i

A ANALYSIS OF STUDENTS’ ABILITY IN

PRONOUNCING VOWEL /æ/, /ə/ AND /ɛ/

(A Quantitative Study of The Eighth Semester Student of English Education

Department of IAIN Salatiga in The Academic Year of 2016/2017)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of

the Requirements for the Degree of Sarjana Pendidikan (S.Pd) in

English Education Department of State Institute for Islamic

Studies (IAIN) Salatiga

By :

Dwi Astutik

113-13-101

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

ii

iii

iv

v

MOTTO

“DONE IS BETTER THAN PERFECT”

(Sheryl Sandberg)

”In every life we have some trouble. But

when you worry, you make it double”

(Bobby McFerrin)

“If you believe in yourself, anything is

possible”

vi

DEDICATION

The writer would like to dedicate this graduating paper to :

My mother and my father for their endless support and prayer

My brothers, my sisters and all my family for their encouragement

My best friends that I could ever had. Amel, Jeni, Wiji, thank you

so much for everything.

All of friends. Thank you for being there.

Myself. This graduating paper will remind me that it took a very

hard effort to finish.

vii

viii

ix

ABSTRACT

Astutik, Dwi. 2017. An Analysis of Students’ Ability in Pronouncing

Vowel/æ/, /ə/ and /ɛ/(A Quantitative Study of the Eighth Semester

Students of English Education Department, IAIN Salatiga,

Academic Year of 2016/2017). A Graduating Paper.English

Education Department. Teacher Training and Education Faculty.

State Institute for Islamic Studies Salatiga. Counselor: Faizal

Risdianto, S.S, M.Hum.

This research investigated pronunciation errors made by the eight

semester students of IAIN Salatiga in pronouncing vowel /æ/, /ə/ and /ɛ/.

The objectives of the research were to analyze the profile of students’

mastery in pronouncing vowel /æ/, /ə/ and /ɜ/ and to describethe dominant

vowel mispronounced by students. The methodology of this research was

a descriptive quantitative study. The writer used an audio recording of

each respondents’s recording to get the data. Respondents were asked to

read some words which consist ofvowel/æ/, /ə/ and /ɜ/. Based on the data

analysis, the respondents’ ability in pronouncing vowel /æ/, /ə/ and /ɛ/

was good.The most difficult type of vowel /æ/, /ə/ and /ɛ/ faced by the

respondents’ was vowel /ə/. From the computation, 45.83% of the

respondents were incorrect in pronouncing it.The problems encountered

by the respondents in pronouncing vowel /æ/, /ə/ and /ɛ/ may be caused

by their lack of knowledge of the pronunciation of vowel /æ/, /ə/ and /ɛ/.

It is also possible that they know the theory well, but they are not able to

practice it orally.

Key words:Pronunciation, Vowel

x

TABLE OF CONTENTS

TITLE ............................................................................................................................... i

DECLARATION ............................................................................................................ ii

ATTENTIVE COUNSELOR........................................................................................... iii

CERTIFICATION PAGE ................................................................................................ iv

MOTTO ........................................................................................................................... v

DEDICATION ................................................................................................................. vi

ACKNOWLEDGEMENT ............................................................................................. vii

ABSTRACT ..................................................................................................................... ix

TABLE OF CONTENT ................................................................................................... x

LIST OF TABLES .......................................................................................................... xii

LIST OF FIGURES ....................................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of the Study ................................................................................ 1

B. Problem of the Study ...................................................................................... 6

C. Objective of the Study .................................................................................... 6

D. Limitation of the Study ................................................................................. 6

E. Significance of the Study .............................................................................. 6

F. Definition of the Key Terms .......................................................................... 8

G. Research Paper Organization .......................................................................... 8

CHAPTER II LITERATURE REVIEW

A. Definition of Pronunciation........................................................................... 10

B. Speech organ ................................................................................................. 12

C. English Sounds ............................................................................................. 17

1. Consonant .............................................................................................. 18

2. Vowel ...................................................................................................... 20

3. Diphthong .............................................................................................. 27

xi

D. Problems in Pronunciation ........................................................................... 28

E. Previous Researches ..................................................................................... 33

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Resesarch Approach ...................................................................................... 37

B. Research Design ............................................................................................ 38

C. Subject of the Study ..................................................................................... 39

1. Population ......................................................................................... 39

2. Sample ............................................................................................... 40

D. Location of the Study .................................................................................... 40

E. Research Instrument ..................................................................................... 41

F. Technique of Data Collection ...................................................................... 41

G. Technique of Analyzing Data ...................................................................... 42

CHAPTER IV DATA PRESENTATION AND DISCUSSION

A. Data Presentation .......................................................................................... 45

B. Discussion ................................................................................................... 46

1. Calculation of the Score ......................................................................... 53

2. Interpretation of the Data ........................................................................ 56

CHAPTER V CLOSURE

A. Conclusion ................................................................................................... 58

B. Suggestion .................................................................................................... 59

REFERENCES

APPENDICES

xii

LIST OF TABLES

Table 2.1 English Phonetic Alphabet .................................................................... 17

Table 2.2 List of English Consonants ................................................................... 18

Table 2.3 Front Vowel .......................................................................................... 21

Table 2.4 Central Vowel ....................................................................................... 22

Table 2.5 Back Vowel ........................................................................................... 23

Table 2.6 Diphthong Sounds ................................................................................. 28

Table 3.1 Pronunciation Test ............................................................................... 42

Table 3.2 Respondents’ Test Analysis .................................................................. 43

Table 3.3 Students’ Mastery Level used in Tinambunan’s Criterion .................... 44

Table 4.1 Summary of the Respondents’ Test Result ........................................... 53

Table 4.2 Profile of Respondents’ Vowel Test ..................................................... 54

xiii

LIST OF FIGURES

Figures 2.1 Pronunciation Features ....................................................................... 12

Figure 2.2 Speech Organs ...................................................................................... 17

Figures 2.3 Place of English Sound ....................................................................... 20

Figures 2.4 Articulation of Vowel Sound .............................................................. 25

i

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a means of communication in everyday life. It is used

as a bridge of communication among people. People are able to share

ideas, opinions, interests and many other things through language. One of

most spoken language in this global world is English . For many years,

English has been used globally by non-native speakers as an international

language. Pennington (1996 : 12) argues that English has two functions in

what may be called ‘un-English’ contexts covering a very wide territory,

and is used in a variety of domains such social, cultural, educational,

media-related, administrative and literary. It is used primarily for

international communication’.

It is really important to learn about English, so that we can

communicate with others, especially foreigners, without any obstacles. In

Indonesia, English is considered as the first foreign language that is taught

formally from elementary school up to university level. Even, now, some

kindergartens also teach basic English to their students. Students only

learn English at school, so it makes them get some difficulties when

learning this language. As a result, students do mistakes and errors in

learning this language both of skills and components.

2

English has four skills: reading, speaking, listening, and writing,

and three components: grammar, vocabulary, and pronunciation.In terms

of speaking, teachers should be concerned about the micro skills. One of

the micro skills is pronunciation. The aspects of pronunciation that can be

taught consist not only the segmental features like how to pronounce

vowels and consonants correctly but also the suprasegemental features

such as rhythm and intonation. Teacher needs to realize how important

pronunciation is. Students who cannot pronounce well cannot express

what they really intend to and may lose their confidence.

Pronunciation is a very important element of foreign language

learners. There are so many problems with understanding English spoken

at a natural speed by native speakers who speak with various accents.

Non-native English also have problems in speaking to and being

understood by others. Some students still have problems. One of the

problems is dealing with phonetic understanding. Because every English

learner has their own phonetic words dealing with their native language

such as Javanese, Indonesian, Chinese, Japanese, etc. (Hughes et al, 2003 :

4).

Realizing the importance of pronunciation, teachers should be able

to convince students so that they have willingness to improve their English

pronunciation. The pronunciation teaching is not expected to get students

to have native-like pronunciation but the students can achieve at least the

minimum requirement of good pronunciation.

3

According to Manser, pronunciation is defined as the way in which

languages or words are spoken (Manser, 1991 : 330). It's also dealing with

the way in which someone speaks of foreign language. Pronunciation is

important in English because mispronunciations will make hearer

misunderstand about the meaning of utterance. Pronunciation is clearly a

central factor in people’s success in making themselves understood since it

is the way of sounding those languages. Moreover, pronunciation is

considered as one of the three components of languages, together with

grammar and vocabulary. It plays an important part in listening, and

speaking skill, so developing students pronunciation is one of the most

important tasks for English teachers.

The general aim of teaching English to the students of English

Department of School of Teacher Training and Education is to make them

master all skills of language (listening, speaking, reading and writing).

Besides, it is master the content courses such as linguistics (phonology,

morphology, syntax) and literature. When they are graduated from the

university, they are expected to be proficient in English as well as

professional in teaching it. To meet the goals, several different linguistics

factors such as pronunciation, grammar, lexicon (vocabulary and idiom),

style (appropriate to the situation), function and discourse have become

the learners’ aim and the teachers’ task (Syafei, 1988 : I).

Pronunciation plays a significant part in our personal and social

lives because the way we speak reflects our identities, and indicates our

4

association to particular communities (Seidlhofer, 2001: 112). For

university students, making errors when pronouncing English words can

be embarrassing especially when they have to make presentations or oral

reports of their assignments. As a result, many are self-conscious and this

in turn affects their confidence when presenting.

