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ENGLISH MISPRONUNCIATION

PRODUCED BY RADIO MASDHA ANNOUNCERS

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

LAKSMI ANINDITA

Student Number: 134214012

ENGLISH LETTERS STUDY PROGRAM

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii



AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

LAKSMI ANINDITA

Student Number: 134214012

ENGLISH LETTERS STUDY PROGRAM

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017




v

STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been

previously submitted for the award of any other degree at any university, and that,

to the best of my knowledge, this undergraduate thesis contains no material

previously written by any other person except where due reference is made in the

text of the undergraduate thesis.

Yogkakarta, April 28, 2017

Laksmi Anindita


vi

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : Laksmi Anindita

Nomor Mahasiswa : 134214012

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul



beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 28 April 2017

Yang menyatakan,

Laksmi Anindita


vii

Ya Allah, give ease to me, do not make it difficult


viii

Babeh, Ibuk, Masnung, Dekma, Budhe Nuk

This all is for you

My very-best friends

Thank you for inspiring and caring me with love

Thank you for giving me a lot of crazy memories


ix

ACKNOWLEDGMENTS

Alhamdulillah. I praised to Allah SWT because of His helps and

blessings I could complete my undergraduate thesis. Thank you for surrounding

me with a lot of adorable people so I could learn much from them.

I would like to thank Babeh, Ibuk, Masnung, and Dikma for the material

and immaterial support. Thank you for always supporting and praying for my

best. Without you, I could not complete my study at all. I know that all the

pressure is given to strengthen me.

I would express my gratitude to Scolastica Wedhowerti, S. Pd., M. Hum.

who has guided me well and wisely from the beginning until the end of my thesis.

I would also show my gratitude to Arina Isti’anah, S.Pd., M. Hum. for giving me

a lot of suggestions I needed for my thesis.

I would extend my gratitude to Magdalintan Kalvari as the General

Manager of Radio Masdha Jogja for the permission given to do the research to the

respondents. I would also give my gratitude to Yohanes Juan Antony Sijabat as

the Vice Manager and Bagas Tutuko Suryo Wibowo as the Announcer

Coordinator that have helped me do the research. I do not forget to say thanks for

Radio Masdha announcers of becoming my respondents all along.

For Budhe Nuk and the other Cik Di Tiro family, thanks for being my

inspiration. You always believe me that I can do and finish my study well. You

always open up my mind about how beautiful life is and I believe in that. I never

regret my decision to be a part of yours in my first year.


x

TABLE OF CONTENTS

TITLE .............................................................................................................. ii

APPROVAL PAGE ........................................................................................ iii

ACCEPTANCE PAGE ................................................................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

ILMIAH ............................................................................................................. v

STATEMENT OF ORIGINALITY .............................................................. vi

MOTTO PAGE ............................................................................................... vii

DEDICATION PAGE ..................................................................................... viii

ACKNOWLEDGEMENT .............................................................................. ix

TABLE OF CONTENTS ................................................................................ x

LIST OF TABLES .......................................................................................... xiii

LIST OF FIGURES ........................................................................................ xiv

ABSTRACT ..................................................................................................... xv

ABSTRAK ......................................................................................................... xvi

CHAPTER I: INTRODUCTION .................................................................. 1

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

B. Problem Formulation ............................................................................ 3

C. Objectives of the Study ......................................................................... 4

D. Definition of Terms ............................................................................... 4

CHAPTER II: REVIEW OF LITERATURE .............................................. 5

A. Review of Related Studies .................................................................... 5

B. Review of Related Theories .................................................................. 6

1. Phonetics .......................................................................................... 6

a. English Consonants ................................................................... 7

i. Place of Articulation ........................................................... 8

ii. Manner of Articulation ........................................................ 9

b. English Vowels ......................................................................... 11

i. Front Vowels ....................................................................... 11

ii. Central Vowels .................................................................... 11

iii. Back Vowels ....................................................................... 12

c. English Diphthongs ................................................................... 12

d. Indonesian Consonants ............................................................. 14

i. Place of Articulation ........................................................... 14

ii. Manner of Articulation ........................................................ 15

e. Indonesian Vowels .................................................................... 16

f. Indonesian Diphthongs ............................................................. 17

2. Phonology ....................................................................................... 17

a. Rules for Combining Sounds .................................................... 17

b. Variation in Pronunciation ........................................................ 18

c. Orthography .............................................................................. 18

3. Error Analysis ................................................................................. 20

a. Identification of Errors .............................................................. 21

b. Description of Errors ................................................................. 22


xi

c. Explanation of Errors ................................................................ 22

d. Evaluating Errors ...................................................................... 23

C. Theoretical Framework ......................................................................... 23

CHAPTER III: METHODOLOGY .............................................................. 25

A. Object of the Study ................................................................................ 25

B. Approach of the Study .......................................................................... 26

C. Method of the Study .............................................................................. 26

1. Data Collection ................................................................................ 26

2. Data Analysis .................................................................................. 27

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ................... 30

A. Announcers’ Mispronounced Words .................................................... 30

1. Consonant Sounds .......................................................................... 30

a. Labiodental Fricative ................................................................. 30

b. Dental Fricative ......................................................................... 32

c. Alveolar Oral Stop ..................................................................... 34

d. Alveolar Fricative ...................................................................... 36

e. Palatal Fricative ......................................................................... 38

f. Palatal Affricate ......................................................................... 38

g. Velar Oral Stop .......................................................................... 38

2. Vowel Sounds ................................................................................. 39

a. Front Vowel ............................................................................... 39

b. Central Vowel ............................................................................ 43

c. Back Vowel ............................................................................... 43

3. Diphthongs ...................................................................................... 46

B. Possible Reasons of Mispronunciations ................................................ 50

1. Consonant Sounds ........................................................................... 50

a. Labiodental Fricative ................................................................. 50

b. Dental Fricative ......................................................................... 51

c. Alveolar Oral Stop ..................................................................... 52

d. Alveolar Fricative ...................................................................... 52

e. Palatal Fricative ......................................................................... 53

f. Palatal Affricate ......................................................................... 53

g. Velar Oral Stop .......................................................................... 54

2. Vowel Sounds ................................................................................. 55

a. Front Vowel ............................................................................... 55

b. Central Vowel ............................................................................ 55

c. Back Vowel ............................................................................... 56

3. Diphthongs ...................................................................................... 56

CHAPTER V: CONCLUSION AND SUGGESTION ................................. 58

BIBLIOGRAPHY ........................................................................................... 60

APPENDICES ................................................................................................. 62

Appendix 1: Research Permit .................................................................... 62

Appendix 2: Questionnaire ........................................................................ 63

Appendix 3: Questionnaire Results ........................................................... 66

Appendix 4: News ...................................................................................... 68

Appendix 5: News’s Phonetic Transcription ............................................. 69


xii

Appendix 6: Announcer’s Phonetic Transcription .................................... 71

Appendix 7: Mispronunciation Summary .................................................. 81


xiii

LIST OF TABLES

Table 2.1 English Consonants .......................................................................... 7

Table 2.2 Indonesian Consonants ..................................................................... 14

Table 2.3 Indonesian Spelling and Orthography .............................................. 19

Table 3.1 Respondents’ Daily Language .......................................................... 26

Table 3.2 Respondents’ Study Program ........................................................... 27

Table 4.1 Mispronunciation of [v] ................................................................... 31

Table 4.2 Mispronunciation of [v] into [f] Word Lists .................................... 32

Table 4.3 Mispronunciation of [ð] ................................................................... 32

Table 4.4 Mispronunciation of [θ] ..................................................................... 33

Table 4.5 Mispronunciation of [θ] into [t] Word Lists ..................................... 34

Table 4.6 Mispronunciation of [wɪð] or [wɪθ] ................................................. 34

Table 4.7 Mispronunciation of [t] .................................................................... 35

Table 4.8 Mispronunciation of [z] .................................................................... 36

Table 4.9 Mispronunciation of [z] into [s] Word Lists .................................... 37

Table 4.10 Mispronunciation of [i:] ................................................................. 39

Table 4.11 Mispronunciation of [i:] Word Lists .............................................. 40

Table 4.12 Mispronunciation of [ɪ] .................................................................. 40

Table 4.13 Mispronunciation of [ɪ] Word Lists ............................................... 41

Table 4.14 Mispronunciation of [e] .................................................................. 42

Table 4.15 Mispronunciation of [e] Words Lists ............................................. 43

Table 4.16 Mispronunciation of [ɔ:] ................................................................. 44

Table 4.17 Mispronunciation of [ɔ:] Word Lists .............................................. 44

Table 4.18 Mispronunciation of [ɑ:] ................................................................ 45

Table 4.19 Mispronunciation of [ɑ:] Word Lists ............................................. 46

Table 4.20 Mispronunciation of [aɪ] ................................................................. 46

Table 4.21 Mispronunciation of [aɪ] Word Lists .............................................. 47

Table 4.22 Mispronunciation of [eɪ] ................................................................. 48

Table 4.23 Mispronunciation of [eɪ] Words Lists ............................................ 49

Table 4.24 Mispronunciation of [ju] ................................................................ 49

Table 4.25 Mispronunciation of [ǝʊ] ................................................................ 49


xiv

LIST OF FIGURES

Figure 2.1 English Vowel Chart ....................................................................... 11

Figure 2.2 Indonesian Vowel Chart ................................................................. 16


xv

ABSTRACT

ANINDITA, LAKSMI. English Mispronunciation Analysis Produced by Radio

Masdha Announcers. Yogyakarta: Department of English Letter, Faculty of

Letters, Sanata Dharma University, 2017.

This undergraduate thesis discusses mispronunciation produced by the

Radio Masdha announcers. The researcher chooses the announcers who are not

from English Department also do not speak Javanese and Sundanese in their daily

language. The researcher only focuses on those who use Indonesian as their daily

language.

There are two problem formulations in conducting this research. The first

is finding out what sounds which are mispronounced by the announcers. The second

is finding out what the causes of the mispronunciation.

There were several steps used in the research. The first step was giving

the questionnaires to the announcers. The researcher had eliminated 10 (ten)

announcers from English Department also those who speak Javanese and

Sundanese. Then, the researcher had asked the 10 (ten) other announcers to read an

English news taken from BBC and they have been recorded. Next, the researcher

heard the records and transferred it into the phonetic transcription. Last, the

researcher analyzed what sounds are often mispronounced by the announcers.

Based on the analysis, the consonant sounds which are mispronounced

by the announcers are [v] into [f], [ð] into [d], [θ] into [t], [d] into [n] and [s], [t]

into [θ] and [s], [z] into [s], [l] into [r], [ʃ] into [s], [ɡ] into [ʒ], also [ʧ] into [s] and

[f]. The vowel sounds which are mispronounced are [i] into [e] and [ə], [ɪ] into [ə],

[æ] into [e] and [ʌ], [ə] into [ʌ] and [ɑ], [ʌ] into [ə], [ɔ] into [ɒ], [ʌ], [a], and [e],

also [ɒ] into [ɔ] and [ə]. Furthermore, the diphthong sounds which are

mispronounced are [eɪ] into [ɪ], [e], [æ], [a], and [ə], [aɪ] into [e] and [ɪ], also [ju]

into [u] and [ʌ].

The mispronunciations happened because of the different sound

inventory and phonological rules, especially in terms of orthography, between

English and Indonesian. It also happened because of the announcers’ incorrect

hypotheses and the inconsistent in implementing or using the sounds.


xvi

ABSTRAK

ANINDITA, LAKSMI. English Mispronunciation Analysis Produced by Radio

Masdha Announcers. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra,

Universitas Sanata Dharma, 2017.

Skripsi ini membahas tentang kesalahan pengucapan oleh penyiar Radio

Masdha. Peneliti memilih penyiar yang bukan berasal dari Jurusan Bahasa Inggris

serta berbicara Bahasa Jawa dan Sunda dalam kehidupan sehari-hari. Peneliti fokus

kepada penyiar-penyiar yang menggunakan Bahasa Indonesia sebagai bahasa

sehari-harinya.

Ada dua rumusan masalah yang diangkat di dalam skripsi ini. Yang

pertama mencari tahu bunyi apa saja yang disalahucapkan oleh peyiar Radio

Masdha. Yang kedua, mencari tahu apa penyebab dari salah pengucapan. Lalu,

peneliti akan menyimpulkan kesalahan apa yang mereka hadapi.

Ada beberapa langkah yang dilakukan dalam skripsi ini. Yang pertama

memberikan kuesioner kepada para penyiar. Peneliti telah mengeliminasi 10

(sepuluh) penyiar yang berasal dari Jurusan Bahasa Inggris serta berbicara Bahasa

Jawa dan Sunda dalam kehidupan sehari-hari. Kemudian, peneliti meminta 10

(sepuluh) penyiar laiunnya untuk membacakan berita dan akan direkam. Setelah

itu, peneliti akan mendengarkan rekaman dan mentransfernya ke dalam transkrip

fonetik. Terakhir, peneliti akan menganalisis bunyi apa saja yang disalahucapkan

oleh para penyiar.

Berdasarkan dari analisis, bunyi konsonan yang disalahucapkan oleh para

penyiar yaitu [v] menjadi [f], [ð] menjadi [d], [θ] menjadi [t], [d] menjadi [n] dan

[s], [t] menjadi [θ] dan [s], [z] menjadi [s], [l] menjadi [r], [ʃ] menjadi [s], [ɡ]

menjadi [ʒ], serta [ʧ] menjadi [s] dan [f]. Bunyi vocal yang disalahucapkan adalah

[i] menjadi [e] dan [ə], [ɪ] menjadi [ə], [æ] menjadi [e] dan [ʌ], [ə] menjadi [ʌ] dan

[ɑ], [ʌ] menjadi [ə], [ɔ] menjadi [ɒ], [ʌ], [a], dan [e], serta [ɒ] menjadi [ɔ] dan [ə].

Selanjutnya, bunyi diftong yang disalahucapkan yaitu [eɪ] menjadi [ɪ], [e], [æ], [a],

dan [ə], [aɪ] menjadi [e] dan [ɪ], serta [ju] menjadi [u] dan [ʌ].

Salah pengucapan terjadi karena perbedaan perbendaharaan bunyi dan

aturan fonologi, terutama pada ortografi, antara Bahasa Inggris dan Bahasa

Indonesia. Hal ini juga terjadi karena hipotesis yang kurang tepat dan penggunaan

yang inconsisten.


1

CHAPTER I

INTRODUCTION

A. Background of the Study

Nowadays, people become more aware and enthusiastic in learning

English. People are aware that having a good English pronunciation is important

because English is a lingua franca. It means that English is used by people with

different mother tongues in order to facilitate the communication among them

(Wardhaugh, 2006: 59).

Learning English can be everywhere. School is not the only place for

learning English. There are some other ways to gain our English capability,

especially for speaking skill. One of the examples is by listening an English

program in radio. Although only providing sound, radio is still favorite because we

can listen to the radio while doing other activities. Almost all radios now provide

streaming so the listeners can listen to their favorite radio in a simple, easy, and

affective way.

Nowadays, some local radios have English programs. In Swaragama, they

have Easy English program by Karlina Kuning. Easy English is only a one-and-a-

half-minute program. Here, Karlina shares some knowledge of how to use English

in a correct way. The material can be basic grammar, pronunciation, idioms, and

many more. MMTC Radio also has an English program named Chat Zone. This

program invites the listeners to learn English in a fun way (http://radio.mmtc.ac.id).

Sanata Dharma University itself has Radio Masdha. There is an English program


2

called International Area Special Friday. In this program, the announcers share

some news in English. The news is taken from English news portals BBC.

To present the English program, the announcers have to know the materials

and also how to pronounce English words well. It is because the announcers are

those who communicate with the listeners. Once the announcers make a mistake,

the listeners will know it. It can impact the radio station because the announcers are

the radio representatives (Triartanto, 2010: 48). The radio station will be judged to

be a not-good radio station.

Announcer recruitment in Radio Masdha is different from some big radio

stations in Yogyakarta such as Geronimo and Swaragama. In Geronimo and

Swaragama, the announcers are recruited based on their skill and capability. Not in

every year do they recruit new announcers. In Radio Masdha, the announcer

recruitment is held every academic year. Radio Masdha recruits fresh year students

who are interested in being radio announcers. The applicants do not necessary have

a broadcasting skill to apply for Radio Masdha. It is because Radio Masdha holds

staff regeneration every year, so the staff including the announcers will be changed

every year.

Radio Masdha is expected to be a medium for the listeners to learn English

in a different way. By listening to English news in International Area Special

Friday program, the listeners can learn more about English pronunciation, dialogue

intonation, sentence patterns, and many more. This can also help them when having

English tests such as TOEFL, IELTS, or even English Capability Test (TKBI)


3

which is held for non-English students in Sanata Dharma University as their

graduation requirement.

However, not all Radio Masdha announcers come from English

Department. Thus, only some of them who have knowledge of how English words

are pronounced. It is because they have Phonetics and Phonology class in their

major. The announcers who do not come from English Department will find

difficulties in delivering the English news. Not all announcers are used to be fluent

in English. This problem will be the focus of the research about the English

pronunciation among Radio Masdha announcers. The writer will contrast both

Indonesian and English sound inventories. After understanding it, the writer will

analyze the data based on the similarities and the differences in phonetics and

phonology. Then the researcher will analyze the causes based on the orthography.

Last, the researcher will conduct types of errors for each mispronunciation.

B. Problem Formulation

To help the research of this study, the researcher formulates the problems

as follows:

1. What sounds are often mispronounced by Radio Masdha announcers in

delivering an English news?

2. What is/are the cause (s) of the mispronunciation made by the announcers

based on the types of errors approach?


4

C. Objectives of the Study

There are two objectives of the study from the problem formulation above.

The first is the researcher will analyze what sounds which are often mispronounced

by Radio Masdha announcers. The announcers will be asked to present English

news and it will be recorded for further analysis.

Second, the researcher will conduct what the causes are from the

mispronunciation made by the announcers. The researcher will analyze it based on

English and Indonesian Phonology. Then, the researcher will conduct some

possible reasons of the mispronunciations.

D. Definition of Terms

There are some terms to be used in this research. The terms will be

explained in this section to avoid misunderstanding. The terms are pronunciation

and Radio Masdha announcers.

First, pronunciation is a process in producing meaningful speech sound

consciously articulated by the controlled friction of airstream. Sound itself is

something that we produce by controlling our speech organs, such as lips, teeth,

tongue, vocal tracts, and lungs (Kreidler, 2004: 22-3). There are three categories of

sounds in English. There are consonant, vowel, and diphthong.

