

1. What are the pronunciation errors made by the ELESP student from Papua?

2. What efforts can be done to improve the pronunciation of the ELESP student

from Papua?

From the research problems above the researcher has some objectives, they

are;

1. To find out the pronunciation errors which often occurs by the ELESP

students from Papua .


4 2. To give him some feedbacks in order to improve the pronunciation of the

ELESP student from Papua.

The research has some beneficial aspects for the students from Papua, for the

learning strategy in English Language Education Study Program, as well as the future

researcher.

1. For the ELESP Sanata Dharma University

From this research, the ELESP Sanata Dharma University can make various

activities in Pronunciation class; therefore the students will be interested in

joining this class.

2. For the ELESP Students From Papua

a. From this research, the students from Papua especially those who are

learning in ELESP can be aware with the difficulties that they will find in

pronouncing words in English

b. They will be more confident in speaking and keeping on trying to cover

all their difficulties in pronouncing the words in English.

3. For the Future Researchers

To give inspiration or idea for the next researcher in developing or continuing

this kind of research.

Error or mistake is usually made by students in second language acquisition.

According to Chiang (1981) “Students’ errors are thus treated as a surface

phenomenon and are sometimes the learner’s own system to approximate the real

system of the target language (p.10)”. Through the information of the second


5 language acquisition, we can give them considerate feedback, so they can achieve the

successful learning.

Pronunciation according to Nunan (2003), is the sounds that we produced

when we speak. It is used as the communication media (p.112). In this research,

Pronunciation is defined as the ability to have the good English speaking ability.

Pronunciation is related to the sounds production of the target language.

Phonetics according to Franklin and Rodman mean the study of speech sounds

that is utilized by all human languages to represent meaning. In this research, speech

sounds can be classified into 24 consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð,

m, n, ŋ, l, h, r, w, j ), 12 vowels (iː, ɪ , e, æ, ɜː, əә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and 9 diphthongs

(eɪ, aɪ, ɪəә, ɔɪ, əәʊ, eəә, əәʊ, aʊ, ʊəә).

Phonetics symbol according to Forel and Genoveva (2005) is the sounds of

language by means of symbols that have one value (p.3). In this research, phonetics

symbol means conventional sign used in writing to represent speech sounds. For

example, the word “pump”, is represented into /pʌmp/ as the phonetics symbol or

transcription.


6 B. Research Method

This research was conducted by using qualitative research. This research aims

to understand the pronunciation errors made by the ELESP student coming from

Papua. According to Norman (2005), qualitative data means “A non numeric data

collection or explanation based on the tributes of the graph or source data.”

The purpose of qualitative research was to gather the data in depth understanding,

rather than the numeric one. The researcher used descriptive qualitative research to

describe the data and characteristics of the issue being researched, and deals with

everything that can be studied.

To gain the data the researcher conducted the case study. According to Yin

(1984), he defines the case study research method as an empirical inquiry that

investigates a contemporary phenomenon within its real-life context; when the

boundaries between phenomenon and context are not clearly evident; and in which

multiple sources of evidence are used (p. 23). Through case study, the researcher

collected the data, and then the data were analyzed, called as document analysis. Data

analysis is a process of gathering, modeling, and transforming the data with the goal

by giving the information, suggesting the conclusion, and supporting the decision,

(Heffernan, 2001). The researcher analyzed the data gathered in research for gaining

the answer to the question formulated in problem formulation.

These are some procedures of the research; first of all, the researcher had a

classroom observation during the course. The reason of conducting classroom

observation was to observe the errors which are produced by the subject during


7 pronouncing words when he spoke English naturally. In this case, the researcher

observed the subject of the study only. Thus, the researcher joined to the course that

developed the speaking skills of the subject. Fortunately, the researcher and the

subject took the same SPD class and joined in the same group; therefore the

researcher could easily do the observation. Second, from the note taken, the

researcher found the problem that is produced by the subject research.

In this case the subject research was a Papuan ELESP Sanata Dharma who comes

from Ketengban ethnic race. When the researcher conducted this research, the subject

was in the 8th semester. After that, the researcher made a list of word as the oral

instrument for the subject. Next, in weekly meeting the researcher asked the subject

research to pronounce the list of words. The first turn, the subject pronounced the

words himself. The second turn, the subject pronounced the word after the researcher

gave the example how to pronounce the word. The third turn, the subject pronounced

the word himself again just like in the first turn. Then the result of the voice recording

was analyzed by the researcher to compare each word with the phonetic transcription

and sound from the Cambridge Advanced Learner Digital Dictionary 3rd edition.

During the research, the researcher gave the subject three attempts to

pronounce each section. The first turn, the subject pronounced the words himself. The

second turn, the subject pronounced the words after the researcher gave him the

example of pronouncing words by using interactive or digital dictionary. The third

turn, the subject pronounced the word himself again just like in the first turn. Then,

the result of the voice recording was analyzed by the researcher by comparing each


8 word with the phonetic transcription from the Cambridge digital dictionary. In order

to prove the researcher’s argument, the researcher consulted to the related literature.

The reason of making the three attempts in pronouncing the words was used to differ

whether the subject made the error or the subject did not know how to pronounce the

words.

In order to make the data feasible to analyze, the data was presented in a form

of the raw data of pronunciation test. The format of the table was according to

Widiarti (2002), we can see the example of the table below:

Words Pronunciation Number of Cases Intended Actual

The researcher provided the list of words taken from the Pronunciation 1 handbook

English Pronunciation. The English Speech Sounds Theory & Practice. The

researcher chose this book because the subject had passed the Pronunciation 1 course.

The reason of making the table was to present the raw data and to show the difference

between the intended and actual pronunciation.


9

CHAPTER II

DISCUSSION

This chapter is divided into three parts, namely the review of the related

literature, the data presentation and the analysis. In review of the related literature,

the researcher will discuss the theories concerning the pronunciation. Then, in

data analysis, the researcher will discuss the data analysis result and the discussion

on each table in order to answer the research questions.

A. Review of the Related Literature

In this part, the researcher provides some theories related to conduct this

research. The theories are taken from books and academic journals. These theories

are used to support the idea of the researcher’s arguments scientifically.

1. Error

Error and mistake are usually made by students in second language

acquisition. According to Brown (2000), error occurs because the lack of

competence, while mistake occurs because of the lack in performance. Based on

Brown’s theory the researcher concludes that error and mistake are two different

things, error occurs because of the lack of understanding of the students while

mistake occurs because of missing or slipping of the tongue.

According to Chiang (1981), students’ errors are thus treated as the surface

phenomena and are sometimes the learner’s own system to approximate the real


10

systems of the target language (p.10). Through the information of the student’s

second language acquisition errors, the teacher can give them considerate

feedback. The feedback helps the students in achieving successful in learning.

After the teacher find the errors, the teacher needs to analyze them, to make sure

whether they are is included in error or mistake. Error analysis is the systematic

study of learners’ errors. Corder (1967) states that the use of error analysis in three

respects: to the linguistics researcher, to the teachers and to the learners

themselves. Thus, it is necessary to point out those errors. Analysis exclusively

concerns with “systematic error”, not with mistakes and lapses.

2. Pronunciation Error

Pronunciation, according to Nunan (2003: 112), is sounds that we produce

when we speak. It is used as the communication media. In this research,

pronunciation is defined as the ability to have a good English spelling.

Pronunciation is related to sound production of the target language. Pronunciation

error, according to the researcher, is a sound mistake made by students when

speaking. According to Dulay, Burt and Krashen (1982),”second Language

acquisition is the process of learning another language after the basic of the first

has been acquired (p.74).” Pronunciation error can occur during student is

learning about second language acquisition.