As one of language components, pronunciation is a neccessity for

students but, the reality, Indonesian learners could not produce English

words correctly. They get confused when producing English words. It is

because there are differences between Bahasa Indonesia and English. The

first is differences in the number of vowel sounds. Bahasa Indonesia have

six vowel sounds namely /i/, /u/, /o/, /a/, /e/, and /ə/ while English has

twelve vowel sounds; /i:/, /ɪ/, /ɛ/, /æ/, /ʌ/, /ɑ:/, /ɒ/, /ɔ:/, /ʊ/, /u:/, /ɜ:/, and /ǝ/.

The second is English is known as inconsistent language. For example

words good this word should be pronounced as /gʊd/. Contrary, Bahasa

Indonesia is consistent language. The way words were spelling is the way

to be pronounced. For example “dia” it should be pronounced /dia/.The

third is teacher’s way of speaking. Students usually imitates their teacher.

They speak as their teachers do, but sometimes teachers also make errors

themselves. The fourth is students’ confidences. Some students are

comparatively quiet and shy, which works to their disadvantage in

speaking. They are afraid of making mistakes. They feel uncomfortable in

their first attempt at speech in English and they are afraid of failure,

laughter and ridicule ( Xu Li Hua, 1991 : 67 ). The ability of speaking

5

English embodies the correctness of pronunciation and intonation directly

affects the appropriate communication in conversation.

Pronunciation refers to the description of sound symbol

phonetically which described in alphabetical form. Alphabetical consist of

two aspects namely consonant and vowel that has the differences in

sounds and symbols. From the writer’s point of view, pronouncing English

vowel seems to be more difficult rather than pronouncing English

consonants. It is proved that there are still many students who do not

success to pronounce English vowel correctly. For example, a lot of

students still pronounce the word “that” as /thɛt/ or /thʌt/ instead of /thæt/.

For these reasons, the writer interested to conduct a research to find

some common errors made by students of IAIN Salatiga in pronouncing

some certain vowels of English. The writer does hope that the result of this

research can be used as a feedback for the lecturer and students’

improvement in learning English pronunciation.

Based on the explanation above, the writer conducts a paper

entitled “AN ANALYSIS OF STUDENTS’ ABILITY IN

PRONOUNCING VOWEL /æ/, /ə/ AND /ɛ/ (A QUANTITATIVE

STUDY OF THE EIGHTH SEMESTER STUDENTS OF ENGLISH

EDUCATION DEPARTMENT OF IAIN SALATIGA IN THE

ACADEMIC YEAR OF 2016/2017.”

6

B. Problem of the Study

Based on the background of the study above, the problems of the study

can be formulated as follows:

1. What is the profile of students’ mastery in pronouncing vowel

/æ/, /ə/ and /ɛ/?

2. What is the dominant vowel that mispronounced by students?

C. Objectives of the Study

Based on the problems of the study, the objectives of the study are :

1. To analyze the profile of students’ mastery in pronouncing

vowel /æ/, /ə/ and /ɛ/.

2. To describe the dominant vowel that mispronounced by the

students.

D. Limitation of the Study

Based on the problem above, the writer focuses on analyzing the

students’ ability in pronouncing English words that contain vowel /æ/,

/ə/ and /ɛ/ and describing the dominant vowel that mispronounced by

students.

E. Significance of the Study

There are two kinds of importance of this research; theoretical and

practical. The expected advantages of the study both theoretical and

practical are:

7

1. Theoretical contribution

a. The writer does hope that this research can give a

contribution in giving information on how to pronounce

some English vowels correctly

b. This study offers some advantages especially for the writer

herself, the respondents, and all university students toward

their pronunciation

c. The result of this research can be used as the references for

those who want to conduct a research in improving students

ability in pronouncing English vowels

2. Practical contribution

a. For the lecturer

The writer expects that the result of this research will help

lecturer to teach how to pronounce English vowels

appropriately.

b. For the students

Students are able to know what errors that they made when

they are pronouncing English vowels. They also can

improve their pronunciation after realizing errors that they

have made.

8

F. Definition of the Key Terms

To avoid misunderstanding, the key terms were defined as follow:

1. Pronunciation

The word pronunciation is defined as the way in which

language or words are spoken (Manser, 1991 : 30). This term is

closely examined in the study of phonetics and phonology.

2. Analysis

The terms analysis is defined by Audi (1999) as a process

of breaking up a concept, proposition, linguistic complex, or

fact into its simple ultimate constituents.

3. Vowel

According to Jones (1975 : 23), a vowel (in normal speech)

is defined as a voiced sounds in forming which the air issues in

continuous stream through the pharynx and mouth, there being

no obstruction and no narrowing such as would cause audible

friction.

G. Research Paper Organization

This graduating paper consists of five chapters. Each chapters are

discussed as follows :

Chapter I contains introduction which covers the background of the

research, the statement of the problem, objectives of the study,

9

limitation of the problem, significance of the research, definitions of

the key terms and research paper organization.

Chapter II is literature review. It consists of the underlying theories

that include the definition of pronunciation, speech organs, English

sound, problems in pronunciation, and previous researches.

Chapter III is about methodology of the research which consists of

research approach, research design, subject of the research, location of

the research, research instrument, technique of data collection, and

technique of analyzing data.

Chapter IV is data analysis. It presents the analysis of the data

collected and the discussion the finding of the research.

Chapter V is closure. It is the last part of this graduating paper

which contains conclusion and suggestion.

10

CHAPTER II

LITERATURE REVIEW

In order to support my research, large amount of information and ideas

are absolutely needed in carrying out this study. That is why, the writer used

many reference textbooks that are related to the subject matter and other

resources, such as materials from internet and the reports of previous studies

and researches on similar topic. This chapter consists of definition of

pronunciation, speech organs, English sound, problems in pronunciation and

previous researches.

A. Definition of Pronunciation

English has four skills: reading, speaking, listening, and writing, and three

components: grammar, vocabulary, and pronunciation. Pronunciation is the

way in which language or words are spoken (Manser, 1991 : 30). It plays a

significant role in our personal and social lives because the way we speak

reflects our identities, and indicates our association to particular communities

(Seidlhofer, 2001 : 23). The more good our pronunciation, the more easy for

us to communicate with others. It is important for students to have a good

pronunciation because students can convey their thoughts, opinions, ideas,

feelings, so on clearly. It does not mean that students need to have a native-

like pronunciation. As Levis (2005 : 310) states that “…aiming for nativeness

11

was an unrealistic burden for both teacher and learner”. It is impossible for

non native to speak as perfect as native does but at least students have the

minimum requirement of good pronunciation.

Meanwhile, Goodwin as cited in Celce-Murcia (2006 : 117) states that

pronunciation is the language feature that most readily identifies speakers as

nonnative. Since it can identify us as non-native, we do not need to pronounce

like the way native speaker do. However, we need to be minimally intelligible

while speaking. She added that when teachers find students who have

difficulty in speaking, teachers need to assist them through improving their

pronunciation. Seidlhofer (1995) as cited in Celce-Murcia (2006:117) says

“Pronunciation is never an end in itself but a means of negotiating meaning in

discourse, embedded in specific sociocultural and interpersonal contexts.”

Producing sentences can have different meaning related to the way people

pronounce sentences. Indeed, pronunciation needs to be taught to students.

There are many experts that have views what pronunciation in language

teaching is. Kelly (2000:1) is one that views pronunciation through the

constituent parts. He argues that pronunciation has two main features namely

phonemes and suprasegmental features. He has broken down the main features

of pronunciation and explains it by showing a diagram below.

12

Figures 2.1 Pronunciation Features

B. Speech Organ

In speaking a language we use speech sounds as the signals to convey

message. Ramelan, (2003 : 17) states that speech sounds are sounds produced

by speech organs which include mouth and the respiratory organs. The human

being has a mechanism of sound production in his body as stated by Indriani

below:

“Man has, in common with any other animals, the ability to

produce sounds by certain of body‟s mechanism. The most visual

sources of energy for our vocal activity is provided by air stream

expelled from the lungs. The air stream provided by the lungs

undergoes important modification in the upper stages of respiratory

tract before it acquires the quality of a speech sound. First of all, in

the trachea or windpipe, its process to the larynx, containing the

so-called „vocal cords‟ “ (Indriani, 2003 : 1).

It is clear that human has a sound production mechanism in his body. The

term used to cover it, is called speech organs.

13

On the basis of their function, Ramelan, (2003 : 18) divide the speech

organs into three as follows:

1. Initiator: speech organ that sets the air in motion for the production of

speech sounds. It is the lungs that play the role as the main initiator.

2. Phonator: refer to the vocal cords in the larynx, which are used to

produce speech sounds called “voice”.