Second, Radio Masdha announcers are those who are listed in Radio

Masdha staff branch 2015 and 2016. Not all Radio Masdha announcers will be the

respondents. The respondents are chosen based on certain qualification through the

questionnaires given to them.


5

CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Studies

In this section, the writer will share several researches and reviews about

related studies. The studies are about English mispronunciation in Sundanese,

Javanese, and Vietnamese.

In Raharjo’s undergraduate thesis (2010), it is shared how Sundanese

native speakers in SMA Negeri 1 Kuningan mispronounce English consonants. At

first, Raharjo analyzes the similarities and differences in English and Sundanese

phonetic inventory. Then, he shares some mispronunciation by Sundanese

speakers. One of them is about the labiodental fricative mispronunciations. There

are two kinds of mispronunciation in this thesis. The first one is about consonant

[f]. 70% from 20 respondents pronounce the consonant [f] well. However, the rest

of them mispronounce it as [p] (Raharjo, 2010: 45). The second one is about

consonant [v] mispronunciation. The research states that almost all of the

respondents misinterpret [v] as [f]. Only 46,7% of the respondents who pronounce

it well (Raharjo, 2010: 48-45).

A similar study is done by Luviya (2016) in her undergraduate thesis.

She analyzes about the mispronunciation of English consonants by Javanese

students. The respondents are Javanese students in English Letters of Sanata

Dharma University. The result is quite similar to Raharjo’s. 53,33% students fail

to pronounce [v] correctly. They mispronounce it as [f], such as [fælju] for the


6

word value [vælju:] and [æfərɪdʒ] for the word average [ævərɪdʒ] (Luviya, 2016:

36).

English phonetic inventory is not only different from Indonesian local

language but also the other languages such as Vietnamese. Bui states in his

research that there are some English sounds which do not exist in Vietnamese

(2016: 125). It affects Vietnamese speakers in pronouncing English words. The

study focuses on the mispronunciation of English interdental sounds [θ] and [ð].

For instance, four out of ten respondents pronounce [θ] as [t‘]. For [ð], it is often

changed into [z] (Bui, 2016: 126).

In this study, the writer would like to have a similar study about

pronunciation written by Raharjo, Luviya, and Bui. The research will focus not

only in the consonant, but also on vowel and diphthong sound. Another difference

is that the researcher will compare English phonetics inventory with Indonesians’.

The data will be gained from the English news from BBC portal. The writer will

also use some same theories about Phonetics, Phonology, and error analysis.

B. Review of Related Theories

Three theories are used in the study. They are Phonetics, Phonology,

Error Analysis and Orthography.

1. Phonetics

Phonetics concerns with describing the speech sounds which occur in all

languages in the world (Ladefoged and Johnson, 2011: 2). To learn about

Phonetics, first we need to know how to identify the speech sounds. We use the


7

scientific description of speech sounds by Internal Phonetic Association (IPA)

symbol. One alphabet symbol refers to only one sound and one sound refers to

only one alphabet symbol. However, “each symbol can be used for a range of

different but similar sounds” (Port and Leary, 2005: 928). In Phonetics, we will

learn more about consonant, vowel, diphthong sounds. We learn the symbols and

how to pronounce them.

a. English Consonants

As summarized from Ladefoged and Johnson, English consonant

articulation is divided into three parts (2011: 10). The first one is labial

articulation which occurs when using the lips. The second one is coronal

articulation which uses the tip or blade of the tongue. The last one is dorsal which

is occurs by the back of the tongue. Later, bilabial and labiodental include in

labial articulation. While dental, alveolar, retroflex, and palate-alveolar include in

coronal articulation. Velar includes in dorsal articulation. Palatal can include into

coronal or dorsal articulation. It is based on a point to which we shall return.

Table 2.1 English Consonants (Fromkin, Rodman, and Hyams, 2014: 204)

Place of Articulation

Bil

ab

ial

Lab

iod

enta

l

Inte

rden

tal

Alv

eola

r

Pala

tal

Vel

ar

Glo

ttal

Man

ner

of

Art

icu

lati

on

Oral Stop

Voiced b d ɡ

Voiceless p t k Ɂ

Nasal Stop

Voiced m n ŋ

Fricative

Voiced v ð z ʒ


8

Voiceless f θ s ʃ h

Affricate

Voiced ʤ

Voiceless ʧ

Glide

Voiced w j w

Voiceless ʍ ʍ

Liquid (Voiced)

Central r

Lateral l

i. Place of Articulation

Bilabial, labiodental, dental, alveolar, retroflex, palate-alveolar, palatal,

and velar are parts of place of articulation. The definition of each part will be

explained as a summary from Ladefoged and Johnson (2011: 11-13) also

Fromkin, Rodman, and Hyams (2014: 195-197).

Bilabial sounds occur when we made our lips come together. The sounds

are [p], [b], and [m] as in the word pie, buy, and my. In labiodental, we raise the

lower lip until it nearly touches the upper front teeth. The sounds are [f] and [v].

When we use our tongue tip and upper front teeth to produce sound, we will make

dental sounds. Some people have the tip of the tongue protruding between the

upper and lower front teeth while others may have it close behind the upper front

teeth. For the sounds which the tongue position is between the teeth are called

interdental sounds. The sounds are symbolized into [ð] and [θ]. The example is

in the word thy [ðaɪ] and thigh [θaɪ].

In alveolar, we use the tip of the tongue or the blade of the tongue. The

sounds that we produce are [t], [d], [n], [s], [z], [l], and [r]. We produce it use our

tongue tip and the back of alveolar ridge. In palatal, our front part of the tongue is


9

raised toward the hard palate and makes [ʃ], [ʒ], [ʧ], [ʤ], and [j] sound. We can be

able to feel the rush of cold air between the front tongue and the hard palate.

These sounds can also be called as post-alveolar because they are made farther

back in the mouth than an [s] sound.

In velar, our back part of the tongue is raised so that it touches the

velum. The sound is symbolized into [k], [ɡ], and [ŋ]. The sound appears in the

final sound of the word hack, hag, and hang. Last, in glottal, although it is

classified as consonant, there is no restriction of the airflows. Glottal stands for

the sound [Ɂ] and [h].

ii. Manner of Articulation

Manner of articulation is several basic ways in which articulatory

gestures can be accomplished. In this term, the articulators may close off the oral

tract in certain period, narrow the space considerably, or simply modify the shape

of the tract by approaching each other. The theories of manner of articulation

below are the summary from Ladefoged and Johnson (2011: 14-16) also Fromkin,

Rodman, and Hyams (2014: 198-203).

Manner of articulation is divided into six parts. They are voicing features,

stop, fricative, affricate, glide, and liquid. There are voiced and voiceless sound in

the voicing features. Voiced sounds will be produced if the vocal cords are

together. It makes the airstream forces its way and causes vibrate. It happens in

the sound [b], [d], [ɡ], and [z]. On the contrary, voiceless sounds will be produced

when the vocal cords are apart. The air can flow freely through the glottis.

Voiceless sound is a category for [p], [t], [k], and [s] sounds.


10

Stop is a condition in which the articulators have a complete closure so

that the airstream cannot escape through the mouth. Stop is defined into oral and

nasal stop. When we have the oral stop, the soft palate is raised. It makes the nasal

tract blocked off so the airstream is completely obstructed. The sounds are [p],

[b], [t], [d], [k], and [ɡ]. In nasal stop the air is stopped in the oral cavity but the

soft palate is down. Therefore, the airstream can go out through the nose. They are

[m], [n], and [ŋ].

Fricative happen when the airstream is partially obstructed and turbulent

airflow is produced. The sounds are [f], [v], [θ], [ð], [s], [z], [ʃ] and [ʒ]. For the [s]

and [ʃ] sounds, they are sometimes called sibilants because of the higher-pitched

sounds with a more obvious hiss. Affricate stands for the sounds which are

produced by a stop closure and then followed immediately by a continual release

of its closure. It consists of [ʧ] and [ʤ].

Liquids stand for the sounds which are produced by some obstruction of

the airstream in the mouth. However, this obstruction is actually not enough to

cause any real friction. It divides into lateral [l] and retoflex [r]. The last one is

glide. Glide is a gesture in which one articulator is close to another but without

the vocal tract being narrowed to such an extent that a turbulent airstream is

produced. [j] and [w] are the sounds of approximant. While pronouncing [j]

sound, our front tongue is raised toward the palatal area of the roof of the mouth.

However, it does not come close enough for a fricative sound to be produced. In

[w], we have the approximation between the lips and the velar region.


11

b. English Vowels

Figure 2.1 English Vowel Chart (Ladefoged and Johnson, 2011: 44)

i. Front Vowels

Front vowels occur when the highest point of the tongue is in the front of

the mouth. The examples are heed [hi:d], hid [hɪd], head [hɛd], and had [hæd].

While pronouncing [i] in the word heed, tongue is fairly close to the

palate. Since the tongue is close to the upper mouth, [i] is categorized as high

front vowel. When the tongue is slightly less close to our palate, we will produce

[ɪ] sound such as in the word hid [hɪd]. This sound is called a mid-high vowel.

Last, when we pronounce the word egg, head, and had, the tongue

position is lower than those [i] and [ɪ] sounds. The sound [e] in the word egg is a

mid-front vowel. [ɛ] in the word head is called a mid-low vowel, while the [æ]

sound in the word had is called as a low front vowel. Those who have a lower [æ]

may also have a slightly lower [ɛ], thus keeping the distances between [i], [ɪ], [ɛ],

and [æ] approximately the same.

ii. Central Vowels

English speakers have [ʌ] sound. The example is in the word bud. In

many forms of British English, these vowels maybe a little lower than in

American English but still it is a part of low central vowel. Below [ʌ], there is [a]


12

sound. It is the lowest part of central vowel. The sound occurs in the word

thousand [θaʊzǝnd].

iii. Back Vowels

Back vowels occur when the tongue is close to the back surface of the

vocal tract. Back vowels are defined into three categories. They are high back

vowel, mid-high back vowel, and low back vowel.

The high back vowel occurs when the back part of the tongue is in the

highest position as shown in the sound [u] for the word food. When the back part

of the tongue may be near enough to the palate, then we will produce [ʊ] sound

such as in the word good. However, in pronouncing a low back vowel, the back

part of the tongue is in the lowest position. It occurs when we pronouncing [ɑ] in

the word father.

Most of British English speakers have an additional vowel. They

distinguish between the vowels [ɑ], [ɒ], and [ɔ] as in balm, bomb, and bought. The

sounds are [bɑm], [bɒm], and [bɔ:t]. It results in a different number of vowel

qualities. The additional vowel [ɒ] is more back and slightly more rounded than

[ɑ].

c. English Diphthongs

Diphthong is a two-vowel comes together and one of them has a change

in quality during the syllable (Ladefoged and Johnson, 2011: 306). The difference

of the two vowel qualities can be indicated by writing the ‘nonsyllabic’ diacritic

symbol under the less one.


13

All the diphthong explained are the summary from Ladefoged and

Johnson (2011: 92-93). The first diphthong is [aɪ]. It moves toward a high front

vowel. However, in most forms of English, [aɪ] does not go much beyond a mid-

front vowel. Next, there is [aʊ]. [aʊ] usually starts with a very similar quality to

that beginning of [aɪ]. These two diphthongs start from more or less low central

vowel position, midway between [ӕ] and [ɑ] and also closer to [ʌ] than to any

other vowels.

Most BBC English speakers and many Midwestern Americans have a

smaller diphthong [eɪ] starting closer to [ɪ] sound. The diphthong [oʊ] is in the

back counterpart of [eɪ]. In most British English forms, the movement is more in

the front-back dimension. Some of them make this vowel start near [ɛ] and end

little higher than [ʊ]. Another is [ɔɪ]. This diphthong does not end in a very high

vowel. It often ends with a vowel similar to [ɛ].

The last diphthong is [ju]. It is different from the other diphthongs. Many

linguists do not consider [j] as a vowel but a consonant. Ladefoged and Johnson

consider [ju] as diphthong because of the way it patterns in English. Historically,

it is a vowel. In simple way, in British English, do and due are pronounced

differently. Do is pronounced as [du] while due is pronounced as [dju]. However,

there are no English sound formation making [pje], [kjӕ], or any combination of

stop plus [j] before any other vowel.


14

d. Indonesian Consonants

Table 2.2 Indonesian Consonants (Chaer, 2012: 116-120)

Place of Articulation

Bil

ab

ial

Lab

iod

enta

l

Alv

eola

r

Pala

tal

Vel

ar

Glo

ttal

Man

ner

of

Arti

cula

tio

n

Oral Stop

Voiced b d g

Voiceless p t k Ɂ

Nasal Stop

Voiced m n ñ ŋ

Fricative

Voiced v z ʒ*

Voiceless f s ʃ x h

Affricate

Voiced ʤ*

Voiceless ʧ*

Glide

Voiced w j* w

Liquid (Voiced)

Central r

Lateral l

*Note: The quality of English [ʒ], [ʤ], [ʧ], and [j] is different from the

Indonesian’s.

i. Place of Articulation

Place of articulation is also called as point of articulation. It is a place

where the consonant sounds are produced. Indonesian’s consonants are

categorized into six parts.

Bilabial is for the consonants which are produced by the upper and lower

lips. The sounds are [b], [p], [m], and [w] as in the Indonesian words pita, baru,

mulut, and wajah. Labiodental is the consonants produced when the upper teeth

contact with lower lip. [f] and [v] stand for labiodental.


15

Another category is alveolar. It is for the sounds which produced by

raising the tip of the tongue into the alveolar ridge. The sounds are [t], [d], [s], [z],

[n], [r], and [l]. In the palatal, has six sounds. They are [ñ], [ʒ], [ʃ], [ʤ], [ʧ], and

[j]. The English sounds of [ʒ], [ʤ], [ʧ], and [j] have different quality with the

Indonesian’s. Some Indonesian linguists consider English [ʒ] and [ʤ] as

Indonesian [j], English [ʧ] as Indonesian [c], and English [j] as Indonesian [y].

Indonesian velar is quite similar with the English’s. The sounds are

produced in the back part of the tongue and the velum. The sounds are [k], [ɡ],

and [ŋ]. Indonesian also has [x] sound in the velar inventory. It equals to the

English [ks]. The last one is glottal. There are only two sounds appear in this part.

They are [Ɂ] and [h].

ii. Manner of Articulation

Manner of articulation is more about how the airstream deals toward the

consonant sound production. It is divided into five categories. They are stop,

fricative, affricate, liquid, and glide.

Stop is divided into oral and nasal stop. Oral stop is when the air flow is

blocked. They are [p], [b], [t], [d], [k], and [ɡ]. The other is nasal stop. It occurs

when the air flows is blocked in the mouth but can escape via the nose. The

sounds are [m], [n], and [ŋ].

Fricative happen when the airstream is a little obstructed and a soft

airflow is produced. The sounds are [f], [v], [s], [z], [ʃ], [ʒ], [x], and [h]. On the

other hands, affricate stands for the sounds produced when the oral cavity has a


16

stop closure followed by a continual release. It consists of [ʧ] and [ʤ] or

Indonesian [c] and [j].

Liquid is divided into two categories. They are central and lateral. The

sounds are [r] and [l]. Last is glide. It is a gesture when the active and passive

articulator create a space which similar to producing vowel sound. It consists of

[w] and English [j] or Indonesian [y].

e. Indonesian Vowels

Another Indonesian sound is vowel. Vowel usually classified based on

the tongue positions and the mouth shapes. The chart below is a chart of

Indonesian vowels.

Figure 2.2 Indonesian Vowel Chart (Chaer, 2012: 114)

Vertically, there are three vowel categorizes. They are close, mid, and

open vowel. Close vowel consists of [i] and [u]. In the mid vowel, Indonesian has

[e] and [ǝ]. Last, in the open vowel there is [a] sound. On the other hands,

horizontally, Indonesian vowels also categorized into three. They are front,

central, and back vowel. [i] and [e] are classified into front vowel while [ǝ] is

categorized into central vowel. In the back vowel, there are [u] and [o]. The back


17

vowel can be also named as rounded vowel. It is because the mouth creates a

round shape when producing these sounds.

f. Indonesian Diphthongs

In his book, Chaer mentions that Indonesian has a raised diphthong

category. It is called a raised diphthong because when the second vowel is

pronounced, the tongue position is higher than the first vowel sound. There are

only four sounds of Indonesian diphthongs. They are [ai], [əɪ], [oi], and [au]

which appear in the word gulai [gulai], esei [esəɪ], sekoi [sekoi], and pulau

[pulau].

2. Phonology

If Phonetics concerns with the sound symbol, Phonology concerns with

the symbolic perspective on the sound. It shares the idea behind a transcription

which is the variability and continuity of speech. Phonology can be explained

further into three points as a summary from Odden (2013: 9-11).

a. Rules for combining sounds

“In any language, certain combinations of sounds are allowed, but other

combinations are systematically impossible” (Odden, 2013: 10). The example is

English has the word brick pronounced as [bɹɪk] but English does not have [blɪk]

for the word blick. This example states that not every logically possible

combination of sounds is found although it follows the rules of English

Phonology.


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b. Variations in pronunciation

The example of variations in pronunciation occurs in English plural

nouns. Basically, to make plural nouns we simply add the suffix –s/es. However,

if we take a look into based on Phonology, we will find out certain sound

variations in the suffix –s/es. For nouns ended with voiced alveolar fricatives, the

suffix –s/es sound will be [z]. For nouns ended with voiceless alveolar fricatives,

it will create [s] sound for the suffix –s/es. Lastly, for nouns ended with hissing

sounds, the suffix –s/es sound will be [əz].

c. Orthography

In English, the way we pronounce a sound might be different from the

letters written. It is because English orthographic system is a morphophonemic

system (Sipra, 2013: 117). English orthography can mislead the reader. In

English, orthography is divided into five parts. They are same spelling with

different pronunciation, different spelling but some vowel pronunciations,

different spelling but same pronunciation, same spelling and pronunciation but

different meanings, and words with silent consonants.

The example of the words with same spelling but different

pronunciations is the words containing ‘ch’. It appears in the word chair,

chemistry, chamber, and champagne. In the word chair and chamber, ‘ch’ is

pronounced as [ʧ]. In the word chemistry, ‘ch’ is pronounced as [k] while in the

word champagne, it is pronounced as [ʃ].