11

3. English Phonology

a. Phoneme

According to Bright (1970) ”a phoneme is the smallest contrastive unit

that may bring about a change of meaning, because bit and pit mean different

things [b] and [p] are different phonemes in English” (p.179). Phonemes can be

distinguished one word of language to another word of the same language. The

distinctive feature of languages means the element, which serves to distinguish

one word to another phoneme.

b. Phonetics

Boyanova (2002) defines phonetic as an independent branch of linguistics

which studies the sound matter of the language, its semantic function and the

lines. In this research, phonetics is a study of a speech sounds; speech sounds can

be classified into 24 consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l,

h, r, w, j ); consonant’s Figure Table is available on the appendix, there are 12

vowels (iː, ɪ , e, æ, ɜː, əә, ɑː, ʌ, u: , ʊ, ɔː, ɒ); vowel’s Figure Table is available on

the appendix, and 9 diphthongs (eɪ, aɪ, ɪəә, ɔɪ, əәʊ, eəә, əәʊ, aʊ, ʊəә); diphthong’s

Figure Table is available on the appendix.

Phonetics symbols represents the sounds of the speech Webster’s

Collegiate Dictionary,Woolf (1980 :855) defines phonetics as representing speech

sounds by means of symbols that have one value only (p.855). In this research,

phonetic symbol means conventional sign used in writing to represent speech

sounds. For example in the word “pump” represented into /pʌmp/ as the phonetic

symbol.


12

c. Dialect

Elfenbein et al., defines dialect as the variant or variety of language used

by different speakers who are separated by geographic or social boundaries (as

cited in Francis, 1992 pp349-355). In this thesis, the researcher talked about

Papuan dialect from Pegunungan Bintang region especially about Ketengban

Language from Ketengban ethnic group.

d. Stress Pattern

According to Allan (1997), there are two functions of stress pattern.

Firstly, it is used to refer to the syllable which is marked as stress if it is marked in

lexicon or dictionary. Secondly, it has been suggested that the rhythm of certain

language is dependent on the regular occurrence of stressed syllable connected in

speech.

e. Sounds

Errors in individual sounds may affect how strong a student’s accent is

perceived, rather than how far they are accurately understood (Munro and

Derwing, 1999). In this research, the researcher would like to see how deep the

Ketengban’s dialect affects to the subject’s accent in pronouncing English words.

f. Silent Letters

According to Locke (1978) “Words with silent letters have been used in

efforts to discover phonological involvement in visual word recognition.” In this

research, silent letters are letters that appear in the spelling of words but do not

make a sound; it is used to identify the reader’s ability in pronouncing words


13

B. Data Presentation

These are the procedures of the research. First of all, the researcher

observed the subject in classroom during the teaching and learning process.

Therefore, the researcher joined the course that developed speaking skills of the

subject. In this occasion, the researcher joined the SPD class. Fortunately, the

researcher and the subject joined in the same group during this class. Therefore,

the researcher had enough time to observe the subject and jotted down when the

subject had the difficulty in pronouncing the words. Second, from the field note,

the researcher analyzed the mistakes that were made by the subject of the

research. After the observation, the researcher’s job was to make a wordlist as the

oral instrument for the subject. The wordlist was taken from the Pronunciation 1

handbook. The reason of choosing this book was because the subject had passed

the Pronunciation 1 course. Then, form of the oral instrument was a list of words.

Third, in weekly meeting, the researcher asked the subject research to pronounce

the list of words. The weekly meeting consisted of 6 meetings. The first two

meetings were used to pronounce the consonants list, the second two meeting

were used to pronounce the vowel list, and the last two meetings were used to

pronounce the diphthong list. The researcher gave the subject three times to

pronounce each section of the wordlist. The first turn, the subject pronounced the

words himself. The second turn, the subject pronounced the words after the

researcher gave him the example pronouncing words by using interactive or

digital dictionary. The third turn the subject pronounced the word himself once

again as in the first turns. After the data were gathered the researcher analyzed the


14

data by listening to the every detail of the pronunciations such as the stress and the

number of syllable after being consulted with the Cambridge Advanced Learner

Digital Dictionary 3rd edition about the phonetics transcription and the sounds.

The reason of choosing Cambridge Advanced Learner Digital Dictionary 3rd

edition is because the digital version will help the researcher a lot in comparing

the intended and actual pronunciation.

This chapter presents the results of the research, including the data analysis

and the answers to the research questions. These are the research questions, the

first one is “What are the pronunciation errors made by the ELESP student from

Papua?” and the second one is “What efforts can be done to improve

pronunciation of ELESP student from Papua?”

After conducting the research, the researcher found out that the subject of

this study used Ketengban language as his daily conversation when the subject

met his friends who came from the same ethnic race. He used Bahasa Indonesia

when he had an interaction with people who were not come from the same race.

He also spoke in English when he needs to speak at the campus and he uses

passive English when he had chats with foreigners via email.

This ELESP student from Papua had difficulties in pronouncing

consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ), vowels

(iː, ɪ , e, æ, ɜː, əә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and diphthongs (eɪ, aɪ, ɪəә, ɔɪ, əәʊ, eəә, əәʊ, aʊ,

ʊəә). The researcher used digital dictionary Cambridge Advanced Learner Digital

Dictionary 3rd edition and Pronunciation 1 handbook English Pronunciation. The

English Speech Sounds Theory & Practice to evaluate the ELESP student’s


15

pronunciation. The procedures of this analysis were: First, the student’s results of

the recording were collected and compared with the actual pronunciation based on

the dictionary of the English pronunciation. Second, the student’s pronunciation

recordings were analyzed whether they was correct or not. Third, the researcher

analyzed the error and the mistake in pronunciations produced.

The goal of this final paper is to answer the two research questions which

are, “What are the pronunciation errors made by the ELESP student from Papua?”

and “ What efforts can be done to improve the pronunciation of the ELESP

student from Papua?”.

These are the analysis of Table 2.1, mispronunciations mostly occur in this

part specifically on the nineteen consonants from twenty four consonants (p, b, t,

d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j). The mistake and the error

occur in sections (p, b, d, g, f, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ, j). From the fifteen

sections the researcher generates them into error and mistakes. The error occurs in

the thirteen sections (p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ). While the mistake occurs

in six sections, they are (d, f, z, ʒ, θ, ŋ, j).


16

Table 2.1. The Subject’s Mispronunciation of Consonants’ Sounds

Consonants

No

Words

Pronunciation Number of Case Intended Actual

/p/ 1 Cupboard /ˈkʌb.əәd/ /ˈkʌb.əәrd/ 2 2 Pneumonia /nuːˈmoʊ.njəә/ /pnuːˈmoʊ.njəә/ 2

/b/ 1 Doubt /daʊt/ /daʊbt/ 2

/ d/ 1 Raised /reɪzd/ /reɪsed/ 1 2 Riddance /ˈrɪd. əә nts/ /ˈrɪnd. a nts/ 1

/g/ 1 Gnaw /nɔː/ /gnɔː/ 2 /f/ 1 Sphere /sfɪəәr / /spɪəәr / 1

2 Cough /kɒf/ /koug/ 2 3 Tougher /tʌfəә r / /tougəә r / 2 4 Nymph /nɪm pf / /nɪm/ 2

/s/ 1 Wrestler /ˈres.ləә r / /ˈrets.ləә r / 2 2 Adjacent /əәˈdʒeɪ. s əә nt/ /əәˈdʒeɪ. tʃ əә nt/ 2