3. Articulator: involves what is available in the mouth and throat.

All the sounds we make when we speak are the result of muscles

contracting. The muscles in the chest that we use for breathing produce the flow

of air that is needed for almost all speech sounds; muscles in the larynx produce

many different modifications in the flow of air from the chest to the mouth. After

passing through the larynx, the air goes through what we call the vocal tract ,

which ends at the mouth and nostrils. Here the air from the lungs escapes into the

atmosphere. We have a large and complex set of muscles that can produce

changes in the shape of the vocal tract, and in order to learn how the sounds of

speech are produced it is necessary to become familiar with the different parts of

the vocal tract. These different parts are called articulators , and the study of them

is called articulatory phonetics .

a) The articulators

1. The pharynx is a tube which begins just above the larynx. It

is about 7 cm long in women and about 8 cm in men, and at

its top end it is divided into two, one part being the back of

14

the mouth and the other being the beginning of the way

through the nasal cavity. If you look in your mirror with

your mouth open, you can see the back of the pharynx.

2. The velum or soft palate is seen in the diagram in a position

that allows air to pass through the nose and through the

mouth. Yours is probably in that position now, but often in

speech it is raised so that air cannot escape through the

nose. The other important thing about the velum is that it is

one of the articulators that can be touched by the tongue.

When we make the sounds k and g the tongue is in contact

with the lower side of the velum, and we call these velar

consonants.

3. The hard palate is often called the "roof of the mouth". You

can feel its smooth curved surface with your tongue.

4. The alveolar ridge is between the top front teeth and the

hard palate. You can feel its shape with your tongue. Its

surface is really much rougher than it feels, and is

covered with little ridges. You can only see these if you

have a mirror small enough to go inside your mouth (such

as those used by dentists). Sounds made with the tongue

touching here (such as t and d ) are called alveolar.

5. The tongue is a very important articulator and it can be

moved into many different places and different shapes. It is

15

usual to divide the tongue into different parts, though there

are no clear dividing lines within the tongue. Fig. 2 shows

the tongue on a larger scale with these parts shown: tip ,

blade, front , back and root . (This use of the word "front"

often seems rather strange at first.)

6. The teeth (upper and lower) are usually shown in diagrams

like Fig. 1 only at the front of the mouth, immediately

behind the lips. This is for the sake of a simple diagram,

and you should remember that most speakers have teeth to

the sides of their mouths, back almost to the soft palate.

The tongue is in contact with the upper side teeth for many

speech sounds. Sounds made with the tongue touching the

front teeth are called dental .

7. The lips are important in speech. They can be pressed

together (when we produce the sounds p , b ), brought into

contact with the teeth (as in f , v), or rounded to produce the

lip-shape for vowels like uù . Sounds in which the lips are

in contact with each other are called bilabial , while those

with lip-to-teeth contact are called labiodental . The seven

articulators described above are the main ones used in

speech, but there are three other things to remember.

Firstly, the larynx could also be described as an articulator

– a very complex and independent one. Secondly, the jaws

16

are sometimes called articulators; certainly we move the

lower jaw a lot in speaking. But the jaws are not articulators

in the same way as the others, because they cannot

themselves make contact with other articulators. Finally,

although there is practically nothing that we can do with the

nose and the nasal cavity , they are a very important part of

our equipment for making sounds (what is sometimes

called our vocal apparatus), particularly nasal consonant

such as m, n. Again, we cannot really describe the nose and

the nasal cavity as articulators in the same sense as (1) to

(7) above.

The picture below shows the speech organs of the Human:

17

Figures 2.2 Speech Organ

C. English Sounds

In English, the phonetic alphabet is usually divided in two main

categories, that are vowels and consonants. Generally, English phonetic

alphabet can be described as follows :

Table 2.1 English Phonetic Alphabet

A A [ei] N N [en]

B B [bi:] O O [ou]

C C [si:] P P [pi:]

D D [di:] Q Q [kju:]

18

E E [i:] R R [a:]

F F [ef] S S [es]

G G [ji:] T T [ti:]

H H [eich] U U [ju:]

I I [ai] V V [vi:]

J J [jei] W W [dablju:]

K K [kei] X X [eks]

L L [el] Y Y [wai]

M M [em] Z Z [zed]

While Sahulata (1988:29) classifies English sounds into three

categories. They are consonants, vowels, and diphthong.

1. Consonants

English has 24 consonants. They are /p/, /b/, /t/, /d/, /k/, /g/, /f/,

/v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/, /t/, /tʃ/, /dʒ/, /m/, /n/, /ŋ/, /l/, /r/, /w/.

Table 2.2 List of English Consonants

IPA

Symbol

Dictionary

Symbol

English Example

/p/ P pay, apple, stop

/b/ B bat, rabbit, tub

/t/ T top, cutter, cat

/d/ D dog, ladder, bed

19

/k/ K car, cookie, cake

/g/ G go, begin, egg

/f/ F fun, office, scoff

/v/ V very, savory, have

/Ө/ Th think, bathtub, month

/ð/ Th these, father, breathe

/s/ S sit, whisper, kiss

/z/ Zh zoo, busy, buzz

/∫/ Sh shoe, luscious, wish

/ʒ/ Zh rouge, vision, measure

/h/ H hat, behind

/m/ M me, sophomore, slum

/n/ N no, running, gun

/ŋ/ Ng swing, singer, swimming

/ʧ/ Ch chair, catcher, witch

/ʤ/ J jaw, magic, age

/w/ W we, away

/j/ Y yes, emulate

/l/ L lamp, pillow, pull

/r/ R red, marry, car

20

2. Vowels

According to Jones (1975 : 23), a vowel (in normal speech)

is defined as a voiced sounds in forming which the air issues in

continuous stream through the pharynx and mouth, there being

no obstruction and no narrowing such as would cause audible

friction.

Figure 2.3 Place of English Sound

English has 12 (twelve) pure vowels. They are /i/, /ɪ/,

/e/,/ɛ/,/æ/, /ɑ/, /ə/, /Ʌ/, /ɚ/, /ɝ/, /u/, /ʋ/, /o/, and /ɔ/. Jackson (1980:

20) classifies vowels into three kinds, they are front vowels, central

vowels, and back vowels:

a. Front vowel

In articulation, front of vowel consist of six phoneme:

/i/, /ɪ/, /e/, /ɛ/, /æ/ and /ɑ/. The manner of articulation of

these vowels are voiced such as consonant and the place of

21

articulation also like consonants that is based on the

location of the tongue within the mouth.

Table 2.3 Front Vowel

Sounds Distinction

/i/ This is the highest and most forward front

vowel.

Examples: beat /bit/, feed /fid/, city /sIti/, and

sheep /ʃip/

/ɪ/ This is a bit lower and further back than /i/.

Examples: bit /bɪt/, fit /fɪt/, slid /slɪd/, and ship

/ʃɪp/

/e/ This is a mid-front vowel.

Examples: bait /bet/, raid /red/ and made /med/

/ɛ/ This is a mid-front vowel that is beginning to

get a little low.

Examples: bet /bɛt/, red /rɛd, lead /lɛd, and bed

/bɛd/

/æ/ The tongue is getting quite low here, but it is

sill near the front of the mouth.

Examples: bat /bæt/, ladder /læd/, fad /fæd/

/ɑ/ This is the lowest and furthest back of the front

22

vowels.

Examples: body /bɑdi/, pot /pɑt/, and hobby

/hɑbi/

b. Central Vowel

In articulation, central vowel consist of four /ə/, /Ʌ/, /ɚ/

and /ɝ/. There is really only one central vowel in English,

but we have different signs for stressed and unstressed

sounds :

Table 2.4 Central Vowel

Sounds Distinction

/ə/ This is the unstressed central vowel. It is so

important a sound it even has a name: schwa.

Examples: America /əmɛrɪkə/, and Korea

/kəriə/

/Ʌ/ This is the stressed central vowel.

Examples: lucky /lɅki/, up /Ʌp/, and but /bɅt/

/ɚ/ This is the r-colored unstressed central vowel.

Examples: lover /lɅvɚ/, and sister /sɪstɚ/

/ɝ/ This is the stressed central vowel.

Examples: dirt /dɝt/, herb /ɝb/, and fur /fɝ/

23

Basically, /ə/ and /ᴧ/ are the same sound. The difference

in location of the tongue when they are produced is tiny.

They have been given different symbols because, in

English, it is very important that we distinguish between

stressed and unstressed sounds.

c. Back Vowel

In articulation of back vowel consist of four /u/, /ʋ/, /o/,

and /ɔ/. Back vowels in English are rounded. The basic

problem with this is that they are not all rounded to the

same degree. The place of articulation for back vowels, like

front vowels and consonants, is based on the location of the

tongue within the mouth. Because the tongue does not

touch any thing, this makes finding the location much

harder.

Table 2.5 Back Vowel

Sounds Distinction

/u/ This is the highest and most back of the

English vowels. This is a tense sound in that

the lips are taut when you are making the

sound.

Examples: you /ju/, dude /dud/, food /fud/, and

24

fuel /fjul/

/ʋ/ This is a little bit further forward and lower

than /u/. This sound is lax. Your lips are

rounded but in a relaxed way.

Examples: book /bʋk/, could /kʋd/, and wood

/wʋd/

/o/ This is a central back vowel. This sound also

has a longer more rounded version which is

sometimes written /o/

Examples: boat /bot/, over /ovo/, drove /drov/,

and show /ʃo/

/ɔ/ This is the lowest and furthest forward of all

the back vowels.