The next is the words with different spelling but same vowel

pronunciations. The example of the words are heavy, any, bury, and said. ‘ea’ in


19

the word heavy is pronounced as [e], ‘a’ in the word any is also pronounced as [e].

It also occurs for the letter ‘u’ in the word burry and ‘ai’ in the word said are also

pronounced as [e].

The other case is the words with different spelling but same

pronunciations. Hear and here are the examples of two words which have

different spelling but the pronunciations are the same. They are pronounced as

[hɪə]. It also happens in the words right and write. Both of them are pronounced

as [raɪt] even the spellings are different.

Bank is the example of the words which have same spelling and

pronunciation but have different meanings. The word bank can refer to the land

along the side of a river or a hard substance. Another example is the word left.

The first meaning of left is towards the side of your body to west when you face

north. The other meaning is went away from a place (past participle of the word

leave).

The last one stands for the words with silent consonants. In the words

subtle, asthma, often, write, and gnaw, the bold letters hardly pronounced. This

also happens in the words plumber, wrong, handkerchief, and island. The bold

letters in the words are hardly pronounced as well.

However, based on Chaer, the spelling and pronunciation in Indonesian

do not have any significant difference. The further analysis will be explained on

the table.

Table 2.3 Indonesian Spelling and Orthography (Chaer, 2012: 138-139)

Phoneme Allophone Grapheme

/b/ [b] and [p] 


20

/p/ [p] 

/m/ [m] <m>

/w/ [w] <w> and 

/f/ [f] <f> and <v>

/d/ [d] and [t] <d>

/t/ [t] <t>

/n/ [n] <n>

/l/ [l] <l>

/r/ [r] <r>

/z/ [z] <z>

/s/ [s] <s>

/f/ [f] <sy>

/ñ/ [ñ] <ny>

/ʒ/ [ʒ] <j>

/ʧ/ [ʧ] <c>

/j/ [j] <y> and 

/ɡ/ [ɡ] <g> and <k>

/k/ [k] <k>

/ŋ/ [ŋ] <ng>

/x/ [ks] <kh>

/h/ [h] <h>

/Ɂ/ [Ɂ] <k> and <Ø>

/i/ [i] and [ɪ] 

/e/ [e] and [ɛ] <e>

/ə/ [ə] <e>

/u/ [u] and [ʊ] 

/o/ [o] and [ɔ] <o>

/a/ [a] <a>

/aw/ - <au>

/ay/ - <ai>

/oy/ - <oi>

/ey/ - <ei>

3. Error Analysis

Error in pronunciation may lead into unintelligibility (Hoffmann and

Siebers, 2009: 50). It means that the mispronunciation can cause

misunderstanding. The listeners may not recognize what the speaker means

because of the mispronunciation. Thus, error analysis is a tool to investigate how

the learners obtain an L2. Corder states that the errors provide the researcher with


21

evidence of how language was learnt (in Ellis, 2008: 45). He also states that the

errors are served as devices by the learner who discover the rules of the target

language (TL).

a. Identification of Errors

Error is a situation when the deviation arises as a result of lack of

knowledge or competence. On the other hand, mistake is reflecting processing

failures as a result of competing plans, memory limitations, and lack of

automaticity. To illustrate, some learners will have no difficulty in making simple

sentence such as ‘My sisters are older than me.’ However, they still make mistake

when changing the sentence into ‘My three sister are older than me.’

The final issue is whether infelicitous uses of the L2 should be considered

as erroneous or not. The example of this issue is in the sentence taken from Ellis

‘One day an Indian gentlemen, a snake charmer, arrived in England. He was

coming from Bombay.’ (2008: 49). The proper grammar choice should be ‘had

come’. The word ‘was coming’ is considered as the speaker wishes to emphasize

the action duration.

It is important to acknowledge the interpretation. As Corder states that

there are three types of interpretation. They are summarized from Ellis (2008: 49).

The first one is normal interpretation which occurs when the analyst is able to

assign meaning of the utterance on the basis of TL. The second one is an

authoritative interpretation. It involves in asking the learner to say what the

utterance means so that the researcher creates an authoritative reconstruction. The

last one is plausible interpretation. It can be obtained by referring to the context in


22

which the utterance was produced. It can be also by translating the sentence into

the learner’s L1.

b. Description of Errors

The description involves a comparison of the learner’s idiosyncratic

utterance with its reconstruction in the TL with a baseline corpus of native-

speaker language. Corder distinguishes three types of error according to their

systematicity as mentioned in Ellis (2008: 51).

i. Pre-systematic errors happen when the learners do not aware of the

existence of certain rule in the TL.

ii. Systematic errors happen when the learner has discovered a rule but it is the

wrong one.

iii. Post-systematic errors happen when the learners have already known the

correct TL rule but use it inconsistently.

c. Explanation of Errors

Taylor points out that one of the error source may be psycholinguistic,

sociolinguistic, epistemic, or may reside the discourse structure (in Ellis, 2008:

53). In psycholinguistics, it concerns with the nature of the L2 knowledge system

and the learners’ difficulties while using it in production. Sociolinguistic sources

are about the learners’ ability to adjust their language in accordance with the

social context. Epistemic sources concern the learners’ lack of knowledge. The

last one is discourse sources gain the problems in the organization of information

into a clear text.


23

Dulay and Burt share other opinion about the errors. They classify the

errors into three categories as mentioned in Ellis (2008: 53). They are

developmental, interference, and unique. Developmental is for the errors that are

similar to Li acquisition. Interference is for the errors that reflect the structure of

L1. Last, unique is for the errors that are neither developmental nor interference.

d. Evaluating Errors

Error evaluation considers the effect that errors have on the addressee. It

can be measured from the addressee’s affective response to the errors. The error

evaluation studies design involves decisions on “who the addressees will be, what

errors they will be asked to judge, and how they will be asked to judge them”

(Ellis, 2008: 56).

C. Theoretical Framework

This research investigates the mispronunciations made by Radio Masdha

announcers in pronouncing English news from bbc.com. There are two main

discussions in the research. The first is what are the mispronounced sounds made

by the announcers and the second is the causes of the mispronunciations.

To solve the first question, the researcher uses the theory of English

Phonetics by Ladefoged and Johnson also Fromkin, Rodman, and Hyams to

transcribe and analyze the mispronunciations. The researcher uses all of the three

sound inventories in English. They are consonant, vowel, and diphthong.

In answering the second question, the researcher uses Phonology in

English and Indonesian also the error analysis. The researcher focuses more in the


24

English and Indonesian orthography. English orthography is not really strong. It

means that the grapheme and the phoneme can be different. There is no such a fix

rule in between the grapheme and the phoneme. It will not be a problem for native

speakers. However, it can be a problem for those who use English as their second

or foreign language. In Indonesia, English is included into a foreign language.

Indonesian has almost no differentiation between its grapheme and phoneme.

Having this issue makes Indonesian speakers face difficulties in pronouncing

English words because of the different grapheme and phoneme.

After analyzing by comparing the differentiations, the researcher

conducts several possible reasons that makes the announcers mispronounced the

English words in delivering the news. It is expected that all theories can be used to

answer the research problems.


25

CHAPTER III

METHODOLOGY

A. Object of the Study

The object of this study is English mispronunciation produced by Radio

Masdha announcers. Radio Masdha is a campus radio which has been formed into

a PT. (Inc.). Radio Masdha is chosen although it is a professional company, the

employees are still in the first and second year of Sanata Dharma University

students. Almost all of the announcers are also not from the English Department.

Radio Masdha also has an English program called International Area Special

Friday (IASF). In this program, the announcers will share news and information

in English. This can help the listeners to gain their English skill in listening,

speaking, and also writing.

The news is taken from bbc.com as a main portal for IASF program

material. The headline of the news is ‘The Fate of the Furious breaks global box

office record’. The news released on April 17, 2017 as it appears as the newest

headline in bbc.com. The phonetic transcriptions are based on Longman

Dictionary of Contemporary English for Advanced Learners. The researcher will

focus on all mispronunciations in all sounds which appears in all positions. It is

noted that some vowels will be changed into schwa in the unstressed syllable.

Thus, neither vowel changes into schwa nor schwa changes into vowel are not

categorized as a mispronunciation. It is included in intonation and tone which are

prosodic or suprasegmental.


26

B. Approach of the Study

This research about mispronunciation in Radio Masdha uses a

phonological approach. The researcher asks the announcers to read an English

news which will be analyzed further based on the phonological rules.

In gaining the data, the researcher assumes that the non-English

Department announcers would make some mispronunciation in delivering the

news. It is because those announcers do not learn English Phonetics. The English

Department students are assumed for having no mispronunciation because they

have Phonetics in their course. The record and the transcription are the data to

support the hypotheses.

C. Method of the Study

1. Data Collection

This study applies a purposive sampling method meaning that the

researcher will create certain requirement in choosing the respondents. The

researcher asks all of Radio Masdha announcers to fill in the questionnaires, then

the researcher goes further with the chosen announcers to record the news.

Table 3.1 and Table 3.2 are the list of the respondents based on their

background.

Table 3.1 Respondents’ Daily Language

No. Language Use Total

1. Indonesian 20

2. Javanese 4

3. Sundanese 1


27

Table 3.2 Respondents’ Study Program

No. Study Program Total

1. English Letters 6

2. English Language Education 1

3. Management 3

4. Accounting 1

5. Economics Education 1

6. Guidance and Counseling 1

7. Math Education 2

8. Psychology 3

9. Information Technology 1

10. Indonesian Letters 1

The primary data will be the records from Radio Masdha announcers.

The news is given to the respondents to be read. The writer will listen and record

the news. Next, the writer will analyze the record.

2. Data Analysis

The analysis had been done step by step. The first step was giving the

questionnaires to the announcers. The questionnaire contains their broadcasting

name, origin, daily language, major, and 10 (ten) questions using Likert scale. The

questions were about how often and fluent they use Indonesian and English.

The researcher eliminated 6 (six) announcers from English Letters

Department and 1 (one) announcer from English Language Education Study

Program. The researcher also eliminated those who speak Javanese and Sundanese

in their daily life. They were all 4 (four) announcers. One of them takes English

Letters Department for his major, so the researcher eliminated 3 (three) more

announcers based on their daily language.

Those who did a recording were 10 (ten) announcers. They were 3 (three)

from Management, 1 (one) from Math Education, 3 (three) from Psychology, 1


28

(one) from Guidance and Counseling, 1 (one) from Economics Education, and 1

(one) from Indonesian Letters.

The purpose of eliminating the English Department students was because

they have already known about English Phonetics. They also get used to use

English as their daily conversation, at least when they are in the classroom, so that

they will know how to pronounce the words well. The purpose of eliminating

Javanese and Sundanese speakers was because the researcher does not put in

Javanese and Sundanese phonetic and focus more in Indonesian phonetic.

The researcher had asked the announcers to read a news and been

recorded. The total words appear in the text is 151 words. The words are grouped

into 39 sounds. Each recording process took for about two minutes. The first one

minute was for the announcer read the text and the second one minute was for the

recording. The researcher focus on the sound mispronunciation in all sound

position.

The researcher had transferred the news into the phonetic transcription to

make it easier in comparing between the correct and the announcers’

pronunciation. The number and currency form was changed into word form to

ease the analysis. The researcher used lingorado.com to help transferring the

transcription. Next, the researcher listened to the records and transferred it into the

phonetic transcription. To make the transcriptions correct, the researcher tries to

compare the sounds produced by the announcers and the sounds from

www.ldoceonline.com. Last, the researcher will analyze what sounds are often

mispronounced by the announcers and the reason why.


29

In the Chapter IV, the researcher will show the sounds which are

mispronounced by the announcers. Some data will be put in the table. The table

consists of the list of announcers, the sound position in the syllable (if the sound

appears in more than one position), the mispronunciation frequency, and the

mispronunciation percentage.

The mispronunciation percentage of each sound position will be

formulated as below:

𝒙 =Ʃ 𝒎𝒊𝒔𝒑𝒓𝒐𝒏𝒖𝒏𝒄𝒊𝒂𝒕𝒊𝒐𝒏 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒐𝒇 𝒆𝒂𝒄𝒉 𝒔𝒐𝒖𝒏𝒅 𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏

Ʃ 𝒔𝒐𝒖𝒏𝒅 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒐𝒇 𝒆𝒂𝒄𝒉 𝒔𝒐𝒖𝒏𝒅 𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏 𝒙 𝟏𝟎𝟎%

Later, the researcher will show the mispronunciation total percentage.

The total percentage will be taken as the formulation below:

𝒙 =Ʃ 𝒎𝒊𝒔𝒑𝒓𝒐𝒏𝒖𝒏𝒄𝒊𝒂𝒕𝒊𝒐𝒏 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚

Ʃ 𝒔𝒐𝒖𝒏𝒅 𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙 𝟏𝟎𝟎%

To support the data recording and analysis, the writer used a pair of

Skullcandy Ando headset with a microphone, a Windows 10 Enterprise 64-bit

Dell Inspiron 3442 and Western Digital Elements SE 500GB Portable USB 2.0

Hard Drive as the data mass storage, also Voice Recorder Version 20.1.81-16 in

Samsung Galaxy J5 to record the data.


30

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

In this chapter, the researcher shares the data taken from Radio Masdha

announcers. The researcher will divide this chapter into two main parts based on

the problem formulation. The first is about the list of mispronunciation sounds

made by Radio Masdha announcers. The researcher will list what sounds

mispronounced by each announcer. The second is about some possible reasons

which create mispronunciations. The researcher will conduct why the announcers

mispronounced the sounds.

There are 10 (ten) announcers who did a recording. The news given to

the announcers can be seen in Appendix 4: News. The news’s transcription can

be seen in Appendix 5: News’s Phonetic Transcription. The summary of the

announcers’ pronunciation can be seen in Appendix 7: Mispronunciation

Summary. In the recording, there is no mispronunciation of [b], [p], [m], [w], [n],

[r], [l], [k], [ŋ], [f], [u:], [ʊ], [aʊ], and [ɔɪ].

A. Announcers’ Mispronounced Sounds

1. Consonant Sounds

a. Labiodental Fricative

There are two sounds in the labiodental fricative. [v] is the voiced

labiodental fricative and [f] is the voiceless labiodental fricative. In producing [f],

there was no announcer who did a mistake in pronouncing the sound. [v] appears


31

in the initial position nine times and in the final position three times. The data can

be seen in the table below.

Table 4.1 Mispronunciation of [v]

Announcer Sound

Position Frequency Percentage

Total

Percentage

A Initial 1 11.11%

5.56% Final - 0%

B Initial - 0%

0% Final - 0%

C Initial - 0%

0% Final - 0%

D Initial - 0%

0% Final - 0%

E Initial - 0%

0% Final - 0%

F Initial - 0%

50% Final 3 100%

G Initial 1 11.11%

55.56% Final 3 100%

H Initial - 0%

0% Final - 0%

I Initial 1 11.11%

5.56% Final - 0%

J Initial - 0%

0% Final - 0%

From the data above, it can be concluded that six announcers did not make

any mispronunciation. From the data, it can also be seen that almost two

announcers mispronounced all of [v] sound which appears in the final position

into [f] and three announcers mispronounced it in the initial position.

The word contained [v] which is mispronounced by Announcer F and G is

five [faɪv]. Both Announcer A and G mispronounced one if the word seven

[sevən] in the news. Last, Announcer I mispronounced [v] into [f] in the word

previous [priːviəs]. The list of the mispronunciation words can be seen in the

Table 4.2.


32

Table 4.2 Mispronunciation of [v] into [f] Word Lists

Words IPA Notes

previous [pri:viəs] Mispronounced by one announcer.

five [faɪv] Mispronounced by two announcers.

seven [sevən] Mispronounced by two announcers.

b. Dental Fricative

The first dental fricative sound is [ð]. It is included in the voiced dental

fricative. In the news, [ð] only appears in the initial position. It appears 16 times.

[ð] appears in the word the [ðǝ], or [ðɪ] if it is followed by vowel sounds. There

were some announcers who mispronounced [ð] into [d]. The data are listed in the

table below.

Table 4.3 Mispronunciation of [ð]

Announcer Frequency Total

Percentage

A - 0%

B - 0%

C - 0%

D 8 50%

E 16 100%

F 16 100%

G 16 100%

H 3 18.75%

I - 0%

J - 0%

There were five announcers who did not make any mispronunciation.

Then, there was one announcers which the mispronunciation equals to 18.75%

and one equals to 50%. Last, there were three announcers who mispronounced all

[ð] into [d].


33

The other dental fricative sound is [θ] which stands for the voiceless one.

[θ] appears three times in the initial position and once in the final position. Some

announcers mispronounced [θ] into [t]. The data are in the table below.

Table 4.4 Mispronunciation of [θ]

Announcer Sound


Total

Percentage

A Initial 3 100%

50% Final 0 0%

B Initial 2 66.67%

33.33% Final 0 0%

C Initial 2 66.67%

33.33% Final 0 0%

D Initial 2 66.67%

33.33% Final 0 0%

E Initial 1 33.33%

16.67% Final 0 0%

F Initial 2 66.67%

33.33% Final 0 0%

G Initial 1 33.33%

16.67% Final 0 0%

H Initial 1 33.33%

16.67% Final 0 0%

I Initial 0 0%

0% Final 0 0%

J Initial 1 33.33%

16.67% Final 0 0%

From the data above, there was one announcer who did not make any

mispronunciation. The other four announcers’ mispronunciation equals to

16.67%. Four announcers’ mispronunciation equals to 33.33% and the last one

equals to 50%. From the data, it can also be seen that the announcers only

mispronounced [θ] which appears in the initial position into [t]. There were no

announcer who mispronounced [θ] when it is in the final position.


34

Table 4.5 Mispronunciation of [θ] into [t] Word Lists

Words IPA Notes

30 (thirty) [θɜ:ti] Mispronounced by three announcers.

thriller [θrɪlə] or [θrɪlər] Mispronounced by five announcers.

thousand [θaʊzand] Mispronounced by seven announcers.

This mispronunciation also happened in the word with which appears

twice in the news. Based on Longman Dictionary of Contemporary English the

word could be pronounced as [wɪð] or [wɪθ]. However, some announcers

pronounced into [wɪt]. It can be seen in the table below.