/z/ 1 Dizzy /ˈdɪz.i/ /dɪz.zi/ 1 / ʃ / 1 Douche /duːʃ/ /dauːtʃ/ 2

2 Charade /ʃəәˈrɑːd/ /tʃˈrɑːd/ 2 /ʒ/ 1 Measure /ˈmeʒ.əә r / /ˈmes.əә r / 2

2 Leisure /ˈleʒ.əә r / /ˈles.əә r / 2 3 Prestige /presˈtiː d ʒ/ /presˈtiː d / 1 4 Seizure /ˈsiː.ʒəә r / /ˈsiː.səә r / 1

/dʒ/ 1 Hinge /hɪndʒ/ /hɪŋ/ 2 /θ/ 1 Thought /θɔːt/ /tɔːt/ 2

2 Throw /θrəәʊ/ /trəәʊ/ 1 /ð/ 1 Though /ðəәʊ/ /təәʊ/ 2 /n/ 1 Hinge /hɪndʒ/ /hɪŋ/ 2

2 Ointment /ˈɔɪnt.məәnt/ /ˈɔɪt.məәnt/ 2 /ŋ/ 1 Wriggling /ˈrɪg.liŋ ̩/ /ˈrɪg.li ̩/ 2

2 Handkerchief /ˈhæŋ.kəә.tʃiːf/ /ˈhænd.kəә.tʃiːf/ 2 3 Juncture /ˈdʒʌŋk.tʃəә r / /ˈdʒʌk.tʃəә r / 2 4 Finger /ˈfɪŋ.gəә r / /ˈfɪŋ.dʒəә r / 2

/j/ 1 Argue /ˈɑːg.juː/ /ˈɑːguː/ 1


17

Here is the detail analysis on each consonant’s sections as follows:

a. Mispronouncing of Consonant /p/ with Silent Letter

In the word Cupboard “Cupboard”, in this word the subject was not

understands how to pronounce the silent letter /p/.

The error occurred when the subject pronounced the phoneme /r/ as /ˈkʌb.əәrd/, it

should be pronounced as /ˈkʌb.əәd/. The subject made the error by pronounced /r/

in the first attempt; it means that the subject did not know that the /r/ sound should

not be pronounced. In the second attempt, the researcher and the subject

pronounced the word together after listening to the interactive dictionary and the

subject pronounced it well. When the researcher asked him to pronounce it alone

in the third attempt, the subject repeated the error.

b. Mispronouncing of Consonant /p/ with Silent Letter

In the word “Pneumonia”, the subject pronounced the phoneme /p/ as

/pnuːˈmoʊ.njəә/. It should be pronounced as /nuːˈmoʊ.njəә/. The error occurred

when the phoneme /p/ in the word Pneumonia functioned as the silent letter,

pronounced by the subject. It means that the subject did not know that the /p/

sound should not be pronounced. In the second attempt we pronounced the word

together after listening to the interactive dictionary and the subject pronounced it

well. When the researcher asked him to pronounce it alone in the third attempt,

the subject repeated the error.

c. Mispronouncing of Consonants /b/ with Silent Letter

In the word “Doubt”, the error occurred when the subject pronounced the

word as /daʊbt/ using consonant /b/. It should bepronunced as /daʊt/.


18

The subject makes the error by pronounced /b/ in the first attempt. It means that

the subject did not know that the /b/ sound should not be pronounced because the

phoneme /b/ here is functioned as the silent letter. In the second attempt the

researcher and the subject pronounced the word together after listening to the

interactive dictionary and the subject can pronounce it well. When the researcher

asked him to pronounce it alone in the third attempt, the subject repeated the error.

d. Mispronouncing of Consonant /d/

In the word “Raised”, the subject pronounced the phoneme /d/ very well,

but the mistake occurred when the subject did not pay enough attention in

pronouncing the ending of the word. In this case the subject pronounced as /ed/,

while it should be pronounced /d/. The mistake occurred in the first attempt.

In the word “Riddance”, the subject pronunced the phoneme /s/ very well

The mistake happens because the subject pronounced the phoneme /n/ as /ˈrɪnd. a

nts/ while it should be /ˈrɪd. əә nts/. In this case the subject was not careful in

reading before pronouncing the word. This mistake occurred in the first attempt of

pronouncing words.

e. Mispronouncing of Consonant /g/ with Silent Letter

In the word “Gnaw”, the error occurred because of the subject pronounced

/g/ while it should be silence. The subject made the error by pronouncing /g/

sounds in the first attempt. It means that the subject did not know that the /g/

sounds should not be pronounced because the phoneme /g/ here is functioned as

the silent letter. In the second attempt the researcher and the subject pronounce the

word together after listening to the interactive dictionary and the subject


19

pronounced it well. When the researcher asked him to pronounce it alone in the

third attempt, the subject repeated the error.

f. Mispronouncing of Consonant /f/

In the word “Sphere”, the subject pronounced the phoneme /p/ as /spɪəәr //.

It should be pronounced as /sfɪəәr/. The mistake occurred because the subject

pronounced the consonant /p/, while two consonants /ph/ standing together should

be pronounced as /f/. The mistake occurred in the first attempt of pronouncing the

words.

In the word “Cough”, the subject pronounced the phoneme /g/ as /koug/. It

should be pronounced as /kɒf/. The error occurred because the subject pronounced

the phoneme /g/, while two consonants /gh/ standing together should be

pronounced as /f/. This error occurred in the first attempt of pronouncing words

and the subject repeated the error in the third attempt.

In the word “Tougher”, the subject pronounced the phoneme /g/ as

/tougəәr/. It should be pronounced as /tʌfəә r /. The error occurred because the

subject pronounceed the phoneme /g/, while two consonants standing together

/gh/ should be pronounced as /f/. This error occurred in the first attempt of

pronouncing words and the subject repeated the error in the third attempt.

In the word “Nymph”, the subject pronounced the phoneme /m/ very well

and the error occurred when the subject putted the consonant /m/ as the ending

sound of the word. It should be ended with /f/ sound as /nɪm pf /. This error

occurred in the first attempt of pronouncing words and the subject repeated the

error in the third attempt.


20

g. Mispronouncing of Consonant /s/

In the word “Wrestler”, the error occurred when the subject pronounces

the phoneme /t/ as /ˈrets.ləә r /while it should be silent as /ˈres.ləә r /.

This error occurred in the first attempt of pronouncing words and the subject

repeated the error in the third attempt.

In the word “Adjacent”, the subject pronounced the phoneme /dʒ/ very

well, while the error occurred when subject pronounced the consonant /tʃ/ /as

/əәˈdʒeɪ. tʃ əә nt/ . The words should be read as /əәˈdʒeɪ. s əә nt/. This error occurred

in the first attempt of pronouncing words and the subject repeated the error in the

third attempt.

h. Mispronouncing of Consonant /z/

The mistake occurred in the word “Dizzy”, the subject pronounced the

phoneme /z/ very well. The mistake occurred when the subject added the phoneme

/z/ as /dɪzˈ.zi/. It occurred because the subject pronounces phoneme /z/ twice. This

error occurred in the first attempt of pronouncing words because the subject was

not careful enough in reading the word.

i. Mispronouncing of Consonant / ʃ /

In the word “Douche”, the error occurred twice. First, the subject

pronounced /ʃ/ as /tʃ/. Second, the subject pronounced the phoneme /uː/ as /auː/.

Therefore the subject pronounced the word “Douche” as /duːʃ/ while it should be

/dauːtʃ/. This error occurred in the first attempt of pronouncing words and the

subject repeated the error in the third attempt.


21

In the word “Charade”, the error occurred when the subject pronounced

/ʃ/ as /ʃəәˈrɑːd/ into /tʃ/ as /tʃˈrɑːd/. This error occurred in the first attempt of


j. Mispronouncing of Consonant /ʒ/

In the word “Measure”, the error occurred when the subject replaced the

consonant /ʒ/ into consonant /s/. The subject of this research pronounced it as

/ˈmes.əә r / while it should be pronounced as /ˈmeʒ.əә r /. This error occurred in the

first attempt of pronouncing words and the subject repeated the error in the third

attempt.

In the word “Leisure”, the error occurred when subject pronounced it into

/ˈles.əә r /. It should be pronounced as /ˈleʒ.əә r /. The subject replaced the

consonant /ʒ/ into /s/. This error occurred in the first attempt of pronouncing

words and the subject repeated the error in the third attempt.