Examples: call /kɔl/, awful /ɔful/, horse /hɔrs/,

and halt /hɔlt/

Those categories of vowel above indicates that the vowels

are more harder than consonant because vowels are include various

part of tongue. Therefore, it needs special technique for English

learners to learn how to correctly pronunce of vowels. Tomake

easy pronunciation of vowels Gilbert (2008 : 27) states there are

two rules how to correctly pronunce of vowels.

25

1) The two vowel rule: If there are two vowel letters in a

short word, the first vowel sounds like its alphabet

name. The second vowel is silent.

/ey/ /iy/ /ay/ /ow/ /uw/

cake these ice cone fruit

main cream pie soap Sue

2) The one vowel rule: If there is only one vowel letter in a

short word, it sounds like a relative of the alphabet

vowel.

/æ/ /ɛ/ /I/ /ɒ/ /Ʌ/

Had bed his hot sun

Jan Ben Kim John Russ

Beside those three categories above, there are three positions of

lips which are used in describing the articulation of vowel sound :

Figures 2.4 Articulation of Vowel Sound

26

1. Rounded

The lips are pushed forward into the shape of

circle. Example sound : /u/

2. Spread

The corners of the lips are moved away from

each other as when smiling. Example sound : /i:/

3. Neutral

The lips are not noticeably rounded or spread.

Example sound : /ə/

4. Vowel /æ/

Example cat, bad, sad, sand, land, hand

Among all English vowels, the greatest problem for most

learners poses “æ”. It is somewhere between “a” in “father” and

“e” in “bed”. It is usually pronounced slightly longer in American

English than in British English. It is always represented by the

letter “a” in a stressed closed syllable, but not all such occurrances

are pronounced as [æ].

5. Vowel /ɛ/

Example get, bed, set, sell, fell, men

This vowel is the closest one to the sound of the letter “e” in

most other languages and is sometimes denoted by “e” in

dictionaries (for example in the one I am linking to). It is usually

27

represented by an “e” in a closed stressed syllable, but often also

by “ai”, e.g. said, fair, “ae”, e.g. bear, pear, and others.

6. Vowel /ə/

Example a, syllable, moment, terrible, felony, papyrus

Most learners of English learn very fast how to pronounce

“a” when it means an indefinite article, and this is exactly the

pronunciation of [ə]. It can be represented by any vowel (a, e, i,

o, u) in an unstressed syllable, see the examples above. When

represented by “a” or “i”, it is often freely interchangeable with

[ɪ]; for example “terrible” can be pronounced either /ˈtɛrəbl/, or

/ˈtɛrɪbl/.

7. Diphthong

According to Ramelan (1999 : 81) diphthong is a kind of vowel

sound with a special feature; that is there is a deliberate glide made

from one vowel position to another vowel position, and which is

produced in one syllable. Further, Ramelan classifies diphthong

into two categories, they are closing and centering diphthongs.

a. Closing diphthong occurs when the movement

of the tongue is carried out from the position of

open vowel to that of a closer vowel. There are

five closing diphthongs in English. They are /eɪ/,

/oʊ, /aɪ/, /aʊ/, and /ɔɪ/.

28

b. Meanwhile, when the movement of the tongue is

carried out towards the central vowel /ə/, the

diphthong is called a centering diphthong. There

are four centering diphthongs; /ɪə/, /ɛə/, /ʊə/, and

/ɔə/ (Ramelan, 1999: 82).

Table 2.6 Diphthong Sounds

No Symbols Key-words Phonetic Writing

1 /eɪ/ Day /deɪ/

2 /oʊ/ So /soʊ/

3 /aɪ/ High /haɪ/

4 /aʊ/ Cow /kaʊ/

5 /ɔɪ/ Boy /bɔɪ/

6 /ɪə/ Here /hɪə/

7 /ɛə/ There /ðɛə/

8 /ʊə/ Poor /pʊə/

9 /ɔə/ Your /yɔə/

D. Problems in Pronunciation

In our country English plays as a foreign language. It means that

people use English only in school when they have the lesson in the

classroom. Since it is rarely used by people as medium of communication,

students may find many difficulties in pronunciation of English. When a

29

baby starts to talk, he does it by listening to the sound of his mother and he

will automatically imitate his mother. Ramelan states that mother tongue

has been deeply implanted in him as part of his habits (1999 : 4).

Moreover Ramelan says that it will be difficult for him to change the habit

of moving his speech organs in such a way as to produce the foreign

sounds. It is understandable since the movements of his speech organs

have been set to producethe speech sounds of his own language.

Kelly (2006 : 4) says that the set of sounds we acquire, however,

may vary : a child brought up in an English-speaking environment will

develop the phonemes of English, a French-speaking child will develop a

different set, and so on. In other words, an Indonesian-speaking child also

will develop the phonemes of Indonesian which are difficult to change.

The difficulty encountered by the student in learning a second

language is caused by the different elements found between his language

and the target language (Ramelan, 1999:5). Further Ramelan says that the

degree of difficulty in learning is also determined by the degree of

difference between the two languages. The greater the similarity between

them, the less difficult it will be for the student to learn the foreign

language. This opinion is the same as that of Lado (in Odlin, 1993 :15)

which reads as follows :

We assume that the student who comes in contact with a foreign

language will find some features of it quite easy and others

extremely difficult. Those elements that are similar to his native

language will be simple for him, and those elements that are

different will be difficult.

30

Moreover, Ramelan (1999:7) points out the nature of pronunciation

problems in learning a foreign language as follows :

Firstly, the problem is concerned with the identification of the

foreign sounds. Learners have to remember their acoustic qualities

so that they will be able todirectly identify them in an utterance.

Secondly, the problem is concerned with the production of sounds

by their speech organs. They should be able to hear and identify

the acoustic quality of the foreign sounds in order to be able to

produce them. The last problem is concerned with the production

of suprasegmental features like stress, length, pitch, and

intonation.

According to Arini (2009), there are two common mistakes that a

learner makes. First, they fail to make long vowels or diphthongs when it

is followed by voiced consonants. Secondly, they fail to shorten long

vowels or diphthongs when it is followed by voiceless consonants. Arini

adds that there are other problems or difficulties related to pronunciation.

One of them is hearing problem. People have different hearing ability. It

affects people to make mistakes when pronouncing words. O’Connor

(1998: 1) gives a good illustration related to how important our ears are.

He says:

Language starts with the ear. When a baby starts to talk he does it

by hearing the sounds his mother makes and imitating them. If a

baby is born deaf he cannot hear these sounds and therefore cannot

imitate them and will not speak.

So does English. If one cannot listen to English pronunciation well,

he cannot produce it well too. Kelly (2000 : 8) makes a brief and clear

explanation related to difficulties may be faced by individual learners.

31

They are :

1. The learner’s first language may have a one-to-one relationship

between sounds and spelling. The concept of there not being

such a relationship may be new.

2. Even if such a concept is not new for the learner, they will have

to become familiar with new sound-spelling relationships.

3. There may be sounds, and combinations of sounds in L1, which

do not occur in English.

4. There may be sounds, and combinations of sounds, used in

English which do not occur in L1.

5. English may use stress and intonation patterns which feel

strange to the learner.

Furthermore, there are also some factors that influencing students’

pronunciation, they are:

a. Speaking is the matter of habit

If someone wants to learn a foreign language he will

obviously meet with all kinds of learning problems. Ramelan,

(2003 : 4) defines that these difficulties have to do with the

learning of the new sound system, the new of vocabulary items,

and the learning of the unfamiliar ways of arranging the foreign

words into sentences.

That a foreign language student will meet the difficulties in

his learning process may be easily understood. Since childhood, he

32

has been speaking in mother tongue, which has been deeply

implanted in him as part of his habit. So, it will be difficult for him

to sounds or to produce the foreign sound.

b. Intonation and Pitch

The importance of English intonation, both as an area of

difficulty for the foreign learners and as a challenge to theory and

description, has been acknowledged in a number of classic studies

(Clark & Yallop 1990 : 15).

Intonation is the tone of what people say. More specifically,

it is the combination of musical tones (pith) in which people

pronounce the syllable that make up the speech. Intonation is

important in distinguishing one type of sentence to another. It is

also signaling the attitude of the speaker in what they are saying

(Syafei, 2003 : 57).

c. Factors that affect the mastering of Pronunciation

Generally, someone who learns a language as native or

mother tongue will find no difficulty in pronunciation. For

instance, an infant who was born and grow in Indonesia will

capture Indonesia pronunciation easily. Likewise, an infant who

was born and grow in Spain and learn Spain language, as his

mother tongue will capture Spain pronunciation easily. In the

beginning, usually, those infants will get a little problem in voicing

some special sounds. According to Miller (1993 : 35), what happen

33

to those infants are called phonological development. When the

stages of Phonological Development are perfectly over, the

problem in producing special sounds will disappear naturally. On

the other hands, someone who learns English as a second or

foreign language will get complicated problem in mastering

English pronunciation. The problem occurs in mastering

pronunciation are commonly said by some experts.

Based on some theories above, it can be concluded that, pronunciation

is a part of speaking which describes speech sounds of language. In

addition, pronunciation errors are natural part in learning second language

which is difficult to be avoided. Therefore, it needs a mould to learn

English pronunciation correctly.