Table 4.6 Mispronunciation of [wɪð] or [wɪθ]


Percentage

A 2 100%

B 2 100%

C 0 0%

D 2 100%

E 1 50%

F 1 50%

G 2 100%

H 0 0%

I 0 0%

J 0 0%

From the data above, there were two announcers who mispronounced the

sound into [t] once. There were also four announcers who mispronounced it for

the whole times. On the contrary, there were four announcers who did not

mispronounce the sound.

c. Alveolar Oral Stop

The voiced alveolar stop [d] appears in the initial position 13 times and

final position 23 times. While reading the news, only Announcer I who

mispronounced [d]. Announcer I mispronounced [d] into [n] and [s]. Both of the


35

mispronunciations occurred in the final position of [d]. First, in the word

worldwide [wɜ:ldwaɪd]. The announcer mispronounced the second [d] into [n].

The second is in the word podcast [pɒdkɑ:st]. The announcer mispronounced the

[d] into [s].

The voiceless alveolar stop [t] appears in the initial position 25 times,

middle position 6 times, and final position 15 times. The data is listed in the table

below.

Table 4.7 Mispronunciation of [t]

Announcer Sound


Total

Percentage

A

Initial - 0%

2.22% Middle - 0%

Final 1 6.67%

B

Initial - 0%

0% Middle - 0%

Final - 0%

C

Initial - 0%

2.22% Middle - 0%

Final 1 6.67%

D

Initial - 0%

0% Middle - 0%

Final - 0%

E

Initial - 0%

0% Middle - 0%

Final - 0%

F

Initial - 0%

0% Middle - 0%

Final - 0%

G

Initial - 0%

0% Middle - 0%

Final - 0%

H

Initial - 0%

0% Middle - 0%

Final - 0%

I

Initial 2 8%

9.33% Middle - 0%

Final 3 20%


36

J

Initial - 0%

0% Middle - 0%

Final - 0%

From the table, it can be seen that there were three announcers

mispronounced [t] when it appears in the final position. There was also one

announcer who mispronounced [t] when it appears in the initial position twice.

Announcer A mispronounced [t] which appears in the word eight. The word

should be pronounced as [eɪt]. However, Announcer A pronounced it into [θ]. On

the other hands, Announcer C mispronounced [ɪt] into [ɪs].

The announcer who often made mispronunciation in the sound [t] is

Announcer I. In the initial position, Announcer I mispronounced the second [t]

sound in the word estimated [estɪmeɪtɪd] into [n]. Announcer I also

mispronounced the first [t] sound in the word latest [leɪtɪst] into [s]. Not only [t]

which appears in the initial position but also in the final position did Announcer I

mispronounce. Announcer I mispronounced eight [eɪt] into [eɪks] and podcast

[pɒdkɑːst] into [s].

d. Alveolar Fricative

In alveolar fricative, there are [z] and [s] sounds. The most

mispronounced sound among another is [z]. The sound only appears in the final

position eight times. Almost all of the announcers mispronounced [z] into [s]. The

data are listed in the next table.

Table 4.8 Mispronunciation of [z]


Percentage

A - 0%

B 4 50%


37

C 1 12.5%

D 2 25%

E 2 25%

F 1 12.5%

G 5 62.5%

H 2 25%

I - 0%

J 5 62.5%

From the data above, it can be concluded that there were two announcers

who did not make any mispronunciation. Announcers who often made the

mispronunciation were Announcer G and J. Their pronunciation equals to 62.5%.

It was followed by Announcer B whose mispronunciation equals to 50%.

Announcer D and E’s mispronunciation equals to 25 %. Last, Announcer DC anf

F’s mispronunciation equals to 12.5%. The list of the mispronunciation words can

be seen in the table below.

Table 4.9 Mispronunciation of [z] into [s] Word Lists

Words IPA Notes

$ (dollars) [dɒləz] Mispronounced by three announcers.

franchise [frænʧaɪz] Mispronounced by seven announcers.

strongest [strɒŋgəz] Mispronounced by one announcer.

was [wɒz] or [wəz] Mispronounced by two announcers.

Another alveolar fricative sound is [s] which stands for the voiceless one.

[s] appears 16 times in the initial position, five times in the middle position, and

23 times in the final position. The mispronunciation itself only occurs once in

each initial and middle position. Announcer B mispronounced [s] in the word

seven [sevən] into [z] while Announcer I mispronounced [z] in the word podcast

[pɒdkɑːst] into [t].


38

e. Palatal Fricative

[ʃ] and [ʒ] are included in palatal fricative. The mispronunciation of

palatal fricative occurred only for the [ʃ] sound. The sound only appears in the

initial position twice. Announcer C mispronounced it into [s] once in the word

sharply [ʃɑ:pli].

f. Palatal Affricate

Both [ʤ] and [ʧ] in the palatal affricate are seldom mispronounced by

the announcers. [ʤ] appears once in the news. It occurs in the initial position in

the word marginally [mɑːʤɪnəli]. There were two announcers who

mispronounced the sound [ʤ]. Announcer A mispronounced [ʤ] into [ʒ] and

Announcer B mispronounced [ʤ] into [ɡ].

On the other hands, the sound [ʧ] appears twice in the news. Both of

them are in the word franchise [frænʧaɪz]. Announcer H mispronounced [ʧ] into

[s] twice while Announcer I and J mispronounced it once. Whereas, Announcer I

mispronounced the other [ʧ] in the word franchise into [f].

g. Velar Oral Stop

In alveolar fricative, there are [ɡ] and [k] sounds. The mispronunciation

of alveolar fricative appears in the sound [ɡ]. The sound appears only in the initial

position four times. There were three announcers who mispronounced [ɡ] sound.

Announcer A and C mispronounced [ɡ] in the word strongest [strɒŋɡəz] into [ʒ].

Announcer J also mispronounced [ɡ] into [ʒ] in the word figure [fɪɡə].


39

2. Vowel Sounds

a. Front Vowel

The first front vowel mispronunciation is the high front vowel [i]. The

sound appears in the initial position once, middle position six times, and final

position 21 times. There were two mispronunciations in this sound. The data are

listed in the table below.

Table 4.10 Mispronunciation of [i:]

Announcer Sound


Total

Percentage

A

Initial - 0%

1.59% Middle - 0%

Final 1 4.76%

B

Initial 1 100%

40.48% Middle 1 16.67%

Final 1 4.76%

C

Initial - 0%

12.7% Middle 2 33.33%

Final 1 4.76%

D

Initial - 0%

1.59% Middle - 0%

Final 1 4.76%

E

Initial - 0%

1.59% Middle - 0%

Final 1 4.76%

F

Initial - 0%

0% Middle - 0%

Final - 0%

G

Initial - 0%

0% Middle - 0%

Final - 0%

H

Initial - 0%

7.14% Middle 1 16.67%

Final 1 4.76%

I

Initial - 0%

7.14% Middle 1 16.67%

Final 1 4.76%

J

Initial - 0%

1.59% Middle - 0%

Final 1 4.76%


40

From the table, it can be seen that there were two announcers who did

not make any mispronunciation. There were four announcers whose

mispronounced equals to 1.59% followed by two announcers whose

mispronounced equals to 7.14%. Announcer C and B often mispronounced [i:].

Their mispronunciations equal to 12.7% and 40.48%. The summarized of the

mispronunciation sounds can be also seen in the table below.

Table 4.11 Mispronunciation of [i:] Word Lists

Words IPA Notes

previous [pri:viəs] 8 announcers pronounced the 1st [i] into [e].

Easter [i:stə] 1 announcer pronounced it into [e].

appeal [əpi:l] 2 announcers pronounced it as [e].

BBC [bi:bi:si:] 1 announcer pronounced the 1st and 2nd [i] into [e].

released [rɪli:s] 2 announcers pronounced it into [ɜ:].

The second front vowel mispronunciation is the mid-high front vowel [ɪ].

The sound appears in the initial position nine times, middle position 17 times, and

final position 13 times. The mispronunciations are shared in the table below.

Table 4.12 Mispronunciation of [ɪ]

Announcer Sound


Total

Percentage

A

Initial - 0%

2.56% Middle - 0%

Final 1 7.69%

B

Initial - 0%

2.56% Middle - 0%

Final 1 7.69%

C

Initial - 0%

0% Middle - 0%

Final - 0%

D

Initial - 0%

0% Middle - 0%

Final - 0%


41

E

Initial - 0%

0% Middle - 0%

Final - 0%

F

Initial - 0%

0% Middle - 0%

Final - 0%

G

Initial - 0%

0% Middle - 0%

Final - 0%

H

Initial - 0%

5.13% Middle - 0%

Final 2 15.38%

I

Initial - 0%

2.56% Middle - 0%

Final 1 7.69%

J

Initial - 0%

1.96% Middle 1 5.88%

Final - 0%

From the data above, it can be seen that there were five announcers who

did not mispronounced [ɪ] into any other sound. Five other announcers

mispronounced the sound not until 10%. From all the words which contain [ɪ]

sound, the researcher summed the mispronunciation list. The data are listed in the

table below.

Table 4.13 Mispronunciation of [ɪ] Word Lists

Words IPA Notes

film [fɪlm] 1 announcer pronounced it into [e].

thriller [θrɪlə(r)] - 1 announcer pronounced it into [aɪ].

- 1 announcer pronounced it into [e].

figure [fɪɡə] 1 announcer pronounced it into [ju].

release [rɪliːs] - 1 announcer pronounced it into [e].

- 1 announcer pronounced it into [ɜ:].

The third front vowel mispronunciation is the mid front vowel [e]. [e]

appears three times in the initial position, eight times in the middle position, and

four times in the final position. The data are listed in the table below.


42

Table 4.14 Mispronunciation of [e]

Announcer Sound


Total

Percentage

A

Initial - 0%

8.33% Middle 2 25%

Final - 0%

B

Initial - 0%

4.17% Middle 1 12.5%

Final - 0%

C

Initial 1 33.33%

11.11% Middle - 0%

Final - 0%

D

Initial - 0%

0% Middle - 0%

Final - 0%

E

Initial - 0%

0% Middle - 0%

Final - 0%

F

Initial - 0%

0% Middle - 0%

Final - 0%

G

Initial 1 33.33%

11.11% Middle - 0%

Final - 0%

H

Initial - 0%

0% Middle - 0%

Final - 0%

I

Initial - 0%

4.17% Middle 1 12.5%

Final - 0%

J

Initial - 0%

8.33% Middle - 0%

Final 1 25%

There are four announcers who did not mispronounced the vowel [e].

Announcer C and G made one mispronunciation when [e] appears in the first

position of the syllable. Announcer A mispronounced [e] twice in the middle

position while Announcer B and I mispronounced it once. Last, Announcer J was

the only announcer who made mispronunciation in the final position. The list of

the mispronunciation words are shown in the table below.


43

Table 4.15 Mispronunciation of [e] Word Lists

Words IPA Notes

Ever [evə] 2 announcers pronounced it into [ɪ].

blessed [blesɪd] 1 announcer pronounced it into [eɪ].

Said [sed] 3 announcers pronounced it into [eɪ].

The last one is low front vowel [æ]. [æ] appears in initial position once

and in the middle position twice. There were two announcers who mispronounced

the sound [æ]. Announcer F mispronounced one [æ] in the initial position into [e].

It appears in the word action [ækʃən]. Another one is announcer G who

mispronounced all [æ] sounds in the word franchise [frænʧaɪz] into [ʌ].

b. Central Vowel

The first central vowel mispronunciation is the [ɜ:] sound. The sound

appears twice in each middle and final position. Only one mispronunciation

appears in this sound. Announcer H mispronounced sound [ɜ:] in the word were

[wɜː] into [er].

The second central vowel mispronunciation is the mid-low central vowel

[ʌ]. [ʌ] appears seven times in the middle position only. One announcer

mispronounced [ʌ] into [eɪ]. Announcer B changed the sound [ʌ] in the word

some [sʌm].

c. Back Vowel

The first back vowel mispronunciation is the mid-low back vowel

[ɔ:].The sound appears four times in the middle position and once in the final

position. The data are listed in the table below.


44

Table 4.16 Mispronunciation of [ɔ:]

Announcer Sound


Total

Percentage

A Middle 1 25%

12.5% Final - 0%

B Middle 1 25%

12.5% Final - 0%

C Middle 1 25%

12.5% Final - 0%

D Middle - 0%

0% Final - 0%

E Middle - 0%

0% Final - 0%

F Middle 1 25%

12.5% Final - 0%

G Middle - 0%

0% Final - 0%

H Middle - 0%

0% Final - 0%

I Middle - 0%

0% Final - 0%

J Middle 2 50%

25% Final - 0%

From the table, it can be seen that a half of the announcers made

mispronunciation for the sound [ɔ:]. The mispronunciation itself only appears

when [ɔ:] is in the middle position. Each of Announcer A, B, C, and F

mispronounced the sound once. However, Announcer J mispronounced the sound

twice. The list of the words which are mispronounced by the announcer is shown

in the table below.

Table 4.17 Mispronunciation of [ɔ:] Word Lists

Words IPA Notes

Wars [wɔːs] 1 announcer pronounced it into [ɑr].

instalment [ɪnstɔːlmənt]

- 1 announcer pronounced it into [ɒ].

- 2 announcers pronounced it into [ʌ].

- 1 announcer pronounced it into [a].


45

The second back vowel mispronunciation is the low back vowel [ɒ]. It

appears four times in the initial position, three times in the middle position, and

four times in the final position. The mispronunciation itself only made by two

announcers. Announcer B mispronounced [ɒ] once in the initial position and

twice in the middle position. The words are strongest [strɒŋɡəz], on [ɒn], and

podcast [pɒdkɑːst]. Announcer B changed the first [ɒ] into [e], the second and the

third into [ɔ:]. Announcer H mispronounced [ɒ] twice when it appears in the final

position. It appears in the word dolars [dɒləz] which was mispronounced into [o]

twice.

Last, there was [ɑ:] sound which was mispronounced by some

announcers. The sound appears once in the initial position, five times in the

middle position, and twice in the final position. The list of the data is shown in

Table 4.18 and Table 4.19 below.

Table 4.18 Mispronunciation of [ɑ:]

Announcer Sound


Total

Percentage

A

Initial - 0%

36.67% Middle 3 60%

Final 1 50%

B

Initial - 0%

0% Middle - 0%

Final - 0%

C

Initial - 0%

16.67% Middle - 0%

Final 1 50%

D

Initial - 0%

13.33% Middle 2 40%

Final - 0%

E

Initial - 0%

0% Middle - 0%

Final - 0%


46

F

Initial - 0%

0% Middle - 0%

Final - 0%

G

Initial - 0%

13.33% Middle 2 40%

Final - 0%

H

Initial - 0%

36.67% Middle 3 60%

Final 1 50%

I

Initial - 0%

0% Middle - 0%

Final - 0%

J

Initial - 0%

6.67% Middle 1 20%

Final - 0%

Table 4.19 Mispronunciation of [ɒ] Word Lists

Words IPA Notes

marginally [mɑːʤɪnəli] 2 announcers pronounced it into [ær].

sharply [ʃɑːpli] 2 announcers pronounced it into [ær].

fast [fɑːst]

- 3 announcers pronounced it into [e].

- 1 announcer pronounced it into [æ].

- 1 announcer pronounced it into [ɜ:].

podcast [pɒdkɑ:st] 1 announcer pronounced it into [e].

3. Diphthongs

The first diphthong mispronunciation is [aɪ]. The sound appears nine

times in the middle position and once in the final position. However, the

mispronunciation only happened for the middle position sound. The data are

shown in the table below.

Table 4.20 Mispronunciation of [aɪ]

Announcer Sound


Total

Percentage

A Middle 1 11.11%

5.56% Final - 0%

B Middle 1 11.11%

5.56% Final - 0%


47

C Middle 2 22.22%

11.11% Final - 0%

D Middle - 0%

0% Final - 0%

E Middle - 0%

0% Final - 0%

F Middle - 0%

0% Final - 0%

G Middle - 0%

0% Final - 0%

H Middle 2 22.22%

11.11% Final - 0%

I Middle - 0%

0% Final - 0%

J Middle 3 33.33%

16.65% Final - 0%

From the data above, it can be seen that there were four announcers who

did not make mispronunciation. There were two announcers whose

mispronunciation equals to 5.56% and the other two equals to 11.11%. There was

also one announcer whose mispronunciation equals to 16.65%. The list of the

mispronunciation words is shown in the table below.

Table 4.21 Mispronunciation of [aɪ] Word Lists

Words IPA Notes

franchise [frænʧaɪz] 3 announcers pronounced it into [ɪ].

five [faɪv] 1 announcer pronounced it into [e].

titled [taɪtld] 4 announcers pronounced it into [ɪ].

The second diphthong mispronunciation is [eɪ]. [eɪ] appears once in the

initial position, three times in the middle position, and ten times in the final

position. The data are listed in the Table 4.22.


48

Table 4.22 Mispronunciation of [eɪ]

Announcer Sound


Total

Percentage

A

Initial - 0%

27.78% Middle 1 33.33%

Final 5 50%

B

Initial - 0%

28.89% Middle 2 66.67%

Final 2 20%

C

Initial - 0%

3.33% Middle - 0%

Final 1 10%

D

Initial - 0%

11.11% Middle 1 33.33%

Final - 0%

E

Initial - 0%

0% Middle - 0%

Final - 0%

F

Initial - 0%

0% Middle - 0%

Final - 0%

G

Initial - 0%

35.56% Middle 2 66.67%

Final 4 40%

H

Initial - 0%

22.22% Middle 2 66.67%

Final - 0%

I

Initial - 0%

0% Middle - 0%

Final - 0%

J

Initial - 0%

6.67% Middle - 0%

Final 2 20%

Based on the data above, it can be concluded that there was no

mispronunciation in [eɪ] which appears in the initial position. There were also

three announcers who did not mispronounced [eɪ] into another sound. The other

announcers frequently mispronounced [eɪ]. The data of the mispronunciation word

lists are shown in the table below.


49

Table 4.23 Mispronunciation of [eɪ] Word Lists

Words IPA Notes

estimated [estɪmeɪtɪd] 1 announcer pronounced it into [e].

makes [meɪks] - 3 announcers pronounced it into [e].

- 2 announcers pronounced it into [æ].

taken [teɪkən] 2 announcers pronounced it into [e].

awakens [əweɪkns] 1 announcer pronounced it into [ɑ].

latest [leɪtɪst] - 1 announcer pronounced it into [e].

- 1 announcers pronounced it into [a].

Fate [feɪt] 2 announcers pronounced it into [aɪ].

grateful [ɡreɪtfʊl] 1 announcer pronounced it into [e].

radio [reɪdiəʊ] - 1 announcer pronounced it into [ɑ].