In the word “Seizure”, the mistake occurred when the subject pronounced

it as /ˈsiː.səә r /. It should be pronounced as /ˈsiːʒəә r /. The subject replaced

consonant /ʒ/ into /s/. It occurred in the first attempt of pronouncing words.

In the word “Prestige” mistake occurred when the subject pronounced it

as /presˈtiː d /. It should be pronounced as /presˈtiːdʒ/. The subject replaced

consonant /ʒ/ into /d/. This mistake occurred in the first attempt of pronouncing

words.


22

k. Mispronouncing of Consonant /dʒ/

In the word “Hinge”, the error occurred because of the subject replaced

the consonant /dʒ/ into /ŋ/. This error occurred in the first attempt of pronouncing


l. Mispronouncing of Consonant /θ/

In the word “Thought”, the error occurred when the subject replaced the

phoneme /θ/ as /θɔːt/ into phoneme /t/ becomes /tɔːt/. This error occurred in the


attempt.

In the word “Throw”, the subject pronounced the phoneme/r/ very well.

The subject made mistake by pronouncing the phoneme /θ/ as /θrəәʊ/ into the

phoneme /t/ as /trəәʊ/. This mistake occurred in the first attempt of pronouncing

words.

m. Mispronouncing of Consonant /ð/

In the word “Though”, the error occurred when the subject replaced the

phoneme / ð/ as /ðəәʊ/ into phoneme /t/ becomes /təәʊ/. This error occurred in the


attempt.

n. Mispronouncing of Consonant /n/

In the word “Hinge”, the error occurred when the subject replaced the

consonant /dʒ/ with /ŋ/ as the ending sound of the word. This error occurred in the


attempt.


23

In the word “Ointment”, the subject pronounced the phoneme /ɔɪ/ very

well. The error occurred when the subject did not pronounce the consonant /n/ as

/ˈɔɪt.məәnt/ in the word “Ointment”. The phoneme /n/ should be pronounced as

/ˈɔɪnt.məәnt/. The error occurred in the first attempt of pronouncing words and the


o. Mispronouncing of Consonant /ŋ/

In the word “Wriggling”, the subject pronounced the phoneme /g/ very

well. The mistake occurred when the subject omitted the phoneme /ŋ/ as /ˈrɪg.li /.

It should use /ŋ/ sound as the ending of the word /ˈrɪg.liŋ /. The subject made the

error by omitting /ŋ/ sound in the first and last attempt.

In the word “Handkerchief”, the subject pronounced the phoneme /tʃ/ very

well. The error occurred when the subject pronounced the word as /ˈhænd.kəә.tʃiːf/.

It should be pronounced as /ˈhæŋ.kəә.tʃiːf/. The error occurred when the subject

pronounced it as “Hand /hænd/”. This error occurred in the first attempt of


In the word “Juncture”, the subject pronounced the phoneme /tʃ/ very

well. The error occurred when the subject did not mention the phoneme /ŋ/ as

/ˈdʒʌŋk.tʃəә r / and it became /ˈdʒʌk.tʃəә r /. This error occurred in the first attempt of


In the word “Finger”, the subject pronounced the phoneme /ŋ/ very well.

The error occurred when the subject replaced the phoneme /g/ as /ˈfɪŋ.gəә r / into

the phoneme /dʒ/ as /ˈfɪŋ.dʒəә r /. This error occurred in the first attempt of



24

p. Mispronouncing of Consonant /j/

In the word “Argue”, the mistake occurred when the subject did not

pronounce the consonant /j/ as /ˈɑːg.juː/ and it became /ˈɑːguː/. This mistake

occurred in the first attempt of pronouncing words.

Table 2.2 The Subject’s Mispronunciation of Vowels’ Sounds

Vowels

No

Words


/i:/ 1 Canteen /kænˈtiːn/ /kænˈtɪn/ 2 2 Seed /siːd/ /sɪd/ 2 3 Complete /kəәmˈpliːt/ /kəәmˈplɪt/ 2 4 Seize /siːz/ /sɪz/ 2

/ɪ/ 1 Private /ˈpraɪ.vəәt/ /ˈpraɪ.pəәt/ 2 /æ/ 1 Sat /sæt/ /Sat/ 2

2 Rash /ræʃ/ /Raʃ/ 2 3 Plaid /plæd/ /Plaid/ 2

/ɜː/ 1 Myrtle /ˈmɜː.tl ̩/ /ˈmɜrtl ̩/ 1 / ɑː /

1 Camouflage /ˈkæm.əә.flɑːʒ/ /ˈkæm.əәʊ.flɑːg/ 2

/ uː / 1 Food /fuːd/ /fʊd/ 2 2 Spoon /spuːn/ /spʊn/ 2 3 Wound /wuːnd/ /wʊnd/ 2 4 Chew /tʃuː/ /tʃʊ/ 2

/ʊ/ 1 Courier /ˈkʊr.i.əә r / /ˈkɑʊr.i.əә r / 2 2 Woman /ˈwʊm.əәn/ /ˈwɔ:m.əәn/ 2

/ ɔː / 1 Sword /sɔːd / /swɔːd / 1 /ʌ/ 1 Rubber /ˈrʌb.əә r / /ˈrub.əә r / 2


part specifically on the eight vowels from twelve vowels (iː, ɪ, e, æ, ɜː, əә, ɑː, ʌ, u:,

ʊ, ɔː, ɒ). There are on sections (iː, ɪ, æ, ɜː, ɑ:, u:, ʊ, ɔ:, ʌ ). From the nine sections,

the researcher generates them into error and mistakes.


25

The error occur in the seven sections (iː, ɪ, æ, ɑ:, u:, ʊ, ʌ). While the mistake

occur in two sections, there are (ɜː and ɔ:). The detail analysis on each vowel’s

section as follows:

a. Mispronouncing of Vowel /i:/

The error occurred in all words given. The subject replaced the vowel /i:/ in

all words into the vowel /ɪ/. It happened because the subject was not understand

in distinguishing /i:/ as a long sound and /ɪ/ as the short sound.

This error occurred in the first attempt of pronouncing words and the subject

repeated the error in the third attempt.

b. Mispronouncing of Vowel /ɪ/

In the word “Private”, the subject pronounced the phoneme /ɪ/ very well.

The error occurred when the subject replaced the phoneme /v/ into the phoneme

/p/ as /ˈpraɪ.pəәt/. This error occurred in the first attempt of pronouncing words and

the subject repeated the error in the third attempt.

c. Mispronouncing of Vowel /æ/

The error occurred when the subject replaced vowel /æ/ into /a/. All

mistakes occurred in the first attempt of pronouncing words and the subject

repeated the error in the third attempt. In the word “Wagon”, the subject

pronounced the /a/ /Wagon/ it should be /æ/ /ˈwæg.əәn/. In the word “Rash”, the

subject pronounced the phoneme /a/ as /Raʃ/ it should be /æ/ /ræʃ/. In the word

“Plaid”, the subject pronounces it as /Plaid/ it should be /plæd/. It happens

because the subject is not careful enough in distinguishing /æ/ and /a/.


26

d. Mispronouncing of Vowel /ɜː/

In the word “Myrtle”, the subject pronounced the phoneme / ɜː/ very well.

The mistake occurred when the subject pronounced the vowel /r/ as /ˈmɜrtl ̩/.