E. Previous Researches

There are some researches that relevant with my research which

analyze the errors of pronunciation in English. The first is a research of

Priscilla Shak, Chang Siew Lee and Jeannet Stephen from Centre for the

Promotion of Knowledge and Language Learning, Universiti Malaysia

Sabah, Malaysia which entitled “Pronunciation Problem : A Case Study

on English Pronunciation Errors of Low Proficient Students”. The aim of

the study was to identify the specific sounds that are commonly

mispronounced by low oral proficiency Malaysian students. Based on the

thematic analysis conducted, the sounds that were commonly

mispronounced by the students were vowels (pure short vowels, pure long

34

vowels and diphthongs), consonants (plosives, fricatives and affricates),

silent letters, and the ‘-ed’ form. From the findings, the writers

recommended the use of the commonly mispronounced sounds as the

content in producing an instructional pronunciation video for helping low

oral proficiency students of the 21st century to address their pronunciation

problems.

The second research is a research of Elkhair Muhammad Idriss

Hassan from English Language Department, Al-Farabi Private College,

Riyadh, KSA. The title of his research is “Pronunciation Problems: A Case

Study of English Language Students at Sudan University of Science and

Technology”. The study investigated the problems in English

pronunciation experienced by learners whose first language is Sudanese

Spoken Arabic. The subjects for the study were fifty students from

University of Sudan of Science and Technology (SUST), and thirty

university teachers of English language from the same university. The

findings of the study revealed that Sudanese Students of English whose

language background is Sudanese Spoken Arabic, had problems with the

pronunciation of English vowels. Based on the findings, the study

concluded that factors such as Interference, the differences in the sound

system in the two languages, inconsistency of English sounds and spelling

militate against Sudanese Students of English (SSEs) competence in

pronunciation.

35

The last research is a research of Sofa Zakiyatul Muna fromEnglish

Department of Educational Faculty of State Institute for Islamic Studies

(IAIN) Salatiga. The title of her research is “The Differences between Thai

and Indonesian Undergraduates in Pronouncing Plural Nouns and Third

Singular Present Verbs due to Progressive Assimilation”. The research

investigated the differences between Thai and Indonesian undergraduates

in pronouncing plural nouns and third singular present verbs with s/es

ending. The aim of this research were to find out the differences and

similarities between Thai and Indonesian undergraduates in pronouncing

plural nouns and third singular present verbs and the factors that influence

it. The subjects of the research was four Thailand and four Indonesian

undergraduates of third semester students IAIN Salatiga in the academic

year of 2015/2016. The data was collected through interview and

recording. The recording was analyzed and combined with interview

report to answer research problems. Based on the data analysis itwas found

that the differences and similarities of Thai and Indonesian undergraduates

are substitution and omission of s/es suffix pronunciation. It was

influenced by the geographic dialects and the existence of consonants in

native language.

The three researches above are related with my research that is

analyzing pronuciation errors in English. Similary, the three researches

above and my research focus in analyzing students pronunciation errors

when they are pronouncing some English words. Furthermore, the

36

differences are existed in the scope of study and the subject of research.

The first research analyzes the errors pronunciation made by low

proficient students in Malaysia, the second research analyzes

pronunciation errors of students from University of Sudan of Science and

Technology (SUST), and university teachers of English language from the

same university, and the last research analyzes pronunciation errors of four

Indonesian students and four Thai students of State Institute for Islamic

Studies Salatiga. The three previous researches analyzes pronunciation

errors in English generalIly either in vowel or consonant, also in silent

letters, the ‘-ed’ form, plural nouns and third singular present verbs.

In contrast, my research analyzes pronunciation errors which focuses

only on three English vowels, they are /æ/, /e/ and /ɛ/, and the subjects are

twelve students of the eighth semester students of English Education

Department of State Institute for Islamic Studies Salatiga.

37

CHAPTER III

METHODOLOGY OF RESEARCH

This chapter focuses on giving methodological foundation of the

research. The main focus is to guide the reader to comprehend about

research design,subject of the research, location of the reserach, research

instrument, technique of data collection, and technique of analyzing data.

A. Research Approach

In English sound system, there are many styles of speech for each

individual which is influenced by a variety of causes such as locality, early

influences, and social surroundings. The pronunciation of English

involved the production of individual or isolated sounds and the utterance

of words, phrases, and sentences with correct spelling and stressing and/or

rhythm of intonation.

Basically, comparing with the English sound system, the

Indonesian sound system is similar to the English sound system. They are

similar in some terms, namely, minimal pairs, similitude, assimilation,

elision, and intonation. However, some differences also exist. Some

English vowels and consonants do not exist in Indonesian. Indonesian also

do not have clusters, stress, and aspirated sounds.

38

Problems faced by the Indonesians learning English are concerned

with the ear, the matter of making foreign sounds, the distribution of the

sounds, certain attributes about sounds, fluency, and the relation between

pronunciation and conventional spelling. Therefore, they should overcome

the problems by deeply understanding the theory of phonology and

practicing to pronounce the words correctly. (Jones, 1990: 57).

B. Research Design

Research design is the overall plan for collecting data in order to

answer research questions. Also, it can be defined as the specific data

analysis techniques or methods that the researcher intends to use

(Fraenkel, et. all, 2011).

Concerning with the objective of study, this research used

quantitative method. According to Creswell in Sukamolson (2010 : 2)

quantitative research is a research that is explaining phenomena by

collecting numerical data that are analyzed using mathematically based

methods (in particular statistics). Cohen as cited in Sukamolson (2010 : 2)

states that quantitative research is defined as social research that employs

empirical methods and empirical statements. He states that an empirical

statement is a descriptive statement about what “is” the case in the “real

world” rather than what “ought” to be the case. Typically, empifical

statements are expressed in numerical terms. Another factor in

quantitative research is that empirical evaluations are applied. Empirical

evaluations are form that seeks to determine the degree to which a specific

39

program or policy empirically fulfills or does not fulfill a particular

standard or norm.

C. Subject of the Study

The subjects of the research were the eighth semester students of

English Education Department of IAIN Salatiga in the academic year of

2016/2017. The eighth semester was chosen based on the consideration

that these students had already taken phonetic and phonology subject in

the previous semester. It was assumed that they had already understood the

concept of pronunciation. Besides, it was predicted that their knowledge of

pronunciation might in line with pronunciation knowledge and awareness.

The subjects were categorized into population and sample.

1. Population

Population plays an important role in conducting this research.

Best (1981: 8) states “Population is any group of individuals that

have one or more characteristics in common that interest the

researcher.” According to the researcher, population is the whole

members of particular group that interest the researcher to get some

information in conducting a research.

The population of this study was the eighth semester students of

English department of IAIN Salatiga. After being subtracted by

inactive students, the total population was 120 students.

40

2. Sample

According to Arikunto (1998:117), sample is part of population.

To facilitate the researcher in gathering the data, sampling is

needed. The researcher used the random sampling technique in

choosing the respondents. In this case, the researcher took 12

students as the sample which represented approximately 10% out

of 120 students. This is in line with Arikunto (1998: 120) who

states that if the population is more than 100, it is better for the

researcher to take 10%-15% or 20%-25% or more as the sample.

D. Location of the Study

This research is conducted in campus 3 of State Institute for

Islamic Studies Salatiga which located in Pulutan, Jalan Lingkar

Selatan, Salatiga. The reason for choosing IAIN as the location of the

research is that it deals with the accessibility of the researcher. In this

case, the accessibility refers to the ease for both researcher and

respondents in collecting data. Since this department is the place where

the researcher and respondents are studying, it makes them both easy

to manage the time to arrange the schedule to collect the data.

41

E. Research Instrument

The writer used instrumet of research below :

1. Test

Test is used to analyze students’ ability in pronouncing vowel

/æ/, /ə/ and /ɛ/. Firstly, the writer made a list of English words which

consist vowel /æ/, /ə/ and /ɛ/. Thus, respondents were asked to read

those words. The respondents’ performances were recorded for later

analysis.

F. Technique of Data Collection

In order to find out the answers of the research questions, a

pronunciation test was used. The data were collected by the audio

recording. The first procedure was aimed to gather the data in the form of

audio taped data.

In the very beginning, the respondents’ permission was asked

regarding the proposed research that will be conducted. The purpose of

this research was also explained. Afterward, the writer gave a test to

respondents. Respondents were asked to read some words which consist

three vowels that will be analyzed by the writer. Those vowels are /æ/, /ə/

and /ɛ/. Then the writer recorded the respondents’ pronunciation. Data

later on were in a form of transcription. Then, each respondent’s

performance was analyzed into phonetic transcription to figure out

students’ errors in pronouncing some vowel sounds.

42

The pronunciation test consisted of 30 words containing vowel /æ/,

/ə/ and /ɛ/. The following are the detailed of the pronunciation test:

Table 3.1 Pronunciation Test

No Vowel /æ/ Vowel /ə/ Vowel /ɛ/

1 Land Difficult Bed

2 Math Gentleman Men

3 That Develop End

4 Application Distant Beg

5 Adjective Golden Head

6 Balance Pamphlet Pen

7 Graphic Beacon Set

8 Jacket Arrow Guess

9 Language Euphoria Tech

10 Natural Devious Fret

G. Technique of Analyzing Data

The followings are some steps that done by the writer in analyzing

the data:

1. Playing and listening to the repondents’ recording several times

as necessary

2. Transcribing the respondents’ pronunciation into phonetic

transcription

43

3. Assessing the respondents’ pronunciation whether they are

correct or incorrect using the Oxford Dictionary

4. Giving score 1 (one) for each correct pronunciation and 0

(zero) for incorrect pronunciation

5. To put the respondents’ score into the table of respondents’ test

analysis as patterned below:

Table 3.2 Respondents’ Test Analysis

Code of

Resp.