- 1 announcers pronounced it into [ʌ].

debut [deɪbju] 3 announcers pronounced it into [ɪ]

The other diphthong mispronunciation is [ju]. [ju] appears three times in

the initial position, once in the middle position, and once in the final position.

There were total five announcers who mispronounced the sound. The further

explanation is shown in the Table 4.24.

Table 4.24 Mispronunciation of [ju]

Words IPA Notes

debut [deɪbju] or

[debju] Mispronounced by five announcers into [u:].

debuted

[deɪbjutɪd], [deɪbjutəd],

[debjutɪd], or

[debjutəd] Mispronounced by two announcers into [u:].

universal [juːnɪvɜːsəl] or

[juːnəvɜːsəl] Mispronounced by one announcer into [u:].

Last, there were some mispronunciations in the sound [əʊ]. The sound

appears three times in the initial position, once in the middle position, and twice in

the final position. The data are shown in the table below.

Table 4.25 Mispronunciation of [əʊ]

Words IPA Notes

globally [ɡləʊbəli] Mispronounced by one announcer into [ɔ:].

radio [reɪdiəʊ] Mispronounced by one announcer into [ɔ:s].


50

host [həʊst] - Mispronounced by one announcer into [aʊ].

- Mispronounced by one announcer into [ɔ:]

B. Possible Reasons of Mispronunciation

1. Consonant Sounds

a. Labiodental Fricative

[v] appears 150 times in the news for all announcers. From the total,

there were 42 times which the announcers mispronounced [v] into [f]. Based on

Ladefoged, [v] and [f] share some similarities. Both of them are labiodental and

fricative. The one that differentiate them is the voicing. [v] is voiced labiodental

fricative, while [f] is voiceless labiodental fricative.

Based on Chaer, Indonesian has [v] in its inventory. The Indonesian [v]

and [f] quality is the same with the English one. [v] is a voiced labiodental

fricative and [f] is a voiceless labiodental fricative. Because the announcers did

not always mispronounce the sound, the researcher categorizes it as post-

systematic errors. The announcers had already known that the sound should be

pronounced as [v]. The sound also appears in Indonesian. However, the

announcers use it inconsistently. They often pronounced it as [v] but sometimes

[f]. This also happened because in Indonesian the grapheme of [f] is both <f> and

<v>. Indonesian’s does not concern into the voicing feature in the sound

inventory. Therefore, even there is an [v] sound in Indonesian, the announcers

will sometimes pronounced it into [f] because of the Indonesian grapheme.


51

b. Dental Fricative

Some of the announcers did not know that the word the should be

pronounced as [ðǝ] or [ðɪ]. It can be seen in the Appendix 7: Mispronunciation

Summary that some announcers mispronounced all [ð] into [d]. In Indonesian

itself, there is no interdental sound. The closest sound to interdental sound is

labiodental and alveolar. However, the similar sound into [ð] is the voiced

alveolar oral stop [d]. Some announcers had already known that the word the

should be pronounced as [ð] instead of [d]. However, since [ð] does not appear in

Indonesian consonant inventory, the some of the announcers sometimes

pronounces it correctly but they did mispronounce the sound.

This can be grouped into three kinds of errors. First, it can be a pre-

systematic errors. It happens when the announcers do not recognize that there are

[ð] and [θ] in English consonant inventory. Then, it leads to the developmental

errors or systematic errors. Some announcers have had hypotheses and discovered

what sound they should pronounce. However, since their limited experience, they

produced [d] instead of [ð] and produced [t] instead of [θ]. The last is post-

systematic errors. It happens for the announcers who use [ð] and [θ]

inconsistently. Once they got it right but sometimes they made some mistakes and

changed them into [d] and [t].

Indonesian also does not have [θ] in its consonant inventory. The closest

sound is [t]. In the case of the word eighth, the announcers found difficulties in

pronouncing the sound which is similar to the sound before. In Indonesian case,

the sound of [t] and [θ] are similar. Although all announcers did not mispronounce


52

the word eight [eɪt], the fricative and the similarity in the sound [θ] makes it hard

to be pronounced. It makes some announcers mispronounced the sound.

In the other case, some announcers mispronounced the word with which

can be pronounced as [wɪθ] or [wɪð]. Some announcers mispronounced the sound

into [t]. It happened because the grapheme in the word is <th>. Since Indonesian

does not have phoneme which refers to grapheme <th>, the announcers only

pronounced the [t] sound. It was also happened because Indonesian does not have

interdental sound in its consonant sound inventory.

c. Alveolar Oral Stop

There are two mispronunciations for the sound [d]. They are worldwide

and podcast. These mispronunciations happened because the announcer did not

aware of the sound they should pronounce. They knew [d] sound but they

mispronounced it into the other sounds. These can be categorized as post-

systematic errors. It can also be included into the announcers’ unawareness while

pronouncing the sound.

d. Alveolar Fricative

In Alveolar fricative, there are [z] and [s] sounds. However, the

mispronunciation of alveolar fricative is only for the sound [z]. Some announcers

mispronounced the sound into [s]. Some of the words having [z] sound are written

<s>. It makes some announcers read the sound as [s] more often than [z] in some

words. It is included in one of the psycholinguistic errors in the interference errors

meaning that the announcers using some L1 elements in reading English news as

their foreign language. It happens because Indonesian does not really differentiate


53

the letters and the sound. Indonesian reads a word based on what written there, not

what sound appears. It can also lead into developmental errors or systematic

errors. Because of the limitation, the announcers made a hypotheses that the letter

<s> in the word is pronounced as [s] not [z].

e. Palatal Fricative

Both English and Indonesian have [ʃ] in their consonant inventory.

However, there is one announcer who mispronounced the sound [ʃ]. In the word

sharply [ʃɑ:pli], the announcer changed it into [s]. It happened because the

announcer did not aware that it should be pronounced as [ʃ] rather than [s]. The

researcher concluded that the announcer mispronounced the sound because of

focusing only in the grapheme <s>. The announcer did not realize that the

grapheme <s> and <h> are one unity. In Indonesian itself, the sound [ʃ] also can

be written as <sh> or <sy>.

f. Palatal Affricate

Another palatal mispronunciation is the sound [ʧ]. It appears in the word

franchise [frænʧaɪz] which appears twice in each news. In this case, the

researcher might conduct that this is included into several errors. The first one is

pre-systematic errors. It happens for those announcers who do not aware that there

is [ʧ] sound in English. In Indonesian, it is debatable whether the correct sound is

[ʧ] or [c]. Some Indonesian linguists consider that the quality of English [ʧ] and

Indonesian’s is the same. However, some other linguists believe that the quality of

English [ʧ] and Indonesian’s are different so they use [c] as the correct phoneme

in Indonesian. This issue makes the announcers do not have any idea how to


54

pronounce the sound correctly. Then, they might have a developmental or

systematic error by assuming that the correct sound is [s]. Last, one of the

announcers had already known how to pronounce the sound yet she

mispronounced one of the [ʧ] sounds.

Palatal affricate mispronunciation also happened in the sound [ʤ]. This

mispronunciation case is similar with the mispronunciation of [ʧ] sound. [ʤ]

sound in Indonesian is debatable. Some Indonesian linguists believe that the

English and Indonesian [ʤ] are the same. In the reality, Indonesian will not

pronounce jujur [jujur] as [ʤuʤur]. In Indonesian, the grapheme <j> stands for

[j] sound which is same with English [ʒ].

Another problem in pronouncing [ʤ] is because the word is written

<marginally>. In Indonesian, the grapheme <g> stands for [ɡ] sound. It makes

Announcer B did not realize that it should be pronounced as [ʤ], not [ɡ].

g. Velar Oral Stop

There are two mispronunciations in one of the velar oral stops. Both of

the mispronunciations are for the [ɡ] sound. There was one announcer changed

the sound into [ʒ] in the word figure [fɪɡə] and in the word strongest [strɒŋɡəz].

The researcher includes these errors into systematic errors, intralingual

errors, and interference errors. Systematic and intralingual errors refer to the

announcer’s incomplete application of rules and failure to learn the condition

under which rules applied. The announcer has the knowledge that some of <g>

letters might be pronounced as [ʤ]. Then, the announcers create an interference

error. Instead of having [ʤ], the announcers produced [ʒ] because the sound is


55

similar to the Indonesian [j]. The announcers also might not understand well

when <g> is pronounced as [ɡ] or even [ʤ].

2. Vowel Sounds

a. Front Vowel

In the words previous, Easter, the, appeal, released, BBC, and said, the

researcher categorized the errors into interference errors. The announcers used the

knowledge when speaking Indonesian into reading the English news. In

Indonesian, the letter <e> in the word can be pronounced as [e], [ɛ], or [ə]. There

is no issue that the letter <e> can be pronounced as [i] or [ɪ]. Therefore, the

announcers often mispronounced the sound into [e], [ɛ], or [ə].

In the other case, there is one announcer who mispronounced the sound

[æ] only in the word franchise [frænʧaɪz]. The researcher concludes that it is a

post-systematic errors because the announcer actually can produce [æ] sound such

as in the word action [ækʃən]. The announcer had already known the sound but

she used it inconsistently.

b. Central Vowel

There were only two mispronunciations in the central vowel. The sounds

are [ɜ:] and [ʌ]. The researcher put the [ɜ:] mispronunciation as a pre-systematic

error. It is because the announcer focused on seeing what appears in the text rather

than on what sound she/he should pronounce. It occurred in the word were. Just

because there is a grapheme <r> in the word, the announcer also pronounced the

[r] sound. The announcer did not aware that the [r] sound should not be

pronounced.


56

On the other hand, the mispronunciation of [ʌ] sound is categorized as a

post-systematic errors. It means that the mispronunciation happened because the

announcer had a slip of the tongue. The announcer unrealized that the grapheme is

<some> not <same> so the announcer mispronounced it into [seɪm] which stands

for the word same.

c. Back Vowel

The first back vowel mispronunciation is the mid-low back vowel [ɔ].

There are two mispronunciations of the sound [ɔ]. There are some announcers

who mispronounced [ɑ], [ɛ], [ɒ], [ʌ], [a], and [e]. The announcers had discovered

the sound and it is the correct one. However, they used [ɔ] inconsistently.

The second back vowel mispronunciation is the low back vowel [ɒ]. The

mispronunciation itself only made by one announcer. The announcer had already

known the sound [ɒ]. It is proved by their pronunciation in the word dollars

[dɒləz]. All of them can pronounce the [ɒ] sound in the word correctly. However,

when it came to the other words, they started to change the sound into [e] and [ɔ].

This part is included into the post-systematic errors.

3. Diphthongs

From the word franchise and titled, it can be concluded that the

announcers had discovered the wrong rule. In Indonesian, the speakers only need

to read whatever letters they see in the text. There is no significant differentiation

between the sound and the letter. The sound is the letter itself. It was applied

when they pronouncing the words franchise and titled. What they see in the word


57

is letter. The words do not have <ai> letters so that the announcer do not

produce the diphthong [aɪ] but [ɪ].

However, in the word five, one announcer pronounced one of the

diphthong [aɪ] as [e]. By this means the announcers actually had already known

that the letter in this case is pronounced as [aɪ]. The announcers had failed to

learn when they should pronounce the letter into diphthong [aɪ] or [ɪ].

There are another list of some mispronounced words in the diphthong

[eɪ]. From the data, it can be seen that almost all of [eɪ] sound is changed into [e].

The announcers had known that the letter <a> in the word often be pronounced as

[ei]. However, while pronouncing the words, they pronounced them fast so that

reducing the [ɪ] sound. Some of them also mispronounced it as [ɑ], [æ], and [ʌ]. In

this case, the announcers only focused on the text not the sounds. They did not try

to figure what sound stands for the word.

From the data before we can see that almost some announcers ever

changed the diphthong [ju] into an [u]. It is because the announcers only see the

letter in the word. There is no indication that the announcers should

pronounce it as [ju]. However, in the word universal, one announcer pronounced

the diphthong [ju] into [ʌ]. The announcer might assumed that it is similar to the

word uninstall, undo, unpack, and the other preffix <un->. In the words uninstall,

undo, and unpack the prefix <un-> is pronounced as [ʌn] so that the announcer

conclude that in the word universal, it should be pronounced as [ʌn], too.


58

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

From the data, the researcher may conclude that the Radio Masdha

announcers still made some mispronunciation in delivering English news. Based on

the analysis, the consonant sounds that are often mispronounced by the announcers

are [v], [ð], [θ], [d], [t], [z], [l], [ʃ], [ɡ], and [ʧ]. The most often mispronunciation is

[ð] mispronunciation into [d]. It equals to 36.88%. The second is [v] into [f] for

31.07%. It is continued by [θ] into [t] for 25%. The fourth is [ʧ] into [s] which

equals to 20%. Then, it is followed by [z] into [s] which is 16.67%. The

mispronunciation of [ʃ] into [s], [ɡ] into [ʒ], and [ʧ] into [f] equal to 5%. This

mispronunciation of [t] into [s] equals to 1.14 %. In the mispronunciation of [d],

both changing into [n] and [s] equal to 0.18%. The least mispronunciation in the

consonant is in the sound [l] which was mispronounced into [r]. It equals to 0.14%.

The vowel sounds which are mispronounced are [i], [ɪ], [æ], [ə], [ɔ], and

[ɒ]. In the mispronunciation of [i], the announcers changed into [e] for 6.23%. Last,

there were 2.5% mispronunciation of [æ] into [e] and 5% into [ʌ].

Furthermore, the diphthong sounds which are mispronounced are [əʊ],

[eɪ], [aɪ], and [ju]. In producing [aɪ], there were 1.11% mispronunciation into [e]

and 6.66% into [ɪ]. In the diphthong [eɪ], the mispronunciations were 0.83% into

[ɪ], 5.28% into [e], also 0.83% for each mispronunciation into [æ] and [a]. The last

one is the mispronunciation of [ju]. Its mispronunciation into [ʌ] equals to 0.33%

and into [u] equals to 15%.


59

The errors happens because of several reasons. The first is because the

English sounds do not appear in the Indonesian sound inventories and the

announcer did not aware of the existence of the several English sounds. The second

is because the announcers brings the Indonesian’s rule in delivering English news.

It makes the announcers pronounced the sounds based on what letters appear in the

word. The errors can also happen because the announcers have already made certain

hypotheses which is unfortunately it is based on their limited experience. Therefore,

the hypotheses are sometimes put in the wrong place. Lastly, the announcers might

already know the sounds well but they sometimes used them inconsistently.

Some announcers had made a little number of mispronunciations. The

mispronunciations that they have are still acceptable and they are mutually

intelligibility. However, there are some announcers who made some fatal

mispronunciations. By this research, the researcher hopes that Radio Masdha

announcers can improve their English reading and speaking skill so that reduce the

misunderstanding and unintelligibility between the announcers and the speakers.


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BIBLIOGRAPHY

_____. Lingorado. The Language Adventure. Lingorado. (n.d.).

http://lingorado.com/ipa/.

_____. Longman Dictionary of Contemporary English New Edition, For

Advanced Learners. Harlow: Pearson Educated Learners, 2011.

“Chat Zone”. MMTC Radio; The Next Generation Channel. MMTC Radio Jogja.

September 27, 2014. (http://radio.mmtc.ac.id/?p=875). April 15, 2017.

“Longman”. Longman Dictionary of Contemporary English Online. Longman.

(n.d.). http://www.ldoceonline.com/.

Bui, Thien Sao. “Pronunciation of Consonants /ð/ and /θ/ by Adult Vietnamese

EFL Learners”. Indonesian Journal of Applied Linguistics, Vol. 6 No. 1

(July, 2016): pp. 125-134.

Chaer, Abdul. Linguistik Umum. Yogyakarta: Rineka Cipta, 2012.

Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford

University Press, 2008.

Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to

Language. Tenth Edition. Boston: Wadsworth Cengage Learning, 2014.

Hoffman, Thomas and Lucia Siebers (Eds). World Englishes; Problems,

Properties and Prospects. Amsterdam and Philadelphia: John Benjamin

Publishing Company, 2009.

Kreidler, Charles W. The Pronunciation of English; A Course Book. Cornwall:

Blackwell Publishing, 2004.

Ladefoged, Peter and Keith Johnson. A Course in Phonetics. Sixth Edition.

Wadsworth: Cengage Learning, 2011.

Luviya, Susi. Mispronunciation of Some English Consonants by Javanese

Students in English Literature of Sanata Dharma University.

Undergraduate Thesis. Yogyakarta: Sanata Dharma University, 2016.

McIntosh, Steven. “The Fate of the Furious breaks global box office record”.

BBC. BBC. April 17, 2017. (http://www.bbc.com/news/entertainment-

arts-39619840). April 17, 2017.

Odden, David Arnold. Introducing Phonology. Second Edition. New York:

Cambridge University Press, 2013.

Port, Robert F. and Adam P. Leary. “Against Formal Phonology”. Language. Vol.

81 No. 4 (December 2005): pp. 927-964. Linguistic Society of America.

(www.jstor.org/stable/4490023). June 2, 2016.


61

Raharjo, Aloysius Prianto. The English Consonant Mispronunciations Produced

by Sundanese Native Speakers. Undergraduate Thesis. Yogyakarta:

Sanata Dharma University, 2010.

Triartanto, A. Ius Y. Broadcasting Radio: Panduan Teori dan Praktek.

Yogyakarta: Pustaka Book Publisher, 2010.

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Blackwell Publishing Ltd., 2006.


62

APPENDICES

Appendix 1: Research Permit

Yth.

Magdalintan Kalvari

General Manager Radio Masdha FM

di tempat

Dengan Hormat,

Yang bertanda tangan di bawah ini

Nama : Laksmi Anindita

NIM : 134214012

Program Studi : Sastra Inggris

Bermaksud memohon izin untuk mengambil data dari penyiar Radio

Masdha. Data ini digunakan untuk keperluan tugas akhir. Pengambilan data akan

dilaksanakan pada tanggal 20 sampai 31 Maret 2017. Selain itu, kami juga

memohon izin untuk meminjam sound recorder milik Radio Masdha guna

keperluan pengambilan data.

Atas perhatian dan kerjasamanya diucapkan terima kasih.

Yogyakarta, 16 Maret 2017

Hormat saya,

Laksmi Anindita

Mengetahui,

Scolastica Wedhowerti, S.Pd., M.Hum. Drs. Hirmawan Wijanarka, M.Hum.

Dosen Pembimbing Kepala Program Studi Sastra Inggris


63

Appendix 2: Questionnaire

ANGKET PEMILIHAN RESPONDEN

Nama Siar :

Asal daerah :

Bahasa sehari-hari :

Program Studi :

Petunjuk pengisian:

Berikanlah tanda √ pada kolom yang sesuai dengan pendapat Anda dengan

perolehan nilai sebagai berikut.