It should be pronounced as /ˈmɜː.tl ̩/. The mistake occurred in the first attempt of

pronouncing.

e. Mispronouncing of Vowel / ɑː /

In the word “Camouflage”, the subject pronounced the phoneme /ɑː/ very

well. The error occurred when the subject pronounced the word “Camouflage” by

putting the consonant /g/ as /ˈkæm.əәʊ.flɑːg/. It should end with consonant /ʒ/ as

/ˈkæm.əә.flɑːʒ/. The mistake occurred in the first attempt of pronouncing words

and the subject repeated the error in the third attempt.

f. Mispronouncing of Vowel / uː /

The error occurred in all words given, the subject replaced the phoneme

/u:/ into the phoneme /ʊ/ in all words. It happened becausethe subject was not

understand in distinguishing / uː/ as a long sound and / ʊ / as the short sound. The

mistake occurs in the first attempt of pronouncing words and the subject repeated

the error in the third attempt.

g. Mispronouncing of Vowel /ʊ/

In the word “Courier”, the error occurred when the subject replaced the

vowel /ʊ/ as /ˈkʊr.i.əә r / into diphthong /aʊ/ as /ˈkaʊr.i.əә r /. The mistake occurred

in the first attempt of pronouncing words and the subject repeated the error in the

third attempt.


27

In the word “Woman”, the error occurred when the subject replaced the

vowel /ʊ/ as /ˈwʊm.əәn/ into vowel /ɔ:/ as /ˈwɔ:m.əәn/. The error occurred in the


attempt.

h. Mispronouncing of Vowel / ɔː /

In the word “Sword”, the subject pronounced the phoneme /ɔː/ very well.

The mistake occurred when the subject pronounced the word “Sword” by adding

the phoneme /w/ as /swɔːd /. It should be pronounced as /sɔːd /. The mistake

occurred on the first attempt of pronouncing word. The subject was not careful

enough in reading the word before pronouncing.

i. Mispronouncing of Vowel /ʌ/

In the word “Rubber”, the subject pronounced the phoneme /b/ easily. The

error occurred in the vowel /u/. The subject pronounced Rubber as /ˈrub.əә r / using

vowel /u/, it should be pronounced by using vowel /ʌ/ as /ˈrʌb.əә r /. The subject

made the error by pronouncing /u/ in the first attempt. It means that the subject did

not know that it should be pronounced as /ʌ/. The subject repeated the error in the

third attempt.


28

Table 2.3 The Subject’s Mispronunciation of Diphthongs’ Sounds

Diphthongs

No

Words


/eɪ/ 1 Aim / eɪm/ / ɑɪm / 2 /aɪ/ 1 Mild /maɪld/ /maɪl/ 2

2 Quaint /kweɪnt/ /kwaint/ 2 /əәʊ/ 1 Old /əәʊld/ /ɔld/ 2

2 Foe /fəәʊ/ /fɔ/ 1 3 Colt /kəәʊlt/ /kɔlt/ 2

/eəә/ 1 Care /keəә r / /kʌr / 2 /aʊ/ 1 House /haʊs/ /hɔːs/ 2

2 Owls /aʊls/ /ɔːls/ 2 3 Foul /faʊl/ /fɔːl/ 2 4 Town /taʊn/ /tɔːn/ 2

/ʊəә/ 1 Tour /tʊəә r / /təәɔː r / 2


part specifically on the eight diphthongs from nine diphthongs (eɪ, aɪ, ɪəә, ɔɪ, əәʊ, eəә,

əәʊ, aʊ, ʊəә). There are on sections (eɪ, aɪ, əәʊ, eəә, aʊ, ʊəә). From the six sections the

researcher generates it into error and mistakes. The error occurs in the six sections

(eɪ, aɪ, əәʊ, eəә, aʊ, ʊəә). The mistake occurs in section (əәʊ). The detail analysis on

each vowel’s sections as follows:

a. Mispronouncing of Diphthong /eɪ/

The error occurred when the subject pronounced the word “Aim” by

replacing diphthong /eɪ/ as / eɪm/ into / ɑI / as / ɑIm /. The error occurred in the


attempt.


29

b. Mispronouncing of Diphthong /aɪ/

In the word “Mild”, the subject pronounced the phoneme /aɪ/ very well.

The error occurred when the subject pronounced the word “Mild” by putting the

ending on the consonant /l/ as /maɪl/, while the ending should be in the consonant

/d/ as /maɪld/. The error occured in the first attempt of pronouncing words and the


In the word “Quaint”, the error occurred when the subject replaced the

phoneme / eɪ/ as /kweɪnt/ into /ai/ as /kwaint/. This error occurred in the first

attempt of pronouncing words and the subject repeated the error in the third

attempt.

c. Mispronouncing of Diphthong /əәʊ/

In the word “Old”, the error occurred when the subject pronounced vowel

/ɔ/ as /ɔld/. It should be pronounced by using diphthong /əәʊ/ as /əәʊld/.The error



In the word “Foe”, the mistake occurred when the subject pronounced

vowel /ɔ/ as /fɔ/. It should be pronounced by using diphthong /əәʊ/ as /fəәʊ/. The

mistake occurred in the first attempt of pronouncing words.

In the word “Colt” the error occurred when the subject pronounced vowel

/ɔ/ as /kɔlt/. It should be pronounced by using diphthong /əәʊ/ as /kəәʊlt/. The error




30

e. Mispronouncing of Diphthong /eəә/

The error occurred, when the subject pronounced the word “Care” /keəә r /

by using vowel /ʌ/ it became /kʌr/. The subject thought that, the Indonesian

meaning of the word is “mobil.” The error occured in the first attempt of


f. Mispronouncing of Diphthong /aʊ/

The error occurred in all words given, the subject replaced the diphthong

/ɑʊ/ into the vowel /ɔ:/. The mistake occurred in the first attempt of pronouncing


g. Mispronouncing of Diphthong /ʊəә/

The mistake occurred in the word “Tour”. The subject pronounced the

word “Tour” /tʊəә r/ by using vowel /əә/ and /ɔː/ as /təәɔː r/. The mistake occurs in

the first attempt of pronouncing words and the subject repeats the error in the third

attempt.

C. Analysis and Discussion

In this part, the researcher answers the two research questions of this

study. The two research questions are “What are the pronunciation errors made by

the ELESP student from Papua?” and “What efforts can be done to improve the

pronunciation of the ELESP student from Papua?” The answer of these two

research questions are based on the data presentation above.


31

1. The Pronunciation Errors made by the ELESP Student from Papua.

In this part the researcher answer the first research questions, “What are

the pronunciation errors made by the ELESP student from Papua?” Based on the

data analysis, from the Table 2.1 the errors occurred in 13 consonants they were

(p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ) and the mistakes occurred in 7 consonants they

were (d, f, z, ʒ, θ, ŋ, j). From the Table 2.2 the errors occurred in 7 vowels they

were ( iː, ɪ, æ, ɑ:, u:, ʊ, ʌ ) and mistakes occurred in 2 vowels they were (ɜː and

ɔ:). From the Table 2.3 the errors occurred in 6 diphthongs they were (eɪ, aɪ, əәʊ,

eəә, aʊ, ʊəә) and the mistakes occur in 1 diphthong it was (əәʊ). From the analysis

above the researcher also found that in this case, the error can occurred because of

the reason as follows:

a. The subject had less attention to silent letters.

E.g: Table 2.1 Mispronouncing of Consonants /p/ with Silent Letter

In the consonant /p/ as in “Pneumonia” it should be pronounced as

/nuːˈmoʊ.njəә/ but the subject pronounces it as /pnuːˈmoʊ.njəә/.

No Words Pronunciation Number of Cases Intended Actual

1. Pneumonia /nuːˈmoʊ.njəә/ /pnuːˈmoʊ.njəә/ 2


32

b. The subject had less attention in reading the words; therefore he often recited

the words incompletely until the end of the word.