Number of Words RCA MCA

1 2 3 4 5 ... 30

R1 0 0 0 0 0 ... 1 18 30

R2 0 0 0 1 1 ... 1 23 30

R3 1 1 1 1 1 ... 1 24 30

R4 0 0 0 0 1 ... 1 16 30

R5 1 0 0 1 1 ... 1 23 30

... ... ... ... ... ... ... ... ... 30

R12 1 1 1 1 1 ... 1 24 30

∑NCW ... ... ... ... ... ... ... 258 360

6. Calculating the average proportion of correct pronunciation

7. Determining the mastery level of the students by using mastery

level used in Tinambunan’s criterion as cited by Tartiasih

44

(2003: 34) in order to know how the students pronounce the

English vowel sounds.

Table 3.3 Students’ Mastery Level used in Tinambunan’s

Criterion

Number of Error in Percentage Level of ability

0-25% Excellent

26 – 50% Good

51 – 75% Fair

76 – 100% Poor

45

CHAPTER IV

DATA PRESENTATION AND DISCUSSION

A. Data Presentation

In this chapter, the writer would like to present the data collected

descriptively. This research is a research on pronunciation errors made by

the eight semester students of IAIN Salatiga in the academic year of

2016/2017. Furthermore, this research focused on students’ errors in

pronouncing vowel /æ/, /ə/ and /ɛ/. The respondents of this research were

twelve students of the eight semester students of IAIN Salatiga that were

chosen randomly.

First of all, the writer gave a list of 30 words that consist of 10

words which have vowel /æ/ , 10 words which have vowel /ə/ vowel and

10 words which have vowel /ɛ/. Before starting the recording process, the

writer asked the respondents to have some practice in reading those 30

words to avoid some mistakes. After the required data were obtained, the

data then were analyzed carefully. First, the recorded respondents’

pronunciation were played and listened to as many times as needed. Then,

the respondents’ pronunciation were transcribed into phonetic

transcription. To save the time, the writer transcribed only the

pronunciation of vowels instead of transcribing the whole pronunciation.

46

After judging the correct and incorrect pronunciations, the next

step was giving score. Score 1 (one) was given to each correct

pronunciation, while the incorrect one was given score 0 (zero). Finally,

the students’ scores were computed and the percentage was calculated.

B. Discussions

According to Krausz (2010 : 17) errors are a natural part of

learning a language and can work as an insight into the tools and the

process used to learn a language. Errors will occur in every aspect of

language learning include pronunciation.

To identify the errors in language, it can be showed by drawing

incorrect conclusion made by the subjects. Corder in Krausz (2010 :18)

states that one of the most important findings of error analysis is that most

errors occour by learners even be releted to phonological errors”.

Based on the data , there were ten (10) words containing vowel /ӕ/

which were pronounced by twelve (12) respondents. It means there were

120 utterances obtained from the test. From the whole utterances, there

were seventy seven (77) correct pronunciations. The rest of them (43)

were wrong. In other words, there were 64.17% of the respondents who

were able to pronounce vowel /ӕ/ correctly. The rest, 35.83% of the

respondents pronounced them wrongly. To know what kinds of mistakes

were made by the students, they are presented below:

47

a. Error pronounciation of vowel /ӕ/

Vowel æ is a stressed front vowel. When pronouncing it the

mouth must be open much more, lips are little tighter and the

tounge stays at the bottom of the mouth. The respondents make

some general errors that can not be avoided. Those errors can be

drawed as /ʌ/, /ɛ/ and /ə/.

1. Vowel /ӕ/ pronounced as /ʌ/

Vowel /ӕ/ and /ɛ/ are both stressed sound, the

difference lies on the articulation. Vowel /ӕ/ is

stressed front vowel whether vowel /ʌ/ is stressed

central vowel. Therefore, the stressed of vowel /ӕ/

is much more longer than vowel /ʌ/. There are two

respondents pronounced “application” as

/ʌple’keisyən/ instead of /æple’keisyən/ and one

respondents pronounced it as /eipli’keisyən/. To

minimize the errors the respondents need to pay

more attention on how to pronounce English words

correctly.

2. Vowel /ӕ/ pronounced as /ɛ/

The two vowels are different in the distinction

therefore they have different sound. Vowel /ӕ/ is

stressed front vowel and vowel /ɛ/ is a mid front

vowel and this is unstressed sound. From the data

48

above, nine respondents from twelve respondents

made mistake in pronouncing word “land”. They

pronounce it as /lɛnd/ instead of /lænd/. To

overcome the problems, the respondents need to

have more practice in pronouncing English words in

order to get correct pronunciation.

3. Vowel /ӕ/ pronounced as /ə/

Sound /ə/ is unstressed central vowel whether vowel

/ӕ/ is stressed front vowel. Three of twelve

respondents pronounced “adjective” as /əjɛktɪv/

instead of /æjɛktɪv/. To resolve that problem,

respondents need to raise their awarness on learning

how to pronounce English vowels correctly.

b. Error pronunciation of vowel /ə/

There were ten (10) words containing vowel /ə/

pronounced by twelve (12) respondents. So, there were 120

pronunciations all together. From the 120 utterances, sixty five

(65) utterances were pronounced correctly. It means 54.17% of the

respondents mastered the pronunciation of vowel /ə/. The rest of

them pronounced it wrongly. In other words, 45.83% of the

students were not able to pronounce vowel /ə/. The followings are

the respondents’ mistakes in pronouncing vowel /ə/ :

49

1. Vowel /ə/ pronounced as /ɛ/

These two vowels have different sound and symbol.

Sound /ə/ is unstressed central vowel and sound /ɛ/

is the mid-front vowel that is begin to get a little

low. Four of twelve respondents made errors in

pronouncing “gentelmen”. They pronounce

gentelmen as /jentəlmɛn/ instead of /jentəlmən/. To

solve the problems, respondents have to watch

native’s speaker pronunciation, so they are able to

pronounce English word correctly.

2. Vowel /ə/ pronounced as /o/

These two vowel have different sound and symbol.

Sound /ə/is unstressed central vowel and sound /o/

is a central back vowel. From the data collected,

five of twelve respondents were making errors in

pronouncing “develop”. Those five students

pronounced it as /dɛ’vəlop/ and /di’velop/ instead of

/di’veləp/. To overcome the problems, the

respondents need to have more practice in

pronouncing English words in order to get correct

pronunciation.

50

3. Vowel /ə/ pronounced as /ʌ/

Basically, vowel / ə/ and / ʌ/ are the same sound but

they have difference in stressed and unstressed.

Therefore, when the subjects confuse to differ

between stressed and unstressed sounds, it will

occurs shortening and lengtening voice. For

example is in the word “euphoria”. From the

twelve respondents, there was only one respondents

who pronounced that word correctly. The other

eleven students pronounced it as /yuw’fowrieᴧ/

instead of /yuw’fowrieə/. To minimize the errors the

respondents need to pay more attention on how to

pronounce English words correctly.

c. Error pronunciation of vowel /ɛ/

There were ten (10) words containing vowel /ɛ/ pronounced

by twelve (12) respondents. So, there were 120 pronunciations

altogether. Most students were able to pronounce vowel /ɛ/

correctly. Out of 120 pronunciations obtained, only seven who

were wrong. It means, 94.17% of the students mastered the

pronunciation ofvowel /ɛ/. Their mistakes were mostly about their

awareness in reading the utterances. The followings are the

respondents’ mistakes in pronouncing vowel /ə/ :

51

1. Vowel /ɛ/ pronounced as /e/

Those two vowels are mid-front vowel but vowel /ɛ/ is

a mid-front vowel that is beginning to get a little low.

From the data, there was one respondents who

pronounced “bed” as /bed/ instead of /bɛd/ and “men”

as /men/ instead of /mɛn/. To solve this problem,

respondents have to watch native speaker’s

pronunciation so it will make them familiar on how to

pronounce English vowels correctly.

2. Vowel /ɛ/ pronounced as /ɪ/

Vowel /ɛ/ and vowel /ɪ/ are both front vowels but

vowel /ɪ/ is the most forward front vowel whether

vowel /ɛ/ is a mid-front vowel. There was one

respondant who pronounced “set” as /sɪt/ instead of

/sɛt/. To minimize the errors the respondents need to

pay more attention on how to pronounce English

words correctly.

3. Vowel /ɛ/ pronounced as /ʌ/

Those two vowels are different in position. Vowel

/ɛ/ is a front vowel and vowel /ʌ/ is a central vowel.

From the data collected, there was one respondent

who pronounce “set” as /sʌt/ instead of /sɛt/. To

52

overcome the problems, the respondents need to

have more practice in pronouncing English words in

order to get correct pronunciation.