- Untuk jawaban ‘sangat setuju’ (SS) diberi nilai 5

- Untuk jawaban ‘setuju’ (S) diberi nilai 4

- Untuk jawaban ‘netral’ (N) diberi nilai 3

- Untuk jawaban ‘tidak setuju’ (TS) diberi nilai 2

- Untuk jawaban ‘sangat tidak setuju’ (STS) diberi nilai 1

No. Instrumen Penilaian

Alternatif Jawaban

SS S N TS STS

1. Saya menggunakan Bahasa Indonesia

sebagai bahasa sehari-hari saya.


64

2. Saya mampu memahami jika ada orang

yang berbicara menggunakan Bahasa

Indonesia.

3. Saya dapat berbicara menggunakan

bahasa Inggris.

4. Saya mampu memahami jika ada orang

yang berbicara menggunakan bahasa

Inggris.

5. Saya lebih sering menggunakan Bahasa

Indonesia dalam berbicara daripada

bahasa asing/daerah.

6. Saya lebih menyerap informasi dalam

Bahasa Indonesia daripada bahasa

asing/daerah.

7. Saya lebih suka menyampaikan informasi

penting menggunakan Bahasa Indonesia

daripada bahasa asing/daerah.

8. Saya menggunakan Bahasa Indonesia

baku dalam situasi tertentu.

9. Saya lebih suka mendengar lagu

berbahasa Indonesia daripada bahasa

asing/daerah.


65

10. Saya lebih memahami lagu berbahasa

Indonesia daripada bahasa asing/daerah.

Yogyakarta, Maret 2017

Responden,

...................................


66

Appendix 3: Questionnaire Results

RESPONDENT STUDY

PROGRAM ORIGIN

DAILY

LANGUAGE USE

POINT

1 2 3 4 5 6 7 8 9 10

A Management Bandung Indonesian 4 4 3 4 5 3 3 4 2 2

B Math Education Flores Indonesian 5 5 3 3 5 5 5 3 5 5

C Psychology Balikpapan Indonesian 5 5 4 4 5 5 5 4 2 5

D Management Lampung Indonesian 5 5 3 4 5 5 5 5 1 3

E Management Tangerang

Selatan Indonesian 5 5 4 4 5 3 4 4 2 5

F Math Education Cianjur Sundanese,

Javanese, Indonesian 3 5 3 4 5 5 5 5 3 3

G Accounting Jakarta Javanese, Indonesian 4 4 4 4 4 4 4 3 3 3

H English Letters Jakarta Indonesian 4 4 3 4 4 4 3 3 3 4

I Guidance and

Counseling Nabire Indonesian 5 5 4 4 2 3 3 4 2 2

J English Letters Kalimantan

Barat Indonesian 3 5 4 4 3 4 4 4 4 4

K English Letters Lampung Indonesian 5 5 4 4 5 4 5 4 3 2

L English Letters Yogyakarta Indonesian 4 5 5 5 4 3 2 5 1 2

M Economics

Education Purworejo Indonesian 5 5 4 5 4 4 4 5 2 3

N IT Yogyakarta Javanese, Indonesian 5 5 4 5 5 3 4 4 4 4

O Psychology Yogyakarta Indonesian 5 5 4 4 5 5 5 4 3 4

P English Letters Wonosobo Javanese, Indonesian 3 5 4 4 3 3 3 4 5 4


67

Q Indonesian

Letters Solo Indonesian 5 5 4 4 4 5 5 5 3 4

R English Language

Education Yogyakarta Indonesian 5 5 5 5 5 2 3 5 3 3

S English Letters Surakarta Indonesian 4 5 4 4 5 5 5 4 3 4

T Psychology Temanggung Indonesian 5 5 5 4 5 5 5 4 4 5

The requirements that make the respondents did not go to recording


68

Appendix 4: News

The eighth film in the action thriller franchise took an estimated $532.5m

globally over Easter weekend.

The figure makes it the strongest worldwide debut ever - marginally

overtaking the $529m taken by Star Wars: The Force Awakens.

However, the film's US takings were down sharply on the previous

movie.

Furious 7 opened with $147.2m in the US when it was released in 2015 -

but the latest instalment of the series debuted with $100.2m.

The Fate of the Furious - titled Fast & Furious 8 in some territories - stars

Dwayne Johnson and Vin Diesel, who said he felt "grateful, humbled and blessed"

after the film's success.

Rhianna Dhillon, film critic and host of BBC Radio 4's Seriously...

podcast, said the success of the Fast & Furious franchise is down to its "universal

appeal".

Taken from http://www.bbc.com/news/entertainment-arts-39619840.


https://www.instagram.com/p/BS5YFT2Dt_u/?taken-by=vindiesel

http://www.bbc.co.uk/programmes/articles/4f2hhz3XJBtCsyhdBjmwQ20/whats-rhianna-dhillon-been-listening-to

69

Appendix 5: News’s Phonetic Transcription

[ði eɪtθ fɪlm ɪn ði ækʃən θrɪlə(r) frænʧaɪz tʊk ən estɪmeɪtɪd1 faɪv hʌndrɪd2

θɜ:ti tu: pɔɪnt faɪv mɪljən dɒləz ɡləʊbəli əʊvə iːstə wiːkend.

ðə fɪɡə meɪks ɪt ðə strɒŋɡəz wɜːldwaɪd deɪbju3 evə - mɑːʤɪnəli4

əʊvəteɪkɪŋ ðə faɪv hʌndrɪd2 twenti naɪn mɪljən dɒləz teɪkən baɪ stɑ wɔːs ðə fɔːs

əweɪkns.

haʊevə, ðə fɪlmz juː es teɪkɪŋs wɜː5 daʊn ʃɑːpli ɒn ðə priːviəs muːvi.

fjʊəriəs sevən əʊpənəd wɪð6 wʌn hʌndrɪd2 fɔːti sevən pɔɪnt tu: mɪljən

dɒləz ɪn ðə juː es wen ɪt wɒz7 rɪliːs ɪn tu: θaʊzǝnd fɪfti:n - bʌt ðə leɪtɪst8

ɪnstɔːlmənt ɒv9 ðə sɪəriːz deɪbjutɪd10 wɪð6 wʌn hʌndrɪd2 pɔɪnt tu: mɪljən dɒləz.

ðə feɪt ɒv9 ðə fjʊəriəs - taɪtld fɑːst ənd11 fjʊəriəs eɪt ɪn sʌm12 terɪtəris13 -

stɑs dwain14 ʤɒns(ə)n14 ænd11 vɪn14 diːzəl14, huː sed hiː felt "ɡreɪtfʊl, hʌmbəld

ænd11 blesɪd" ɑːftə ðə fɪlmz səkses.

riːænə14 dɪlən14, fɪlm krɪtɪk ænd11 həʊst ɒv9 biːbiːsiː reɪdiəʊ fɔ:s

sɪəriəsli... pɒdkɑːst, sed ðə səkses ɒv9 ðə fɑːst ənd11 fjʊəriəs frænʧaɪz ɪz15 daʊn

tuː16 ɪts "juːnɪvɜːsəl17 əpiːl".]

Notes:

1 can be pronounced [estɪmeɪtɪd], [estəmeɪtɪd], [estɪmeɪtəd], or [estəmeɪtəd]

2 can be pronounced [hʌndrɪd] or [hʌndrəd]

3 can be pronounced [deɪbju] or [debju]

4 can be pronounced [mɑːʤɪnəli] or [mɑːʤənəli]

5 can be pronounced [wɜː] or [wə]


70

6 can be pronounced [wɪð] or [wɪθ]

7 can be pronounced [wɒz] or [wəz]

8 can be pronounced [leɪtɪst] or [leɪtəst]

9 can be pronounced [ɒv] or [əv]

10 can be pronounced [deɪbjutɪd], [deɪbjutəd], [debjutɪd], or [debjutəd]

11 can be pronounced [ænd] or [ənd]

12 can be pronounced [sʌm] or [səm]

13 can be pronounced [terɪtəris] or [terətəris]

14 there is no exact phonetic transcription for ‘Dwane Johnson’, ‘Vin Diesel’, and

‘Rhianna Dhillon’

15 can be pronounced [ɪz] or [ɪs]

16 can be pronounced [tuː], [tə], or [tʊ]

17 can be pronounced [juːnɪvɜːsəl] or [juːnəvɜːsəl]


71

Appendix 6: Announcers’ Pronunciation’s Phonetic Transcription

There are three colors in the transcription. The sounds in black refers to

the correct pronunciation. The sounds in red are the sounds that are

mispronounced. The sounds in green are some additional sounds produced by the

announcers that are acceptable based on the rule.

Announcer A

[ði eɪt(θ) fɪlm ɪn ði ækʃən trɪlər frænʧaɪz tʊk ən estɪmeɪtɪd faɪv hʌndrəd

tɜ:ti tu: pɔɪnt faɪv mɪljən dɒlərz ɡlɔbəli əʊvər iːstər wiːkend.

ðə fjuɡər me(ɪ)k(s) ɪts ðə strɒŋʒəz wɜːrdwaɪd d(e)ɪbjut evər - mærːʒɪnəli

əʊvərteɪkɪŋ ðə faɪv hʌndrəd twenti naɪn mɪljən dɒlərz te(ɪ)kən baɪ stɑr wɔːrs ðə

fɔːrs əweɪkns.

haʊevər, ðə fɪlms juː es teɪkɪŋ(s) wər daʊn ʃɑːrpli ɒn ðə preːfiəs muːvi.

f(j)ʊəriəs sefən əʊpənəd wɪt wʌn hʌndrəd fɔːrti sevən pɔɪnt tu: mɪljən

dɒlərz ɪn ðə juː es wen ɪt wəz rɪliːs ɪn tu: taʊzǝnd fɪfti:n - bʌt ðə le(ɪ)təst

ɪnstɒlmənt ɒv ðə seriːəz d(e)ɪbjut(ɪd) wɪt wʌn hʌndrəd pɔɪnt tu: mɪljən dɒlərz .

ðə feɪt ɒv ðə f(j)ʊəriəs – t(a)ɪtld fest ænd f(j)ʊəriəs eɪθ ɪn ðə səm

terɪtoris - stɑrs dwein ʤɒnsən ænd fɪn diːsəl, huː seid hiː felt "ɡreɪtfʊl, hʌmbəld

ænd bles(ɪd)" ɑːftər ðə fɪlm(z) sʌkses.

riːhana daɪlən, fɪləm krɪtɪk ænd həʊs(t) ɒv beːbeːsiː rɑdiɔs fɔ:r es

s(ɪ)əriəsli... pɒdkeːs(t), seid ðə sʌkses ɒv ðə fest ænd f(j)ʊəriəs frænʧaɪz ɪz daʊn

tuː ɪt(s) "juːnɪvɜːrsɑl əpiːl"]


72

Announcer B

[ði eɪt(θ) fɪləm ɪn ðə ækʃən θraɪlə(r) frænʧaɪz tʊk ən estɪmeɪtɪd fev

hʌndrəd tɜ:ti tu: pɔɪnt faɪv mɪljən dɒlar(z) ɡləʊbəli əʊvər estə wiːkend.

ðə fɪɡər mæks ɪt ðə streŋɡəz wɜːldwaɪd d(e)ɪb(j)ut evər - mɑːrɡɪnəli

əʊvərteɪkɪŋ ðə faɪv hʌndrəd twenti naɪn mɪljən dɒlar(z) teɪkən baɪ stɑr wɔːrs ðə

fɔːrs əweɪkns.

haʊevər, ðə fɪlms juː es teɪkɪŋs wər daʊn ʃɑːpli ɔn ðə pre:viəs muːvi.

fjʊəriəs zevən əʊpən(əd) wɪt wʌn hʌndrəd fɔːrti sevən pɔɪnt tu: mɪljən

dɒlar(z) ɪn ðə juː es wen ɪt wəs rɪliːs ɪn tu: taʊzǝnd fɪfti:n - bʌt ðə leɪtəst

ɪnstʌlmənt ɒv ðə seriəːz d(e)ɪbjut(ɪd) wɪt wʌn hʌndrəd pɔɪnt tu: mɪljən dɒlar(z).

ðə feɪt ɒv ðə fjʊəriəs - taɪtld fɑːst ænd fjʊəriəs eɪt ɪn ðə seɪm terɪtəris -

stɑrs dweɪn ʤɒnsən ænd fɪn diːzəl, huː sed hiː felt "ɡre(ɪ)tfʊl, hʌmbəld ænd

bles(ɪ)d" ɑːftər ðə fɪlm(z) sʌkses.

riːanə dɪlən, fɪlm krɪtɪk ænd həʊst ɒv biːbiːsiː reɪdiəʊ fɔ:rs

seriəsli... pɔdkɑːst, seɪd ðə sʌkses ɒv ðə fɑːst ənd f(j)ʊəriəs frænʧaɪz ɪs daʊn tuː

ɪt(s) "juːnɪvɜːrsal əpeːl".]


73

Announcer C

[ði eɪt(θ) fɪləm ɪn ði ækʃən trɪlər frænʧaɪs tʊk ən estɪmeɪtɪd faɪv hʌndrəd

tɜ:rti tu: pɔɪnt faɪv mɪljən dɒlərs ɡləʊbəli əʊvər iːstə wiːkend.

ðə fɪɡər meɪks ɪs ði strɒŋʒəz wɜrldwaɪd dəb(j)ut ɪvə - mərʤɪnəli

əʊvərteɪkɪŋ ðə faɪv hʌndrəd tu: taʊzand ænd naɪn mɪljən dɒlar(z) teɪkən baɪ stɑr

wɔːrs ðə fɔːrs əweɪkns.

haʊevər, ðə fɪlms juː es teɪkɪŋ(s) wər daʊn sɑːpli ɒn ðə preːviəs muːvi.

f(j)ʊəriəs sevən əʊpənəd wɪθ wʌn hʌndrəd fɔːrti sevən pɔɪnt tu: mɪljən

dɒlərs ɪn ðə juː es wen ɪt wəz rɪliːs ɪn twenti: θaʊzǝnd fɪfti:(n) - bʌt ðə latəst

ɪnstalmənt ɒv ðə serieːz dəb(j)ut wɪθ wʌn hʌndrəd pɔɪnt tu: mɪljən dɒlərs.

ðə feɪt ɒv ðə fjʊəriəs – t(a)ɪtld fɑːst ænd fjʊəriəs eɪt ɪn sʌm terɪtəris -

stɑrs dwain ʤɒnsən ænd vɪn diːzəl, huː sed hiː felt "ɡreɪtfʊl, hʌmbəld ænd

bles(ɪ)d" ɑːftər ðə fɪlms sʌkses.

riːanə dɪlən, fɪlm krɪtɪk ænd həʊst ɒv biːbiːsiː reɪdiəʊ fɔ:rs

seriəsli... pɒdkɑːst, sed ðə sʌkses ɒv ðə fɑːst ænd fjʊəriəs frænʧ(a)ɪz ɪs daʊn tuː

ɪt(s) "juːnɪvɜːrsəl əpeːl".]


74

Announcer D

[di eɪt(θ) fɪlm ɪn də ækʃən trɪlər frænʧaɪs tʊk ən estɪmeɪt(ɪd) faɪv hʌndrəd

θɜ:rti tu: pɔɪnt faɪv mɪljən juː es dɒlər(z) ɡləʊbəli əʊvər iːstər wiːkend.

ðə fɪɡər mæks ɪt də strɒŋɡəz wɜːrldwaɪd deɪbju evər - mɑːrʤɪnəli

əʊvərteɪkɪŋ ðəɪ faɪv hʌndrəd twenti naɪn mɪljən dɒlərs teɪkən baɪ stɑr wɔːrs ðə

fɔːrs əweɪkns.

haʊevər, ðə fɪlms juː es teɪkɪŋ wər daʊn ʃɑːrpli ɒn də preːviəs muːvi.

fjʊəriəs sevən əʊpən(əd) wɪt wʌn hʌndrəd fɔːrti sevən pɔɪnt tu: mɪljən juː

es dɒlər(z) ɪn ðə juː es wen ɪt wɒz rəliːs ɪn tu: taʊzǝnd fɪfti:n - bʌt də leɪtɪst

ɪnstɔːlmənt ɒv (ðə) sɪəriːz debjutəd wɪt wʌn hʌndrəd pɔɪnt tu: mɪljən juː es dɒlərs.

də feɪt ɒv (ðə) fjʊəriəs - taɪtld fest ænd fjʊəriəs eɪt ɪn sʌm terɪtəris - stɑrs

dweɪn ʤɒnsən ænd vɪn diːzəl, huː sed hiː felt "ɡreɪtfʊl, hʌmbəld ænd

bles(ɪ)d" ɑːftər də fɪlms səkses.

riːanə dɪlən, fɪlm krɪtɪks ænd haʊst ɒv biːbiːsiː reɪdiəʊ fɔ:rs

sɪəriəsli... pɒdkɑːst, sed də səkses ɒv dɪ fest ənd fjʊəriəs frænʧaɪs ɪs daʊn tuː

ɪt(s) "juːnɪvɜːsəl əpiːl".]


75

Announcer E

[di eɪt(θ) fɪləm ɪn də ækʃən θrɪlər frænʧaɪs tʊk ən estɪmeɪtɪd faɪv hʌndrəd

ænd θɜ:rti tu: pɔɪnt faɪv mɪljən dɒlərz ɡləʊbəli əʊvər iːstər wiːkend.

də fɪɡjə meɪks ɪt də strɒŋɡəz wɜːrldwaɪd debjut evər - mɑːrʤɪnəli

əʊvərteɪkɪŋ də faɪv hʌndrəd ænd twenti naɪn mɪljən dɒlərz teɪkən baɪ stɑr

wɔrːs də fɔːrs əweɪkns.

haʊevər, də fɪlms juː es teɪkɪŋs wɜːr daʊn ʃɑːrpli ɒn də preːviəs muːvi.

f(j)ʊəriəs sevən əʊpən(əd) wɪθ ə hʌndrəd ænd fɔːrti sevən pɔɪnt tu: mɪljən

dɒlərz ɪn də juː es wen ɪt wɒz rɪliːs ɪn tu: taʊzǝnd fɪfti:n - bʌt də leɪtəst ɪnstɔːlmənt

ɒv də sɪəriːz debjutəd wɪt ə hʌndrəd pɔɪnt tu: mɪljən dɒlərz.

də feɪt ɒv (ðə) f(j)ʊəriəs - taɪtld fɑːst ænd f(j)ʊəriəs eɪt ɪn də sʌm

terɪtəris - stɑrs dweɪn ʤɒnsən ænd fɪn diːsəl, huː sed hiː felt "ɡreɪtfʊl, hʌmbəld

ænd bles(ɪ)d" ɑːftər də fɪlm(z) sʌkses.

riːænəh daɪlən, fɪləm krɪtɪk ænd hɔ:st ɒv biːbiːsiː reɪdiəʊs fɔ:rs

s(ɪ)əriəsli... pɒdkɑːst, sed də sʌkses ɒv də fɑːst ənd f(j)ʊəriəs frænʧaɪs ɪs daʊn tuː

ɪt(s) "juːnɪvɜːsʌl ʌpiːl".]