E.g: Table 2.1 Mispronouncing of Consonants /ŋ/

Consonant /ŋ/ the word “Wriggling” should pronounced as /ˈrɪg.liŋ ̩/ with

/ŋ/ sound as the ending but the subject pronounced it as /ˈrɪg.li ̩/ with /i/

sound as the ending.

c. The subject pronounced the word just like it was written. In order to

support this statement the researcher provides an example taken from the

data presentation:

E.g: Table 2.1 Mispronouncing of Consonants /ŋ/

Consonant /ŋ./ the word is “Handkerchief” it should be pronounced as

/ˈhæŋ.kəә.tʃiːf/, but the subject pronounces it as /ˈhænd.kəә.tʃiːf/. The subject

pronounced the word “Handkerchief” as pronouncing the word “Hand”

tangan in Indonesian.


1. Wriggling /ˈrɪg.li ̩/ /ˈrɪg.liŋ ̩/ 2


1. Handkerchief /ˈhæŋ.kəә.tʃiːf/ /ˈhænd.kəә.tʃiːf/

2


33

d. The subject also got the difficulty in distinguishing the several sounds, it is

clearly shown when the subject should pronounce words whether using [/i:/ or

/I/]; [/u:/ or /ʊ/], or [/ð/ or /ɵ/ or /t/].:

E.g: Table 2.2Mispronouncing of Vowel / iː/

In the word Canteen /kænˈtiːn/ using the vowel /i:/ the long sound, but the

subject pronounced it as /kænˈtIn/ using /ɪ/, the short sound. This error

occurred in all words given.

2. The Efforts to improve the Pronunciation of the ELESP Student from

Papua

In this section, the researcher will answer the second research question

namely, “What effort can be done to improve the pronunciation of the ELESP

student from Papua?” In order to overcome the pronunciation errors, the

researcher suggests the ELESP student from Papua to do as follows:

a. The subject can make a group work or pair works to do the pronunciation

practice outside the class. He needs to cooperate with other friends who

have better pronunciations ability than him.


1. Canteen /kænˈtiːn/ /kænˈtɪn/ 2


34

By peer practice of reading out loud, the subject will get the feedback from

the friend in order to improve the subject’s pronunciation skill.

b. The subject can have pronunciation drilling at home. According to Harmer

(2000) drilling technique in repeating structural pattern trough oral practice.

In this study, the subject needs to drill himself to practice pronouncing

around 10 new words every day. The subject can consult his pronunciation

whether it is correct or not by using Interactive dictionary or digital

dictionary.


35

CHAPTER III

CONCLUSIONS AND RECOMMENDATIONS

In this chapter the researcher presents the result of chapter II, the data analysis

and the discussions. The following paragraphs provide the answer of research

problem of conclusion and recommendations. The recommendations will be divided

into three suggestions, for the future ELESP student from Papua, future researchers

and future teachers/lecturers.

A. Conclusions

This chapter discusses the conclusions of findings in chapter three. Related

to the first research question, it is clear that the ELESP student coming from Papua

especially from Ketengban ethnic race gets the difficulties in pronouncing the

words especially on the consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n,

ŋ, l, h, r, w, j ), vowels (iː, ɪ , e, æ, ɜː, əә, ɑː, ʌ , u: , ʊ, ɔː, ɒ), and diphthongs (eɪ, aɪ,

ɪəә, ɔɪ, əәʊ, ɛəә, eəә, aʊ, ʊəә). It happens because of five aspects:

1. The researcher concludes that error and mistake are two different things.

Error can occur due to the lacks of knowledge of the subject particular case

such as; lack of understanding about silent letter as in the mispronunciation

of consonants table /p/, /b/, and /g/,lack of knowledge to differentiate


36

between phoneme which has a long sound and a short sound as in the

mispronunciation of vowels table [/i:/ and /I/] and [/u:/ and /ʊ/] also in the

mispronunciation of consonants table [/ð/ and /ɵ/ ], and when the subject

reads the word as it is written as in mispronunciation consonant table /f/

and /s/ and vowel / ɔː/ and / ʌ/.

2. The Pronunciation Errors made by the ELESP Student from Papua, based on

the data analysis, from the Table 2.1 the errors occurred in 13 consonants they

are (p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ) and the mistakes occur in 7 consonants

they are (d, f, z, ʒ, θ, ŋ, j). From the Table 2.2 the errors occurred in 7 vowels

they are ( iː, ɪ, æ, ɑ:, u:, ʊ, ʌ ) and mistakes occurred in 2 vowels they are (ɜː

and ɔ:). From the Table 2.3 the errors occurred in 6 diphthongs they are (eɪ, aɪ,

əәʊ, eəә, aʊ, ʊəә) and the mistakes occurred in 1 diphthong it was (əәʊ).

3. In this research the errors occurred because of several things. First, less

attention to the silent letter word. Second, recited the sound or pronouncing

words incompletely until the end of the word. Third, the subject pronounced

the word as it was written. Fourth, the subject also got difficulty in

distinguishing between pronouncing words whether using [/i:/ or /I/] ; [/u:/ or

/ʊ/], or [/ð/ or /ɵ/ or /t/].


37

4. The efforts to improve the pronunciation of the ELESP student from Papua

are by drillings, peer practice of reading out loud and then consulting to the

digital dictionary.

A. Recommendations

Pronunciation is as important as listening, reading, and writing because

pronunciation skills also develop someone’s speaking skills. The researcher gives

some recommendations for the ELESP Sanata Dharma University, the ELESP

Students and the future researcher as follows:

1. For the ELESP Sanata Dharma University, the researcher suggests to make

a various activities in Pronunciation class besides drillings, the lecturer can

ask the student to make a group work for reading out loud, singing and

pronunciation games.

2. For the ELESP students, the researcher suggests making a group work for

reading out loud and students can share some feedback for other students.

3. For the future researcher. The researcher suggests to the future researcher

finding more volunteers to become the subject of the study, develop the test

into pronouncing sentence level and allocate more time to do drillings.


38

REFERENCES

Allan, C,. (1997). Intonation. Cambridge. Cambridge University Press. Boyanova, M. (2002). English phonetics. retrieved August 11,2014, from

www.studyenglishtoday.net/english-phonetics.html Bright, J. A. (1970). Teaching English as a second language. London: Longman

Group. Brown, H.D. (2000). Principles of language learning and teaching. New York:

Pearson Education. Celce-Mucia, M. (2001). Teaching English as foreign language: Third edition.

Boston: Henle and Henle. Chiang, T. (1981). Error analysis: A study of errors made in written English by

Chinese Learners. Published M.A. thesis, National Taiwan Normal University, 1981: Taipei: The Crane.(M.A. thesis, 316 + xi).

Corder, S.P. (1967). The significance of learners’ errors. IRAI.5 No4.1967. Dulay, H. Burt, M & Krashen. S. (1982). Language two. New York: Oxford

University Press. Elfenbein, Hillary, et al. (2007). Toward a dialect theory: Cultural differences

in the expression and recognition of posed facial expressions. American Psychological Association, 131, 131-146.

Forel, C. A. & Genoveva, P. (2005). Phonetics and Phonology: Reader for First

Year English Linguistics. Geneva: University of Geneva. Franklin, V. & Rodman. R. (1988). An introduction to language. New York: Holt,

Reinhart & Winston, Inc. Harmer, J. (2000). The practice of English language teaching. Cambridge:

Cambridge University Press. Heffernan, C. (2001). The Irish media and the lack of public debate on new

reproductive technologies (NRTS) in Ireland. Health 5 (3) :355-371. Indriani, M. I. (2001). English pronunciation: The English speech sounds theory

and practice. Jakarta: P.T. Gramedia Pustaka Utama.


http://www.studyenglishtoday.net/english-phonetics.html

39

Locke, J. L. (1978). Phonetic effects in the silent reading of hearing and deaf children cognition. 6. 175-187.

Munro, M. J. & Derwing, T.M. (1999). Foreign accent, comprehensibility, and

intelligibility in the speech of second language learning. Language Learnning, 49 (suppl. 1), 285 – 310.