4. Vowel /ɛ/ pronounced as diphthong /eɪ/ and /ʊə/

Based on the data collected, there were three

respondents who pronounced vowel /ɛ/ as diphthong

/eɪ/ and /ʊə/. They made that deviation in words

“pen”, “beg” and “guess”. Respondent 1

pronounced “pen” as/peɪn/, respondent 4

pronounced “beg” as /beɪk/ and respondent 8

pronounced “guess” as /gʊəs/. To solve the

problems, respondents have to watch native’s

speaker pronunciation, so they are able to

pronounce English word correctly.

The summary of respondents’ vowel test can be seen in the

following table :

53

Table 4.1 Summary of the Respondents’ Test Result

No Types of

vowel

Words Resp. Pron. Correct

Pron.

Percent. Grade

1 Vowel

/ӕ/

10 12 120 77 64.17% Good

2 Vowel

/ə/

10 12 120 65 54.17% Good

3 Vowel

/ɛ/

10 12 120 113 94.17% Excellent

Note: Resp. : Respondent

Pron. : Pronunciation

Percent. : Percentage

1. Calculation of the Score

The percentage of correct pronunciation of each respondent

was obtained by dividing the score by the number of items (30) and

it was multiplied by 100. The following is the formula :

Correct pronunciation

X = X 100%

Total pronunciation

54

The result of the computation can be seen in the table below :

Table 4.2 Profile of Respondents’ Vowel Test

No Respondents’

Code

Score Percentage of

Correct

Pronunciation

Grade

1 R1 18 60 % Good

2 R2 23 76.67 % Excellent

3 R3 24 80 % Excellent

4 R4 16 53.33 % Good

5 R5 23 76.67 % Excellent

6 R6 27 90 % Excellent

7 R7 23 76.67 % Excellent

8 R8 16 53.33 % Good

9 R9 27 90 % Excellent

10 R10 19 63.33 % Good

11 R11 18 60 % Good

12 R12 24 80 % Excellent

From the table above, we can see that the highest score

achieved by the students was 27 and the lowest was 16. If we

compare the highest score with the possible maximum score (30)

55

we can figure out that none of the students was able to pronounce

correctly more than 90% of the total vowel words tested.

After the percentage score of the respondents had been

counted, the next step was calculating the mean score by using the

following formula :

ΣNCI

The mean =

ΣR

258

=

12

= 21.5

Thus, we are able to know from the computation above that

the respondents’ mean score is 21.5.

Next, the average proportion of the correct pronunciation

can be obtained by dividing the sum of respondents’ correct

answers with the sum of maximum correct answers and it was

multiplied by 100. The calculation is as follows :

56

The average Σ RCA

Proportion = X 100

Σ MCA

258

= X 100

360

= 71.67%

Now we are able to figure out that the average proportion

of the correct pronunciation of vowel /æ/, /ə/ and /ɛ/ words of the

eight semester students of English Education Department students

of IAIN Salatiga is 71.67%.

2. Interpretation of the Data

From the computation above, the researcher can conclude

that the average proportion is 70.83%. The average was compared

with mastery level in Tinambunan’s criterion. According to

Tinambunan’s criterion, the average proportion of correct

pronunciation (71.67%) or the average proportion of incorrect

pronunciation (28.33% ) belongs to good achievement.

If we take a look at the respondents’ analysis table above,

we can see that repondents do not face any significance problem in

pronouncing vowel /ɛ/. It is proved by 94.17% of the respondents

that pronounce it correctly. There were only 5.83% students who

57

still had a problem in pronouncing it. Beside that , respondents

faced a problem in pronouncing vowel /æ/ (64.17% correct) and /ə/

(54.17% correct).

In pronouncing vowel /æ/, respondents tended to pronounce

/ɛ/ to replace /æ/. It might naturally occur since in their native

language there is no such /æ/ sound. The problems also occurred

when the students pronounced the vowel /ə/. In pronouncing vowel

/ə/ the respondents’ dominant mistakes are replacing the vowel /ə/

to vowel /ɛ/ or /ʌ/ . In this case, the students may not know the

theory of pronouncing /ə/.It is also possible that the students know

the theory well, but they are not able to pronounce it orally.

58

CHAPTER V

CLOSURE

In this chapter the writer would like to draw a conclusion based on the data

analysis in the previous chapter.

A. Conclusions

1. The profile of students’ mastery in pronouncing vowel /æ/,

/ə/ and /ɛ/

Based on the data analysis, it was found that the

respondents’ correct pronunciations were more than a half of

the total pronunciations of vowel /æ/, /ə/ and /ɛ/ words tested.

The average proportion of incorrect pronunciation was

28.33%. Based on the mastery level of Tinambunan’s criterion,

it shows that the respondents’ ability in pronouncing vowel /æ/,

/ə/ and /ɛ/ was good.

2. The dominant vowel that mispronounced by the students

The result shows that the most difficult type of vowel /æ/,

/ə/ and /ɛ/ faced by the respondents’ was vowel /ə/. From the

computation, 45.83% of the respondents were incorrect in

pronouncing it. Meanwhile, the easiest one was vowel /ɛ/. It

shows that 94.17% of the respondents master the pronunciation

of vowel /ɛ/. The problems encountered by the respondents in

59

pronouncing vowel /æ/, /ə/ and /ɛ/ may be caused by their lack

of knowledge of the pronunciation of vowel /æ/, /ə/ and /ɛ/. It is

also possible that they know the theory well, but they are not

able to practice it orally.

The respondents’ deviation in pronouncing vowel /æ/, /ə/ and

/ɛ/ are concluded below :

1) Error pronounciation of vowel /ӕ/

a) Vowel /ӕ/ pronounced as /ʌ/

b) Vowel /ӕ/ pronounced as /ɛ/

c) Vowel /ӕ/ pronounced as /ə/

2) Error pronunciation of vowel /ə/

a) Vowel /ə/ pronounced as /ɛ/

b) Vowel /ə/ pronounced as /o/

c) Vowel /ə/ pronounced as /ʌ/

3) Error pronunciation of vowel /ɛ/

a) Vowel /ɛ/ pronounced as /e/

b) Vowel /ɛ/ pronounced as /ɪ/

c) Vowel /ɛ/ pronounced as /ʌ/

d) Vowel /ɛ/ pronounced as diphthong /eɪ/ and /ʊə/

B. Suggestions

Related to the average achievement of the students of English

Department of IAIN Salatiga in pronouncing vowel /æ/, /ə/ and /ɛ/, the

60

writer would like to offer some suggestions for both English lecturers and

students as follows:

1. For English lecturers

English lecturers should optimize their teaching of

pronunciation, especially the pronunciation of vowel to avoid some

interference from their native language. Lecturers need to give

more drills and practices to the students in order to minimize

problems that they might face when pronouncing vowel.

2. For English students

The students should practice the pronunciation of vowel

more. Since language is a matter of habit. It is impossible to

acquire it without regular and much practice.

The writer does hope that this research will be useful for the

readers and especially for IAIN Salatiga students to learn about vowel

pronunciation in order to get them correct in pronouncing English vowel.

61

REFERENCES

Arini, Y. (2009). Masalah-Masalah Pelafalan (Pronunciation) yang Dihadapi

Penutur Bahasa Indonesia yang Mempelajari Bahasa Inggris. Retrieved

from :http://yusti-arini.blogspot.com.

Arikunto, S. (1998).ProsedurPenelitian. Jakarta: PT RinekaCipta

Best, J.D. (1981).Research in Education. New Jersey: Prentice Hall Inc.

Audi, R. (1999). Cambridge Dictionary of Philosophy, 2nd Ed.

Celce-Murcia, M. (2006). Teaching English as a Second or Foreign Language.

3rd ed. Singapore: Heinle & Heinle

Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching Pronunciation: A

Reference for Teachers of English to Speakers of other Languages.New

York: Cambridge University Press.

Clark, J. & C. Y., 1990. An Introduction to Phonetic and Phonology. Great

Britain: Detosios Ltd.

Cohen, L., Manion, L. & Morrison, K., 2007. Research Methods in Education

Sixth Edition. New York: Routledge.

Corder, S. P. (1982). Error Analysis and Interlanguage. New York: Oxford

University Press

Cresswell, J. W. (2012). Educational Research: Planning, Conducting and

Evaluating Quantitative and Qualitative Research. 4th edition. United

States of America: Pearson

62

Cunningworth, A. (1987). Evaluation and Selecting EFL Materials. London:

Heinemann Education Book.

Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.

Fraenkel, J.R., Wallen, N.E., Hyun, H. H. (2011). How to Design and Evaluate

Research in Education. 8th edition. New York: The McGraw Hill

Company

Gilbert, J.B. (2008). Teaching Pronunciation Using the Prosody Pyramid

Cambridge University Press New York

Hassan, E. M. I. (2014). Pronunciation Problems: A Case Study of English

Language Students at Sudan University of Science and Technology.

English Language and Literature Studies, v. 4, n. 4, p. 31, KSA: Al-

Farabi Private College

Indriani, M., 2003. Introduction to Theoretical Linguistic. London: Cambridge

University Press.

LiHua,X. (1991). Developing Student’s Confidence in Speaking English.Modern

English Teacher (3): 74.

Hughes, R. (2002). Teaching and Researching Speaking. Harlow: Longman.

Jackson, H. (1982). Analyzing English: An Introduction to DescriptiveLinguistics.

Great Britain: A. Wheaton & Co. Ltd., Exter.

Kelly, G. (2000). How to Teach Pronunciation. Essex: Pearson Education.