76

Announcer F

[di eɪt(θ) fɪlm ɪn di ækʃən trɪlər frenʧaɪz tʊk ən estɪmeɪtɪd faɪf hʌndrəd

ænd θɜ:rti tu: pɔɪnt faɪf mɪljən dɒlər(z) ɡləʊbəli əʊvər iːstər wiːkend.

də fɪɡər meɪks ɪt də strɒŋɡəz wɜːrldwaɪd debjut evər - mɑːrʤɪnəli

əʊvərteɪkɪŋ də faɪf hʌndrəd ænd twenti naɪn mɪljən dɒlər(z) teɪkən baɪ stɑ

wɔːrs də fɔːrs əweɪkns.

haʊevər, də fɪlms juː es teɪkɪŋs wɜː daʊn ʃɑːrpli ɒn də priːviəs muːvi.

f(j)ʊəriəs sevən əʊpən(əd) wɪt ə hʌndrəd ænd fɔːrti sevən pɔɪnt tu: mɪljən

dɒlər(z) ɪn di juː es wen ɪt wəz rɪliːs ɪn tu: taʊzǝnd ænd fɪfti:n - bʌt də leɪtəst

ɪnstʌlmənt ɒv də seriːz debjutɪd wɪθ ə hʌndrəd pɔɪnt tu: mɪljən dɒlər(z).

də feɪt ɒv də f(j)ʊəriəs - taɪtld fɑːst ænd f(j)ʊəriəs eɪt ɪn sʌm terɪtəris -

stɑrs dwain ʤɒnsən ænd vɪn diːzəl, huː sed hiː felt "ɡreɪtfʊl, hʌmbəld ænd

bles(ɪ)d" ɑːftər də fɪlm(z) sʌkses.

riːænə dɪlən, fɪlm krɪtɪk ænd həʊst ɒv biːbiːsiː reɪdiəʊ fɔ:rs

sɪəriəsli... pɒdkɑːst, sed də sʌkses ɒv də fɑːst ænd fjʊəriəs frænʧaɪs ɪs daʊn tuː

ɪt(s) "juːnɪvɜːsʌl əpiːl".]


77

Announcer G

[di eɪt(θ) fɪləm ɪn di ækʃən θrɪlər frænʧaɪs tʊk ən estɪme(ɪ)t(ɪd) faɪf

hʌndrəd θɜr:ti tu: pɔɪnt faɪf mɪljən dɒlərs ɡləʊbəli əʊvər iːstər wiːkend.

də fɪɡʊr me(ɪ)k(s) ɪt də strɒŋɡəz wɜːrldwaɪd d(e)ɪbju ɪvər - mɑːrʤɪnəli

əʊvərteɪkɪŋ də faɪf hʌndrəd twenti naɪn mɪljən dɒlərs te(ɪ)kən baɪ stɑr wɔːrs də

fɔːrs əweɪkn(s).

haʊevər, də fɪlm(z) juː es teɪkɪŋ(s) wɜː daʊn ʃɑːrpli ɒn də priːviəs muːvi.

fjʊəriəs sefən əʊpənəd wɪt wʌn hʌndrəd fɔːrti sevən pɔɪnt tu: mɪljən

dɒlər(z) ɪn də juː es wen ɪt wɒz rɪliːs ɪn tu: taʊzǝnd fɪfti:n - bʌt də les ɪnstɔːlmənt

ɒv də sɪəriːz d(e)ɪbjut(ɪd) wɪt wʌn hʌndrəd pɔɪnt tu: mɪljən dɒlərs.

də faɪt ɒv də fjʊəriəs - taɪtld fæst ænd fjʊəriəs eɪt ɪn də sʌm terɪtəris -

stɑr(s) dweɪn ʒɒns(ə)n ænd fɪn diːsəl, huː sed hiː felt "ɡreɪtfʊl, hʌmbəl(d) ænd

bles(ɪd)" ɑːftər də fɪlm(z) sʌkses.

riːænə dælən, fɪləm krɪtɪk ænd həʊs(t) ɒv biːbiːsiː reɪdiəʊ fɔ:rs

sɪəriəsli... pɒdkɑːst, sed də sʌkses ɒv də fæst ænd fjʊəriəs frænʧaɪs ɪs daʊn tuː

ɪt(s) "juːnɪvɜːsəl əpiːl".]


78

Announcer H

[ðə eɪt(θ) fɪləm ɪn ðə ækʃən θrelər frʌns(a)ɪz tʊk en estɪmeɪtɪd faɪv

hʌndrɪd (θɜ:ti) tu: taʊzand pɔɪnt faɪv mɪljən dɒləz ɡləʊbəli əʊvə iːstə wiːkend.

ðə fɪɡʊr me(ɪ)ks ɪt ðə strɒŋ(ɡ)əs wɜːrldwaɪd deb(j)ut evə - mærʤɪnəli

əʊvərteɪkɪŋ ðə faɪv hʌndrɪd tu: taʊzand naɪn mɪljən dɒləz teɪkən baɪ stɑr wɔːrs ðə

fɔːrs əweɪkn(s).

haʊevə, də fɪlm(z) ʌs teɪkɪŋ(s) wer daʊn ʃærpli ɒn ðə prev(i)əs muːvi.

fjʊəriəs sevən əʊpən(əd) wɪθ wʌn hʌndrɪd fɔːrti:n sevən pɔɪnt tu: mɪljən

dolʌr(z) ɪn də jus wen ɪt wɒs relɜːs ɪn tu: taʊzǝnd fɪfti:n - bʌt də les ɪnstlemənt ɒv

ðə s(ɪ)əriːəz debjutɪd wɪθ wʌn hʌndrɪd pɔɪnt tu: mɪljən dolʌrs.

ðə fe(ɪ)t ɒv ðə f(j)ʊəriəs – t(a)ɪtld fest ænd f(j)ʊəriəs eɪt ɪn sʌm terɪtəris -

(stɑs dwain ʤɒns(ə)n ænd vɪn diːzəl, huː sed hiː felt "ɡreɪtfʊl, hʌmbəld ænd

blesɪd" ɑːftə ðə fɪlmz səkses).

riːænə dɪlən, fɪləm krɪtɪk ænd həʊst ɒv biːbiːsiː reɪdiəʊ fɔ:r(s)

seriəsli... pɒdkɑːst, sed ðə səkses ɒv ðə fɜ:st ænd f(j)ʊəriəs frʌns(a)ɪs ɪs daʊn tuː

ɪts "juːnɪvɜːsəl ɜpəl".]


79

Announcer I

[ðə eɪtθ fɪləm ɪn ðə ækʃən θraɪlər frænsaɪz tʊk ən estɪmen faɪv hʌndrəd

θɜ:rti tu: (pɔɪnt faɪv) mɪljən (dɒləz) ɡləʊbəli əʊvər iːstər wiːkend.

ðə fɪɡər meɪks ɪt ðə strɒŋɡəz wɜːldwaɪn deb(j)ut evər - mɑːrʤɪnəli

əʊvərteɪkɪŋ ðə faɪv hʌndrəd twenti naɪn mɪljən (dɒləz) teɪkən baɪ stɑ wɔːrs ðə fɔːs

əweɪknəs.

haʊevə, ðə fɪlmz juː es teɪkɪŋs wɜː daʊn ʃɑːrpli ɒn ðə pefrəs muːvi.

f(jʊ)əriəs sevən əʊpənəd wɪθ wʌn hʌndrəd fɔːrti sevən (pɔɪnt tu:) mɪljən

(dɒləz) ɪn ðə juː es wen ɪt wɒz rɜlɜːsəd ɪn tu: θaʊzǝnd fɪfti:n - bʌt ðə lesən

ɪnstɔːlmə(n)t ɒv ðə sɪəriːz debjut(ɪd) wɪθ wʌn hʌndrəd (pɔɪnt tu:) mɪljən (dɒləz).

ðə feɪt ɒv ðə fariəs - taɪtld fɑːst ænd fariəs eɪks ɪn sʌm teorɪtis - stɑr(s)

dwain ʤɒns(ə)n ænd vɪn diːzəl, huː seɪd ðæt hiː felt "ɡreɪtfʊl, hʌmbəld ænd

blesɪd" ɑːftər ðə fɪlmz səkses.

riːænə dɪlən, fɪlm krɪtɪk ænd həʊst ɒv biːbiːsiː reɪdiəʊ fɔ:r

sɪəriəsli... pɒskɑːts, seɪd ðæt sʌkses ɒv ðə fɑːst ənd f(jʊ)əriəs fræfaɪz ɪs daʊn tuː

ɪts " ʌːnɪvɜːsəl əpiːl".]


80

Announcer J

[ði eɪt(θ) fɪləm ɪn ði ækʃən trɪlər fræns(a)ɪz tʊk ən estɪmeɪt(ɪd) faɪv

hʌndrɪd θɜ:rti tu: pɔɪnt faɪv mɪljən dɒlars ɡləʊbəli əʊvər iːstər wiːkend.

ðə fɪʒər meɪks ɪt ðə strɒŋɡər wɜːrdwaɪd deb(j)ut evər - mɑːrʤɪnəli

əʊvərteɪkɪŋ ðə faɪv hʌndrɪd twenti naɪn mɪljən dɒlars teɪkən baɪ stɑr wɑrs ðə fɔːrs

ɑwɑkəns.

haʊevər, ðə fɪlmz juː es teɪkɪŋ(s) wɜːr daʊn ʃærpli ɒn ðə previəs muːvi.

fjʊəriəs sevən əʊpən(əd) wɪð wʌn hʌndrɪd fɪfti sevən pɔɪnt tu: mɪljən

dɒlars ɪn ðə juː es wen ɪt wɒs rɪliːs ɪn tu: θaʊzǝnd ænd fɪfti:n - bʌt ðə leɪtɪst

ɪnstɜːlmənt ɒv ðə sɪəriːz deb(j)ut(ɪd) wɪð wʌn hʌndrɪd pɔɪnt tu: mɪljəns dɒlar.

ðə feɪt ɒv ðə fjʊəriəs – t(a)ɪtld fɑːst ənd fjʊəriəs eɪt ɪn sʌm terɪstəris - stɑr

dwain ʤɒns(ə)n ænd vɪn diːzəl, huː sed hiː fel(t) "ɡreɪtfʊl, hʌmbəld ænd

bleɪsd" ɑːftər ðə fɪlms sʌkses.

riːænə dɪlən, freɪm krɪtɪk ænd həʊst ɒv biːbiːsiː rʌdiəʊs fɔ:rs

sɪəriəsli... pɒdkɑːst, sed ðə sʌkses ɒv ðə fɑːst ənd fjʊəriəs frænʧ(a)ɪs ɪs daʊn tuː ɪt

ɪs "juːnɪvɜːsəl əpiːl".]


81

Appendix 7: Mispronunciation Summary

Part 1

WORD

PRONUN-

CIATION

TARGET

ANNOUNCER’S PRONUNCIATION

A B C D E F G

The

(followed

by vowel)

[ði] [ði]

[ði]

[ði]

[ðə]

[ði]

[ði]

[di]

[də]

[di]

[də]

[di]

[di]

[di]

[di]

Eighth [eɪtθ] [eɪt] [eɪt] [eɪt] [eɪt] [eɪt] [eɪt] [eɪt]

Film [fɪlm] [fɪlm]

[fɪlm]

[fɪləm]

[fɪlm]

[fɪləm]

[fɪlm]

[fɪlm]

[fɪlm]

[fɪləm]

[fɪləm]

[fɪlm]

[fɪlm]

[fɪləm]

[fɪləm]

In [ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

Action [ækʃən] [ækʃən] [ækʃən] [ækʃən] [ækʃən] [ækʃən] [ækʃən] [ækʃən]

Thriller [θrɪlə(r)] [trɪlər] [θraɪlə] [trɪlər] [trɪlər] [θrɪlər] [trɪlər] [θrɪlər]

Franchise [frænʧaɪz] [frænʧaɪz]

[frænʧaɪz]

[frænʧaɪz]

[frænʧaɪz]

[frænʧaɪs]

[frænʧɪz]

[frænʧaɪs]

[frænʧaɪs]

[frænʧaɪs]

[frænʧaɪs]

[frenʧaɪz]

[frænʧaɪs]

[frænʧaɪs]

[frænʧaɪs]

Took [tʊk] [tʊk] [tʊk] [tʊk] [tʊk] [tʊk] [tʊk] [tʊk]

An [ən] [ən] [ən] [ən] [ən] [ən] [ən] [ən]

Estimated

[estɪmeɪtɪd]

[estəmeɪtɪd]

[estɪmeɪtəd]

[estəmeɪtəd]

[estɪmeɪtɪd] [estɪmeɪtɪd] [estɪmeɪtɪd] [estɪmeɪt] [estɪmeɪtɪd] [estɪmeɪtɪd] [estɪmet]


82

Five [faɪv]

[faɪv]

[faɪv]

[faɪv]

[fev]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪf]

[faɪf]

[faɪf]

[faɪf]

[faɪf]

[faɪf]

Hundred [hʌndrɪd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

Thirty [θɜ:ti] [tɜ:ti] [tɜ:ti] [tɜ:rti] [θɜ:rti ] [θɜ:rti ] [θɜ:rti ] [θɜ:rti ]

Two [tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

-

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

Point [pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

Million [mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

Dolars [dɒləz]

[dɒlərz]

[dɒlərz]

[dɒlərz]

[dɒlərz]

[dɒlar]

[dɒlar]

[dɒlar]

[dɒlar]

[dɒlərs]

[dɒlar]

[dɒlərs]

[dɒlərs]

[dɒlər]

[dɒlərs]

[dɒlər]

[dɒlərs]

[dɒlərz]

[dɒlərz]

[dɒlərz]

[dɒlərz]

[dɒlər]

[dɒlər]

[dɒlər]

[dɒlər]

[dɒlərs]

[dɒlərs]

[dɒlər]

[dɒlərs]

Globally [gləʊbəli] [ɡlɔbəli] [ɡləʊbəli] [ɡləʊbəli] [ɡləʊbəli] [ɡləʊbəli] [ɡləʊbəli] [ɡləʊbəli]

Over [əʊvə] [əʊvər] [əʊvər] [əʊvər] [əʊvər] [əʊvər] [əʊvər] [əʊvər]

Easter [iːstə] [iːstər] [estə] [iːstə] [iːstər] [iːstər] [iːstər] [iːstər]

Weekend [wiːkend] [wiːkend] [wiːkend] [wiːkend] [wiːkend] [wiːkend] [wiːkend] [wiːkend]


83

The

(followed

by

consonant)

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ði]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[də]

[ðəɪ]

[ðə]

[ðə]

[də]

[ðə]

[də]

-

[də]

-

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

-

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[di]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

[dǝ]

[də]

[də]

[də]

[də]

[də]

[də]

[də]

Figure [fɪgə] [fjuɡər] [fɪɡər] [fɪɡər] [fɪɡər] [fɪɡjə ] [fɪɡər] [fɪɡʊr]

Makes [meɪks] [mek] [mæks] [meɪks] [mæks] [meɪks] [meɪks] [mek]

It [ɪt] [ɪts]

[ɪt]

[ɪt]

[ɪt]

[ɪs]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

Strongest [strɒŋgəz] [strɒŋʒəz] [streŋɡəz] [strɒŋʒəz] [strɒŋɡəz] [strɒŋɡəz] [strɒŋɡəz] [strɒŋɡəz]

Worldwide [wɜːldwaɪd] [wɜːrdwaɪd] [wɜːldwaɪd] [wɜrldwaɪd] [wɜːrldwaɪd] [wɜːrldwaɪd] [wɜːrldwaɪd] [wɜːrldwaɪd]

Debut [deɪbju]

[debju] [dɪbjut] [dɪbut] [dəbut] [deɪbju] [debjut] [debjut] [dɪbju]

Ever [evə] [evər] [evər] [ɪvə] [evər] [evər] [evər] [ɪvər]

Marginally [mɑːʤɪnəli]

[mɑːʤənəli] [mærːʒɪnəli] [mɑːrɡɪnəli] [mərʤɪnəli] [mɑːrʤɪnəli] [mɑːrʤɪnəli] [mɑːrʤɪnəli] [mɑːrʤɪnəli]

Overtaking [əʊvəteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ]

Twenty [twenti] [twenty] [twenti] - [twenti] [twenti] [twenti] [twenti]

Nine [naɪn] [naɪn] [naɪn] [naɪn] [naɪn] [naɪn] [naɪn] [naɪn]


84

Taken [teɪkən] [tekən] [teɪkən] [teɪkən] [teɪkən] [teɪkən] [teɪkən] [tekən]

By [baɪ] [baɪ] [baɪ] [baɪ] [baɪ] [baɪ] [baɪ] [baɪ]

Star [stɑ] [stɑr] [stɑr] [stɑr] [stɑr] [stɑr] [stɑ] [stɑr]

Wars [wɔːs] [wɔːrs] [wɔːrs] [wɔːrs] [wɔːrs] [wɔːrs] [wɔːrs] [wɔːrs]

Force [fɔːs] [fɔːrs] [fɔːrs] [fɔːrs] [fɔːrs] [fɔːrs] [fɔːrs] [fɔːrs]

Awakens [əweɪkns] [əweɪkns] [əweɪkns] [əweɪkns] [əweɪkns] [əweɪkns] [əweɪkns] [əweɪkn]

However [haʊevə] [haʊevər] [haʊevər] [haʊevər] [haʊevər] [haʊevər] [haʊevər] [haʊevər]

Film’s [fɪlmz] [fɪlms]

[fɪlm]

[fɪlms]

[fɪlm]

[fɪlms]

[fɪlms]