Norman, K. D, & Lincoln, Y. S. (2005). The sage handbook of qualitative

research. Thousand Oaks: SAGE Publications. Nunan , D. (2003). Practical English language teaching. New York: McGraw

Hill Companies. Otlowski, M. (1998). Pronunciation: What are the expectations? The internet

TESL Journal, Vol IV, no 1, January 1998 (online) retrieved on August 11, 2014, from http:/iteslj.org/articles/ otlowski-pronunciation.html.

Richard, J. S. & Rodgers, T. S. (1986). Approach and method in language

teaching. London: Cambridge University Press. Widiarti, Lili .(2002). The influence of the Banyumas dialect background on

SMU 2 Purwokerto second semester students’ pronunciation of the English diphthong /eɪ/, /əәʊ/, /aʊ/. Thesis . Yogyakarta : Sanata Dharma University

Woolf, H. B. (1980). Webster’s new collegiate dictionary. Massachussetts: G. &

C. Merriam, Co. Yin, R. K. (1984). Case study research: design and methods. Newburry Park.

CA: Sage.


APPENDICES


40

APPENDIX 1

Table 1. . The Subject’s Mispronunciation of Consonants’ Table

CONSONANTS / p /

/ b /

/ t /

/ d /

/ k /


1 Apricot /ˈeɪ.prɪ.kɒt/ /ˈeɪ.prɪ.kɒt/ 0 2 Cupboard /ˈkʌb.əәd/ /ˈkʌb.əәrd/ 2 3 Pneumonia /nuːˈmoʊ.njəә/ /pnuːˈmoʊ.njəә/ 2 4 Pump /pʌmp/ /pʌmp/ 0


1 Blew /bluː/ /bluː/ 0 2 Doubt /daʊt/ /daʊbt/ 2 3 Rubber /ˈrʌb.əә r / /ˈrub.əә r / 2 4 Subtle /ˈsʌt.l ̩/ /ˈsʌt.l ̩/ 0


1 Act /ækt/ /ækt/ 0 2 Nutmeg /ˈnʌt.meg /ˈnʌt.meg 0 3

Outward /ˈaʊt.wəәd/ /ˈaʊt.wəәd/ 0

4 Past /pɑːst/ /pɑːst/ 0


1 Dockyard /ˈdɑːk.jɑːrd/ /ˈdɑːk.jɑːrd/ 0 2 Judge /dʒʌdʒ/ /dʒʌdʒ/ 0 3 Padlock /ˈpæd.lɒk/ /ˈpæd.lɒk/ 0 4 Raised /reɪzd/ /reɪsed/ 2


41

/ g /

/ f /

/ v /

/ s /


1 Choke /tʃəәʊk/ /tʃəәʊk/ 0 2 Leak /liːk/ /liːk/ 0 3 Talking /ˈtɔː.kɪŋ/ /ˈtɔː.kɪŋ/ 0 4 Thicken /ˈθɪk. n/ /ˈθɪk. n/ 0


1 Gnaw /nɔː/ /gnɔː/ 0 2 Ignore /ɪgˈnɔː r / /ˈɪgnɔː r / 0 3 Rouge /ruːʒ/ /rouʒ/ 0

4 Wriggling /ˈrɪg.liƞ ̩/ /ˈrɪg.li ̩/ 1


1 Cough /kɒf/ /koug/ 2 2 Physics /ˈfɪz.ɪks/ /ˈfɪz.ɪks/ 0 3 Sphere /sfɪəәr / /spɪəәr / 2 4 Tougher /tʌfəә r / /tougəә r / 2


1 Canvas /ˈkæn.vəәs/ /ˈkæn.vəәs/ 0 2 Dove /dʌv/ /dʌv/ 0 3 Loaves /ləәʊvz/ /ləәʊvz/ 0 4 Oven /ˈʌv. əә n/ /ˈʌw. əә n/ 0


1 Axes /ˈæk.siːs/ /ˈæk.siːs/ 0 2 Pieces /piːs i:s/ /piːs i:s/ 0 3 Riddance /ˈrɪd. əә nts/ /ˈrɪnd. a nts/ 2 4 Wrestler /ˈres.ləә r / /ˈrets.ləә r / 2


42

/ z /

/ ʃ /

/ ʒ /

/ tʅ /


1 Dizzy /ˈdɪz.i/ /dɪzˈ.zi/ 2 2 Legs /legz/ /legz/ 0 3 Prism /ˈprɪz. əә m/ /ˈprɪz. əә m/ 0 4 Thousand /ˈθaʊ.z əә nd / /ˈθaʊ.z əә nd / 0


1 Bushel /ˈbʊʃ. əә l/ /ˈbʊʃ. əә l/ 0 2 Charade /ʃəәˈrɑːd/ /tʃˈrɑːd/ 2 3 Dish /dɪʃ/ /dɪʃ/ 0 4 Douche /duːʃ/ /dauːtʃ/ 2


1 Leisure /ˈleʒ.əә r / /ˈles.əә r / 2 2 Measure /ˈmeʒ.əә r / /ˈmes.əә r / 2 3 Prestige /presˈtiː d ʒ/ /presˈtiː d / 1 4 Seizure /ˈsiː.ʒəә r / /ˈsiː.səә r / 1


1 Handkerchief /ˈhæŋ.kəә.tʃiːf/ /ˈhænd.kəә.tʃiːf/ 3 2 Juncture /ˈdʒʌŋk.tʃəә r / /ˈdʒʌk.tʃəә r / 2 3 Richer /rɪtʃəә r/ /rɪtʃəә r/ 0 4 Wretched /ˈretʃ.ɪd/ /ˈretʃ.ɪd/ 0


43

/ dʒ/

/θ/

/ ð/

/ m/


1 Adjacent /əәˈdʒeɪ. s əә nt/ /əәˈdʒeɪ. tʃ əә nt/ 2 2 Hinge /hɪndʒ/ /hɪŋ/ 2 3 Judge /dʒʌdʒ/ /dʒʌdʒ/ 0 4 Juncture /ˈdʒʌŋk.tʃəә r / /ˈdʒʌk.tʃəә r / 2


1 Author /ˈɔː.θəә r / /ˈɔː.təә r / 0 2 Smith /smɪθ/ / smɪθ/ 0 3 Thought

/θɔːt/ /tɔːt/ 2

4 Warmth /wɔːm p θ/ /wɔːm p θ/ 0


1 Either /ˈaɪ.ðəә r / /ˈaɪ.ðəә r / 0 2 Leather /ˈleð.əә r / /ˈleð.əә r / 0 3 Southern /ˈsʌð.əәn/ /ˈsʌð.əәn/ 0 4 Though /ðəәʊ/ /təәʊ/ 0


1 Mother /ˈmʌð.əә r / /ˈmʌð.əә r / 0 2 Nymph /nɪm p f / /nɪm/ 2 3 Smear /smɪəә r / /smɪəә r / 0 4 Tomb /tuːm/ /tuːm/ 0


44

/ n /

/ŋ/

/ h /

/ l /


1 Hinge /hɪndʒ/ /hɪŋ/ 2 2 Month /mʌn t θ/ /mʌn t θ/ 0 3 None /nʌn/ /nʌn/ 0 4 Sneeze /sniːz/ /sniːz/ 0


1 Among /əәˈmʌŋ/ /əәˈmʌŋ/ 0 2 Finger /ˈfɪŋ.gəә r / /ˈfɪŋ.dʒəә r / 2 3 Handkerchief /ˈhæŋ.kəә.tʃiːf/ /ˈhænd.kəә.tʃiːf/ 2 4 Hang /hæŋ/ /hæŋ/ 0