63

Krauz, F. (2010). Common Second Language Pronunciation Errors. Moderna

:Sprak Engelska

Lado, M. J. (1996). Common Erors in English. Jakarta : Tulus

Larsen, D. F. & Long, H. M. (1991). An Introduction to Second Language

Acquisition Research. United Kingdom: Longman Group

Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation

teaching.TESOL Quarterly,v. 39, n. 3, p. 369-377.

Manser, H. (1991).The MacmillanDictionary of English Spelling.California:

Macmillan.

Muna, S. Z. (2016). The Differences between Thai and Indonesian

Undergraduatesin Pronouncing Plural Nouns and Third Singular Present

Verbs due to Progressive Assimilation. Register Journal, [S.I.], v.8, n. 2,

p. 195-209

O'Connor, J. D. (1994). Better English Pronunciation. Cambridge: Cambridge

University Press.

Pennington, M. (1996). Phonology in English Language Teaching. Harlow:

Longman.

Ramelan.(1999). English Phonetics.Semarang: IKIP Semarang Press.

Sahulata, D. (1988). An Introduction to Sounds and Sound Systems of English.

Jakarta:Depdikbud

64

Seidlhofer, B. (1995). Pronunciation Awareness:Some thoughts on pronunciation

in teacher education.Speak Out! Newsletter of the IATEFL Pronunciation

Special Interest Group,v. 6, p. 12-16.

Seidlhofer, B. (2001). Pronunciation. In Carter, R. & Nunan, D. (Eds.), The

Cambridge Guide to Teaching English to Speakers of other Languages,p.

56-65.Cambridge, United Kingdom: Cambridge University Press.

Shak P., Lee C. S., Stephen J. (2016). Pronunciation Problems : A Case Study on

English Pronunciation Errors of Low Proficient Students.International

Journal of Language Education and Applied Linguistics (IJLEAL) . v. 4,

p. 25-35, Malaysia :Universiti Malaysia Sabah

Sukamolson, S. (2010). Fundamentals of Quantitative Research. Thailand :

Chulalongkorn University

Syafei, A. (1998). English Pronunciation and Practice. Jakarta:Depdikbud.

Tartiasih, E, Y. (2003). A Descriptive Study on Elementary School Teachers’

Ability in Pronuncing English word; The Case study of the Elementary

school Teachers in Adimulyo, Kebumen. UNNES

Tinambunan (1998). Penelitian Kualitatif. Surakarta: Cipta Press

Zhang F. & Yin P. (2009). A Study of Pronunciation Problems of English

Learners in China.Asian Sosial Science, v. 5, n. 6, p. 141-146, China :

Ludong University

65

APPENDICES

66

PHONETIC TRANSCRIPTION OF ITEMS

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /lænd/ 16 Pamphlet /’pæmflət/

2 Math /mæth/ 17 Beacon /biekən/

3 That /thæt/ 18 Arrow /’ærrow/

4 Application /æple’keisyən/ 19 Euphoria /yuw’fowriə/

5 Adjective /æjɛktɪv/ 20 Devious /di:viəs/

6 Balance /bæləns/ 21 Bed /bɛd/

7 Graphic /græfik/ 22 Men /mɛn/

8 Jacket /jækɪt/ 23 End /ɛnd/

9 Language /længgwɪj/ 24 Beg /bɛg/

10 Natural /næc(ə)rəl/ 25 Head /hɛd/

11 Difficult /dɪffɪkəlt/ 26 Pen /pɛn/

12 Gentelmen /jentəlmən/ 27 Set /sɛt/

13 Develop /dɪ’veləp/ 28 Guess /gɛs/

14 Distant /dɪstənt/ 29 Tech /tɛk/

15 Golden /’gowldən/ 30 Fret /frɛt/

67

68

RESPONDENTS’ PRONUNCIATION TEST

1. Respondent 1

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /ɛ/ 16 Pamphlet /ɛ/

2 Math /ɛ/ 17 Beacon /ə/

3 That /ɛ/ 18 Arrow /ə/

4 Application /ʌ/ 19 Euphoria /ʌ/

5 Adjective /ə/ 20 Devious /ə/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ɛ/ 27 Set /ɛ/

13 Develop /ɔ/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

69

2. Respondent 2

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /ɛ/ 16 Pamphlet /ə/

2 Math /ʌ/ 17 Beacon /ə/

3 That /ɛ/ 18 Arrow /ʌ/

4 Application /ӕ/ 19 Euphoria /ʌ/

5 Adjective /ӕ/ 20 Devious /ə/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ə/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

70

3. Respondent 3

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /æ/ 16 Pamphlet /æ/

2 Math /æ/ 17 Beacon /ə/

3 That /æ/ 18 Arrow /æ/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /æ/ 20 Devious /ə/

6 Balance /æ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /eɪ/

12 Gentelmen /ɛ/ 27 Set /ɪ/

13 Develop /ə/ 28 Guess /ɛ/

14 Distant /ɛ/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

71

4. Respondent 4

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /ɛ/ 16 Pamphlet /ɛ/

2 Math /ɛ/ 17 Beacon /ɛ/

3 That /ɛ/ 18 Arrow /ə/

4 Application /eɪ/ 19 Euphoria /ʌ/

5 Adjective /æ/ 20 Devious /u/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /ɛ/ 24 Beg /eɪ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /u/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ə/ 28 Guess /ɛ/

14 Distant /ɛ/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

72

5. Respondent 5

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /æ/ 16 Pamphlet /æ/

2 Math /ɛ/ 17 Beacon /ə/

3 That /ɛ/ 18 Arrow /ɛ/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /æ/ 20 Devious /ə/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ɔ/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

73

6. Respondent 6

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /æ/ 16 Pamphlet /æ/

2 Math /æ/ 17 Beacon /ə/

3 That /æ/ 18 Arrow /æ/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /ʌ/ 20 Devious /ə/

6 Balance /æ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ə/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

74

7. Respondent 7

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /æ/ 16 Pamphlet /ɛ/

2 Math /æ/ 17 Beacon /ə/

3 That /ʌ/ 18 Arrow /ɛ/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /æ/ 20 Devious /ə/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ə/ 28 Guess /ɛ/

14 Distant /ɛ/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

75

8. Respondent 8

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /ɛ/ 16 Pamphlet /ɛ/

2 Math /ɛ/ 17 Beacon /ə/

3 That /ɛ/ 18 Arrow /ə/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /ə/ 20 Devious /u/

6 Balance /ɛ/ 21 Bed /e/

7 Graphic /æ/ 22 Men /e/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ɛ/ 27 Set /ɛ/

13 Develop /ə/ 28 Guess /ue/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

76

9. Respondent 9

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /æ/ 16 Pamphlet /ə/

2 Math /æ/ 17 Beacon /ə/

3 That /ɛ/ 18 Arrow /æ/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /æ/ 20 Devious /ə/

6 Balance /æ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ə/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

77

10. Respondent 10

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /ɛ/ 16 Pamphlet /ɛ/

2 Math /ɛ/ 17 Beacon /ɔ/

3 That /æ/ 18 Arrow /ə/

4 Application /æ/ 19 Euphoria /ə/

5 Adjective /ə/ 20 Devious /ə/

6 Balance /-/ 21 Bed /ɛ/

7 Graphic /ɛ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ɛ/ 27 Set /ɛ/

13 Develop /ɔ/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

78

11. Respondent 11

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /ɛ/ 16 Pamphlet /ə/

2 Math /ɛ/ 17 Beacon /ɔ/

3 That /ɛ/ 18 Arrow /ə/

4 Application /ʌ/ 19 Euphoria /ʌ/

5 Adjective /ʌ/ 20 Devious /ə/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ʌ/

13 Develop /ɔ/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

79

12. Respondent 12

No Words Dictionary

Transcription

No Words Dictionary

Transcription

1 Land /æ/ 16 Pamphlet /ə/

2 Math /æ/ 17 Beacon /ə/

3 That /æ/ 18 Arrow /ə/

4 Application /æ/ 19 Euphoria /ʌ/

5 Adjective /æ/ 20 Devious /u/

6 Balance /ɛ/ 21 Bed /ɛ/

7 Graphic /æ/ 22 Men /ɛ/

8 Jacket /æ/ 23 End /ɛ/

9 Language /æ/ 24 Beg /ɛ/

10 Natural /æ/ 25 Head /ɛ/

11 Difficult /ɪ/ /ə/ 26 Pen /ɛ/

12 Gentelmen /ə/ 27 Set /ɛ/

13 Develop /ɔ/ 28 Guess /ɛ/

14 Distant /ə/ 29 Tech /ɛ/

15 Golden /ə/ 30 Fret /ɛ/

80

81

82

83

84

CURRICULUM VITAE

Name : Dwi Astutik

Place and Date of Birth : Kab. Semarang, March 20th 1993

Address : Jomblang, Kuncen RT:11 RW 03, Karangduren,

Kec. Tengaran, Kab. Semarang

Phone Number : 085727606318

E-mail : astutii2002@gmail.com

Educational Background :

TK Lestari Karngduren 1997-1998

SD Negeri 01 Karangduren 1998-2005

SMP Negeri 2 Tengaran 2005-2008

SMA Negeri 1 Tengaran 2008-2011

IAIN Salatiga 2013-2017