[fɪlms]

[fɪlms]

[fɪlms]

[fɪlm]

[fɪlms]

[fɪlm]

[fɪlm]

[fɪlm]

US [juː es] [juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

[juː es]

Takings [teɪkɪŋs] [teɪkɪŋ] [teɪkɪŋs] [teɪkɪŋ] [teɪkɪŋ] [teɪkɪŋ] [teɪkɪŋ] [teɪkɪŋ]

Were [wɜː]

[wə] [wər] [wər] [wər] [wər] [wɜːr] [wɜː] [wɜː]

Down [daʊn] [daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

Sharply [ʃɑːpli] [ʃɑːrpli] [ʃɑːpli] [sɑːpli] [ʃɑːrpli] [ʃɑːrpli] [ʃɑːrpli] [ʃɑːrpli]

On [ɒn] [ɒn] [ɔn] [ɒn] [ɒn] [ɒn] [ɒn] [ɒn]

Previous [priːviəs] [preːfiəs] [pre:viəs] [preːviəs] [preːviəs] [preːviəs] [priːviəs] [priːviəs]

Movie [muːvi] [muːvi] [muːvi] [muːvi] [muːvi] [muːvi] [muːvi] [muːvi]

Furious [fjʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

Seven [sevən] [sefən]

[sevən]

[zevən]

[sevən]

[sevən]

[sevən]

[sevən]

[sevən]

[sevən]

[sevən]

sevən

sevən

[sefən]

[sevən]

Opened [əʊpənəd] [əʊpənəd] [əʊpən] [əʊpənəd] [əʊpən] [əʊpən] [əʊpən] [əʊpənəd]


85

With [wɪð]

[wɪθ]

[wɪt]

[wɪt]

[wɪt]

[wɪt]

[wɪθ]

[wɪθ]

[wɪt]

[wɪt]

[wɪθ]

[wɪt]

[wɪt]

[wɪθ]

[wɪt]

[wɪt]

One [wʌn] [wʌn]

[wʌn]

[wʌn]

[wʌn]

[wʌn]

[wʌn]

[wʌn]

[wʌn]

[ə]

[ə]

[ə]

[ə]

[wʌn]

[wʌn]

Forty [fɔːti] [fɔːrti] [fɔːrti] [fɔːrti] [fɔːrti] [fɔːrti] [fɔːrti] [fɔːrti]

When [wen] [wen] [wen] [wen] [wen] [wen] [wen] [wen]

Was [wɒz]

[wəz] [wəz] [wəs] [wəz] [wɒz] [wɒz] [wɒz] [wɒz]

Released [rɪliːs] [rɪliːs] [rɪliːs] [rɪliːs] [rəliːs] [rəliːs] [rɪliːs] [rɪliːs]

Thousand [θaʊzand] [taʊzǝnd] [taʊzǝnd] [θaʊzǝnd] [taʊzǝnd] [taʊzǝnd] [taʊzǝnd] [taʊzǝnd]

Fifteen [fɪfti:n] [fɪfti:n] [fɪfti:n] [fɪfti:] [fɪfti:n] [fɪfti:n] [fɪfti:n] [fɪfti:n]

But [bʌt] [bʌt] [bʌt] [bʌt] [bʌt] [bʌt] [bʌt] [bʌt]

Latest [leɪtɪst]

[leɪtəst] [letəst] [leɪtəst] [latəst] [leɪtɪst] [leɪtɪst] [leɪtɪst] [les]

Instalment [ɪnstɔːlmənt] [ɪnstɒlmənt] [ɪnstʌlmənt] [ɪnstalmənt] [ɪnstɔːlmənt] [ɪnstɔːlmənt] [ɪnstʌlmənt] [ɪnstɔːlmənt]

Of [ɒv]

[əv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

Series [sɪəriːz] [seriːəz] [seriəːz] [serieːz ] [sɪəriːz] [sɪəriːz] [seriːz] [sɪəriːz]

Debuted

[deɪbjutɪd]

[deɪbjutəd]

[debjutɪd]

[debjutəd]

[dɪbjut] [dɪbjut] [dəbut] [debjutəd] [debjutəd] [debjutɪd] [dɪbjut]

Fate [feɪt] [feɪt] [feɪt] [feɪt] [feɪt] [feɪt] [feɪt] [faɪt]

Titled [taɪtld] [tɪtld] [taɪtld] [tɪtld] [taɪtld] [taɪtld] [tɪtld] [taɪtld]


86

Fast [fɑːst] [fest]

[fɑːst]

[fɑːst]

[fɑːst]

[fɑːst]

[fɑːst]

[fest]

[fest]

[fɑːst]

[fɑːst]

[fɑːst]

[fɑːst]

[fæst]

[fæst]

And [ænd]

[ənd]

[ænd]

[ænd]

[ænd]

[ænd]

[ənd]

[ænd]

[ænd]

[ænd]

[ænd]

[ənd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ənd]

[ænd]

[ænd]

[ænd]

[ænd]

[ənd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

Eight [eɪt] [eɪθ] [eɪt ] [eɪt] [eɪt] [eɪt ] [eɪt] [eɪt]

Some [sʌm]

[səm] [səm] [seɪm] [sʌm] [sʌm] [sʌm] [sʌm] [sʌm]

Territories [terɪtəris]

[terətəris] [terɪtoris] [terɪtəris] [terɪtəris] [terɪtəris] [terɪtəris] [terɪtəris] [terɪtəris]

Stars [stɑs] [stɑrs] [stɑrs] [stɑrs] [stɑrs] [stɑrs] [stɑrs] [stɑr]

Who [huː] [huː] [huː] [huː] [huː] [huː] [huː] [huː]

Said [sɛd] [seid]

[seɪd]

[sed]

[seɪd]

[sed]

[sed]

[sed]

[sed]

[sed]

[sed]

[sed]

[sed]

[sed]

[sed]

He [hiː] [hiː] [hiː] [hiː] [hiː] [hiː] [hiː] [hiː]

Felt [felt] [felt] [felt] [felt] [felt] [felt] [felt] [felt]

Grateful [greɪtfʊl] [ɡreɪtfʊl] [ɡretfʊl] [ɡreɪtfʊl] [ɡreɪtfʊl] [ɡreɪtfʊl] [ɡreɪtfʊl] [ɡreɪtfʊl]

Humbled [hʌmbəld] [hʌmbəld] [hʌmbəld] [hʌmbəld] [hʌmbəld] [hʌmbəld] [hʌmbəld] [hʌmbəl]

Blessed [blesɪd] [bles] [blesd] [blesd] [blesd] [blesd] [blesd] [bles]

After [ɑːftə] [ɑːftər] [ɑːftər] [ɑːftər] [ɑːftər] [ɑːftər] [ɑːftər] [ɑːftər]

Success [səkses] [sʌkses]

[sʌkses]

[sʌkses]

[sʌkses]

[sʌkses]

[sʌkses]

[səkses]

[səkses]

[sʌkses]

[sʌkses]

[sʌkses]

[sʌkses]

[sʌkses]

[sʌkses]

Critic [krɪtɪk] [krɪtɪk] [krɪtɪk] [krɪtɪk] [krɪtɪks] [krɪtɪk] [krɪtɪk] [krɪtɪk]

Host [həʊst] [həʊst] [həʊst] [həʊst] [haʊst] [hɔ:st] [həʊst] [həʊs]

BBC [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː]

Radio [reɪdiəʊ] [reɪdiəʊ] [reɪdiəʊ] [reɪdiəʊ] [reɪdiəʊ] [reɪdiəʊs] [reɪdiəʊ] [reɪdiəʊ]


87

4’s [fɔ:s] [fɔ:rs] [fɔ:rs] [fɔ:rs] [fɔ:rs] [fɔ:rs] [fɔ:rs] [fɔ:rs]

Seriously [sɪəriəsli] [seriəsli] [seriəsli] [seriəsli] [sɪəriəsli] [səriəsli] [səriəsli] [səriəsli]

Podcast [pɒdkɑːst] [pɔdkɑːst] [pɔdkɑːst] [pɒdkɑːst] [pɒdkɑːst] [pɒdkɑːst] [pɒdkɑːst] [pɒdkɑːst]

Is [ɪz]

[ɪs] [ɪz] [ɪs] [ɪs] [ɪs] [ɪs] [ɪs] [ɪs]

To

[tuː]

[tə]

[tʊ]

[tuː] [tuː] [tuː] [tuː] [tuː] [tuː] [tuː]

Its [ɪts] [ɪt] [ɪt] [ɪt] [ɪt] [ɪt] [ɪt] [ɪt]

Universal [juːnɪvɜːsəl]

[juːnəvɜːsəl] [juːnɪvɜːrsɑl] [juːnɪvɜːrsal] [juːnɪvɜːrsəl] [juːnɪvɜːsəl] [juːnɪvɜːsʌl] [juːnɪvɜːsʌl] [juːnɪvɜːsəl]

Appeal [əpiːl] [əpiːl] [əpeːl] [əpeːl] [əpiːl] [ʌpiːl] [əpiːl] [əpiːl]


http://lingorado.com/ipa/

88

Part 2

WORD

PRONUN-

CIATION

TARGET

ANNOUNCER’S PRONUNCIATION

H I J

The

(followed

by vowel)

[ði] [ðə]

[ðə]

[ðə]

[ðə]

[ði]

[ði]

Eighth [eɪtθ] [eɪt] [eɪtθ] [eɪt]

Film [fɪlm] [fɪləm]

[fɪləm]

[fɪləm]

[fɪlm]

[fɪləm]

[freɪm]

In [ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

[ɪn]

Action [ækʃən] [ækʃən] [ækʃən] [ækʃən]

Thriller [θrɪlə(r)] [θrelər] [θraɪlər] [trɪlər]

Franchise [frænʧaɪz] [frʌnsɪz]

[frʌnsɪs]

[frænsaɪz]

[fræfaɪz]

[frænsɪz]

[frænʧɪs]

Took [tʊk] [tʊk] [tʊk] [tʊk]

An [ən] [en] [ən] [ən]

Estimated

[estɪmeɪtɪd]

[estəmeɪtɪd]

[estɪmeɪtəd]

[estəmeɪtəd]

[estɪmeɪtɪd] [estɪmen] [estɪmeɪt]


89

Five [faɪv]

[faɪv]

[faɪv]

[faɪv]

[faɪv]

-

[faɪv]

[faɪv]

[faɪv]

[faɪv]

Hundred [hʌndrɪd]

[hʌndrəd]

[hʌndrɪd]

[hʌndrɪd]

[hʌndrɪd]

[hʌndrɪd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrəd]

[hʌndrɪd]

[hʌndrɪd]

[hʌndrɪd]

[hʌndrɪd]

Thirty [θɜ:ti] - [θɜ:rti] [θɜ:rti]

Two [tu:]

[tu:]

[tu:]

[tu:]

[tu:]

[tu:]

-

[tu:]

-

[tu:]

[tu:]

[tu:]

[tu:]

Point [pɔɪnt]

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

-

-

-

[pɔɪnt]

[pɔɪnt]

[pɔɪnt]

Million [mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljən]

[mɪljəns]

Dolars [dɒləz]

[dɒləz]

[dɒləz]

[dolʌr]

[dolʌrs]

-

-

-

-

[dɒlars]

[dɒlars]

[dɒlars]

[dɒlar]

Globally [gləʊbəli] [ɡləʊbəli] [ɡləʊbəli] [ɡləʊbəli]

Over [əʊvə] [əʊvə] [əʊvər] [əʊvər]

Easter [iːstə] [iːstə] [iːstər] [iːstər]

Weekend [wiːkend] [wiːkend] [wiːkend] [wiːkend]


90

The

(followed

by

consonant)

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[də]

[ðə]

[də]

[də]

[ðə]

[ðə]

[ðə]

-

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðæt]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

[ðə]

Figure [fɪgə] [fɪɡʊr] [fɪɡər] [fɪʒər]

Makes [meɪks] [meks] [meɪks] [meɪks]

It [ɪt] [ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

[ɪt]

Strongest [strɒŋgəz] [strɒŋəs] [strɒŋɡəz] [strɒŋɡər]

Worldwide [wɜːldwaɪd] [wɜːrldwaɪd] [wɜːldwaɪn] [wɜːrdwaɪd]

Debut [deɪbju]

[debju] [debut] [debut] [debut]

Ever [evə] [evə] [evər] [evər]

Marginally [mɑːʤɪnəli]

[mɑːʤənəli] [mærʤɪnəli] [mɑːrʤɪnəli] [mɑːrʤɪnəli]

Overtaking [əʊvəteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ] [əʊvərteɪkɪŋ]

Twenty [twenti] [tu: taʊzand] [twenti] [twenti]

Nine [naɪn] [naɪn] [naɪn] [naɪn]


91

Taken [teɪkən] [teɪkən] [teɪkən] [teɪkən]

By [baɪ] [baɪ] [baɪ] [baɪ]

Star [stɑ] [stɑr] [stɑ] [stɑr]

Wars [wɔːs] [wɔːrs] [wɔːrs] [wɑrs]

Force [fɔːs] [fɔːrs] [fɔːs] [fɔːrs]

Awakens [əweɪkns] [əweɪkn] [əweɪknəs] [ɑwɑkəns]

However [haʊevə] [haʊevə] [haʊevə] [haʊevər]

Film’s [fɪlmz] [fɪlm]

-

[fɪlmz]

[fɪlmz]

[fɪlmz]

[fɪlms]

US [juː es] [ʌs]

[jus]

[juː es]

[juː es]

[juː es]

[juː es]

Takings [teɪkɪŋs] [teɪkɪŋ] [teɪkɪŋs] [teɪkɪŋ]

Were [wɜː]

[wə] [wer] [wɜː] [wɜːr]

Down [daʊn] [daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

[daʊn]

Sharply [ʃɑːpli] [ʃærpli] [ʃɑːrpli] [ʃærpli]

On [ɒn] [ɒn] [ɒn] [ɒn]

Previous [priːviəs] [prevəs] [pefrəs] [previəs]

Movie [muːvi] [muːvi] [muːvi] [muːvi]

Furious [fjʊəriəs]

[fjʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fʊəriəs]

[fəriəs]

[fariəs]

[fariəs]

[fəriəs]

[fjʊəriəs]

[fjʊəriəs]

[fjʊəriəs]

[jfʊəriəs]

Seven [sevən] [sevən]

[sevən]

[sevən]

[sevən]

[sevən]

[sevən]

Opened [əʊpənəd] [əʊpən] [əʊpənəd] [əʊpən]


92

With [wɪð]

[wɪθ]

[wɪθ]

[wɪθ]

[wɪθ]

[wɪθ]

[wɪð]

[wɪð]

One [wʌn] [wʌn]

[wʌn]

[wʌn]

[wʌn]

[wʌn]

[wʌn]

Forty [fɔːti] [fɔːrti:n] [fɔːrti] [fɪfti]

When [wen] [wen] [wen] [wen]

Was [wɒz]

[wəz] [wɒz] [wɒz] [wɒs]

Released [rɪliːs] [relɜːs] [rɜlɜːsəd] [rɪliːs]

Thousand [θaʊzand] [taʊzǝnd] [θaʊzand] [θaʊzand]

Fifteen [fɪfti:n] [fɪfti:n] [fɪfti:n] [fɪfti:n]

But [bʌt] [bʌt] [bʌt] [bʌt]

Latest [leɪtɪst]

[leɪtəst] [les] [lesən]

[leɪtɪst]

[leɪtəst]

Instalment [ɪnstɔːlmənt] [ɪnstlemənt] [ɪnstɔːlmət] [ɪnstɜːlmənt]

Of [ɒv]

[əv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

[ɒv]

Series [sɪəriːz] [səriːəz] [sɪəriːz] [sɪəriːz]

Debuted

[deɪbjutɪd]

[deɪbjutəd]

[debjutɪd]

[debjutəd]

[debjutɪd] [debjut] [debut]

Fate [feɪt] [fet] [feɪt] [feɪt]

Titled [taɪtld] [tɪtld] [taɪtld] [tɪtld]


93

Fast [fɑːst] [fest]

[fɜ:st]

[fɑːst]

[fɑːst]

[fɑːst]

[fɑːst]

And [ænd]

[ənd]

[ænd]

-

-

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ænd]

[ənd]

[ənd]

[ænd]

[ænd]

[ænd]

[ənd]

Eight [eɪt] [eɪt] [eɪks] [eɪt]

Some [sʌm]

[səm] [sʌm] [sʌm] [sʌm]

Territories [terɪtəris]

[terətəris] [terɪtəris] - [terɪstəris]

Stars [stɑs] - [stɑr] [stɑr]

Who [huː] - [huː] [huː]

Said [sɛd] -

[sed]

[seɪd]

[seɪd]

[sed]

[sed]

He [hiː] - [hiː] [hiː]

Felt [felt] - [felt] [fel]

Grateful [greɪtfʊl] - [ɡreɪtfʊl] [ɡreɪtfʊl]

Humbled [hʌmbəld] - [hʌmbəld] [hʌmbəld]

Blessed [blesɪd] - [blesɪd] [bleɪsd]

After [ɑːftə] - [ɑːftər] [ɑːftər]

Success [səkses] -

[səkses]

[səkses]

[sʌkses]

[sʌkses]

[sʌkses]

Critic [krɪtɪk] [krɪtɪk] [krɪtɪk] [krɪtɪk]

Host [həʊst] [həʊst] [həʊst] [həʊst]

BBC [biːbiːsiː] [biːbiːsiː] [biːbiːsiː] [biːbiːsiː]

Radio [reɪdiəʊ] [reɪdiəʊ] [reɪdiəʊ] [rʌdiəʊs]


94

4’s [fɔ:s] [fɔ:r] [fɔ:r] [fɔ:rs]

Seriously [sɪəriəsli] [seriəsli] [sɪəriəsli] [sɪəriəsli]

Podcast [pɒdkɑːst] [pɒdkɑːst] [pɒskɑːts] [pɒdkɑːst]

Is [ɪz]

[ɪs] [ɪs] [ɪs] [ɪs]

To

[tuː]

[tə]

[tʊ]

[tuː] [tuː] [tuː]

Its [ɪts] [ɪts] [ɪts] [ɪt ɪs]

Universal [juːnɪvɜːsəl]

[juːnəvɜːsəl] [juːnɪvɜːsəl] [ʌːnɪvɜːsəl] [juːnɪvɜːsəl]

Appeal [əpiːl] [ɜpəl] [əpiːl] [əpiːl]


http://lingorado.com/ipa/

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