1 Adhere /əәdˈhɪəә r / Adhere 0 2 Heat /hiːt/ /het/ 0 3 Perhaps /pəәˈhæps / /pəәˈhæps / 0 4 Whom /huːm/ /huːm/ 0


1 Late /leɪt/ /leɪt/ 0 2 Leer /lɪəә r / /lɪəә r / 0 3 Medley /ˈmed.li/ /ˈmed.li/ 0 4 Nobly /ˈnəәʊ.bli/ /ˈnəәʊ.bli/ 0


45

/ r /

/ w /

/ j /


1 Arrowroot /ˈær.əә ʊ .ruːt/ /ˈær.əә ʊ .ruːt/ 0 2 Diary /ˈdaɪəә.ri/ /ˈdaɪəә.ri/ 0 3 Poor /pɔː r / /pɔː r / 0 4 Throw /θrəәʊ/ /Trəәʊ/ 1


1 Quaint /kweɪnt/ /kwaint/ 2 2 Squirrel /ˈskwɪr. əә l / /ˈskwɪr. əә l / 0 3 Thwart /wɔːt/ /twɔːt/ 0 4 Womb /wuːm/ /wuːm/ 0


1 Argue /ˈɑːg.juː/ /ˈɑːguː/ 1 2 Enthusiasm /ɪnˈθjuː.zi.æz.

əә m/ /ɪnˈθjuː.zi.æz. əә

m/ 0

3 Queue /kjuː/ /kjuːe/ 0 4 Yacht /jɒt/ /jɒt/ 0


46

APPENDIX 2

Table 2. . The Subject’s Mispronunciation of Vowels’ Table

VOWEL / i: /

/ I /

/ e /

/ ӕ /


1 Canteen /kænˈtiːn/ /kænˈtIn/ 2 2 Complete /kəәmˈpliːt/ /kəәmˈplIt/ 2 3 Seed /siːd/ /sId/ 2 4 Seize /siːz/ /sIz/ 2


1 Ladies /ˈleɪ.dis/ /ˈleɪ.dis/ 0 2 Private /ˈpraɪ.vəәt/ /ˈpraɪ.pəәt/ 0 3 Sit /sɪt/ /sɪt/ 0 4 Wicked /ˈwɪk.ɪd/ /ˈwɪk.ɪd/ 0


1 Den /den/ den/ 0 2 Meadow /ˈmed.əәʊ/ /ˈmed.əәʊ/ 0 3 Set /set/ /set/ 0 4 Thames /tems/ /tems/ 0


1 Plaid /plæd/ Plaid 0 2 Rash /ræʃ/ Rash 0 3 Sat /sæt/ Sat 0 4 Wagon /ˈwæg.əәn/ Wagon 0


47

/ 3: /

/ əә /

/ ɑ: /

/ ʌ /

No Words Pronunciation Number of Cases

Intended Actual 1 Bird /bɜːd/ /bɜːd/ 0 2 Journey /ˈdʒɜː.ni/ /ˈdʒɜː.ni/ 0 3 Myrtle /ˈmɜː.tl ̩/ /ˈmɜrtl ̩/ 1 4 Purse /pɜːs/ /pɜːs/ 0


Intended Actual 1 Ago /əәˈgəәʊ/ /əәˈgəәʊ/ 0 2 Figure /ˈfɪg.əә r / /ˈfɪg.əә r / 0 3 Gentleman /ˈdʒen.tl ̩.məәn/ /ˈdʒen.tl ̩.məәn/ 0 4 Outward /ˈaʊt.wəәd/ /ˈaʊt.wəәd/


Intended Actual 1 Camouflage /ˈkæm.əә.flɑːʒ/ /ˈkæm.əәʊ.flɑːg/ 3 2 Clerk /klɑːk/ /klɑːk/ 0 3 Hearth /hɑːθ/ /hɑːθ/ 0 4 Ralph /rɑ:lf/ /rɑ:lf/ 0


Intended Actual 1 Among /əәˈmʌŋ/ /əәˈmʌŋ/ 0 2 Blood /blʌd/ /blʌd/ 0 3 Southern /ˈsʌð.əәn/ /ˈsʌð.əәn/ 0 4 Sun /sʌn/ /sʌn/ 0


48

/ u: /

/ ʊ /

/ ɔ: /

/ ɒ /


1 Chew /tʃuː/ /tʃʊ/ 2 2 Food /fuːd/ /fʊd/ 2 3 Spoon /spuːn/ /spʊn/ 2 4 Wound /wuːnd/ /wʊnd/ 2


1 Courier /ˈkʊr.i.əә r / /ˈkaʊr.i.əә r / 2 2 Put /pʊt/ /pʊt/ 0 3 Shook /ʃʊk/ /ʃʊk/ 0 4 Woman /ˈwʊm.əәn/ /ˈwɔ:m.əәn/ 2


1 Bought /bɔːt/ /bɔːt/ 0 2 Cord /kɔːd/ /kɔːd/ 0 3 Jaw /dʒ ɔ ː/ /dʒ ɔ ː/ 0 4 Sword /sɔːd /

/swɔːd / 1


1 Gone /gɒn/ /gɒn/ 0 2 Quality /ˈkwɒl.ɪ.ti/ /ˈkwɒl.ɪ.ti/ 0 3 Sausage /ˈsɒs.ɪdʒ/ /ˈsɒs.ɪdʒ/ 0 4 Swan /swɒn/ /swɒn/ 0


49

APPENDIX 3

Table 3. . The Subject’s Mispronunciation of Diphthong’s Table

DIPHTHONG /eɪ/

/ aɪ/

/ ɪəә/


1 Aim / eɪm/ / ɑIm / 2

2 Ape /eɪp/ /eɪp/ 0 3 Break /breɪk/ /breɪk/ 0 4 Sail /seɪl/ /seɪl/ 0


1 Aisle /aɪl/ /aɪl/ 0

2 Mild /maɪld/ /maɪl/ 2 3 Sight /saɪt/ /saɪt/ 0 4 Time /taɪm/ /taɪm/ 0


1 Deer /dɪr/ /dɪr/ 0

2 Idea /aɪˈdɪəә/ /aɪˈdɪəә/ 0 3 Tear /teəә r / /teəә r / 0 4 Weird /wɪəәd/ /wɪəәd/ 0


50

/ ɔI /

/əәʊ /

/ɛəә /

/ɔəә /


1 Boy /bɔɪ/ /bɔɪ/ 0 2 Coiled /kɔɪld/ /kɔɪld/ 0 3 Noise /nɔɪz/ /nɔɪz/ 0 4 Ointment /ˈɔɪnt.məәnt/ /ˈɔɪt.məәnt/ 2


1 Colt /kəәʊlt/ /kɔlt/ 2 2 Foe /fəәʊ/ /fɔ/ 1 3 Old /əәʊld/ /ɔld/ 2 4 Shoulder /ˈʃəәʊl.dəә r / /ˈʃəәʊl.dəә r / 0


1 Care /keəә r / /kʌr / 2 2 Pair /peəә r / /peəә r / 0 3 There /ðeəә r / /ðeəә r / 0 4 Wear /weəә r / /weəә r / 0


1 Door /dɔː r / /dɔː r / 0 2 Folklore /ˈfəәʊk.lɔː r / /ˈfɔː k.lɔː r / 2

3 For /fɔː r / /fɔː r / 0 4 Shore /ʃɔː r / /ʃɔː r / 0


51

/aʊ /

/ ʊəә/


1 Foul /faʊl/ /fɔʊl/ 1 2 House /haʊs/ /hɔʊs/ 2 3 Owls /aʊls/ /ɔʊls/ 2 4 Town /taʊn/ /tɔʊn/ 2


1 Poor /pɔː r / /pɔː r / 0 2 Sewer /sʊəә r / /sʊəә r / 0 3 Spurious /ˈspjʊəә.ri.əәs/ /ˈspjʊəә.ri.əәs/ 0 4 Tour /tʊəә r / /təәɔː r / 2


52

APPENDIX 4

Table 1 . Consonant Figure Table

Table 2 . Vowel Figure Table


53

Table 3 . Diphthong Figure Table


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