TARBIYAH AND TEACHER TRAINING FACULTY RADEN INTANSTATE ISLAMIC UNIVERSITY

LAMPUNG 2018

A Thesis

Submitted as a Partial Fulfillment of the Requirements for S1- Degree

PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST

JAVA IN THE ACADEMIC YEAR OF 2017/2018

Study Program: English Education

By:

PRASASTI PRASETYO PUTRINPM. 1211040151

Advisor : Dr. M. Muhassin, M.Hum

Co-Advisor : Fithrah Auliya Ansar, M.Hum

TARBIYAH AND TEACHER TRAINING FACULTY RADEN INTANSTATE ISLAMIC UNIVERSITY

LAMPUNG 2018

A Thesis

Submitted as a Partial Fulfillment of the Requirements for S1- Degree

PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST

JAVA IN THE ACADEMIC YEAR OF 2017/2018

Study Program: English Education

By:

PRASASTI PRASETYO PUTRINPM. 1211040151

ii

ABSTRACT

PHONOLOGICAL INTERFERENCE OF MADURESE TOWARDS ENGLISH

AT THE ELEVENTH STUDENTS OF SMA AL HIKAM BANGKALAN EAST

JAVA IN THE ACADEMIC YEAR OF 2017/2018

By :

PRASASTI PRASETYO PUTRI

Phonological interference happens when the speaker pronounces the English

word, then the words have interfered with other sounds of the native language. Based

on researcher's observation at the eleventh-grade students of SMA Al Hikam

Bangkalan East Java, in pronouncing the English word, there were some differences

from English Standard. The pronouncing of English in those words have been

influenced by the sounds of phonemes in Madurese. The purpose of this research is to

find out the percentages of students' phonological interference of Madurese toward

English, the types of phonological interferences at the eleventh students of SMA Al

Hikam Bangkalan East Java in the academic year of 2017/2018.

The research used a descriptive qualitative method. In collecting the data, the

researcher used the document of students’ pronunciation as secondary source. Forty-

four (44) words were pronounced by the students. The students' pronunciation were

transcribed into phonetic transcription and then analyzed. The population of this

research was students of SMA Al Hikam Bangkalan East Java in the academic year

of 2017/2018. The researcher took the sample based on the purposive sampling

technique. The sample was class XI IPS 1 consisting of 30 students because most of

the students in this class are Madurese with Madurese accent.

The result of this research shows that students phonological interference

occurs 699 of 1320 (52,93 %) in phonemes /r/, /ʃ/, /ɪ/, /k/, /y/, /ə/, /ʊ/, /y/,/l/, /ԑ/,

/ʊ/,/ɑ/, /ɪ/, /æ/, /θ/, /g/, /ɪə/,/r/, /ʊ/, /j/. The phonological interference of Madurese

toward English occurs in 5 categories. They are 1). Sound addition is 174 (13,18 %)

in this type occurs some kinds of additives such as single vowel, single consonants,

combination single vowel and consonant, 2). sound replacement 329 (24,92 %) in this

type occurs some kinds of replacements such as single vowel, single consonants,

single vowel and double consonants, 3). sound omission are 111 (8,40%) in this type

occurs 3 kinds of omission such as single vowel, double consonants, combination

single vowel and single consonant 4). Combination of sound replacement and

addition (RA) are 61 (4,62 %) in this type occurs some kinds of RA such as single

consonants, the combination of single vowel and single consonant, 5). Combination

of sound replacements and omission RO are 24 (1,81 %) in this type occurs 2 kinds

of RO such as single consonant and Combination single vowel and double

consonants.

Keywords: Phonological Interference, Madurese Students’, Accent, Pronunciation

v

DECLARATION

The researcher is a student with the following identity :

Name : Prasasti Prasetyo Putri

Students Number : 1211040151

Thesis Title :“Phonological Interference of Madurese toward English at

the Eleventh students of SMA Al Hikam Bangkalan East

Java in theAcademic Year of 2017/2018”

Certify that this thesis is definitely on my own work. I am completely responsible for

the content of this thesis. Other people’s opinions of findings included in the thesis

are quoted or cited in accordance with ethical standards.

Bandar Lampung, July 2018

Declared by

Prasasti Prasetyo Putri

1211040151

vi

MOTTO

“and among his signs is the creation of the heavens and the earth, and the variations

in your language and your colours : verily in that are signs for those who know”

(Ar Rum : 22)

vii

DEDICATION

From the deepest part of my heart, this thesis is dedicated to:

1. My beloved parents, Ir. Tulus Prasetyo Juli Triono and Aidawati, without

their constant support, both finance and moral, I would never have been able

to carry out this piece of work

2. My beloved sister and brother, Pratiwi Prasetyo Putri,S.Ag, Prayoga

Muhammad Insan Prasetyo, Anissa Prasetyo Putri Kartini, Ilham Menggala

Suhada Putra, Adzan Subhi Kumandang, Insan Hidayatullah and Anjani

Mikayla Prasetyo Putri who always supports and loves me.

3. My special partner, Nasrudin Fanani, S.Pd for your love, your motivation, and

taking good care of me.

4. My beloved best friend, Octa Kholilah Aulia and Dina Marsita,S.Pd

5. My beloved sister at UIN Sunan Ampel Surabaya, Niatus Sofa and all of her

friends who always support me to collecting the data.

6. All of Teacher at SMA Al Hikam Bangkalan East Java, Especially Mr Abdul

Jalil, S.S thank you very much for your help

7. My beloved friends PBI C Executive Class 2012.

8. My beloved Almamater UIN Raden Intan Lampung.

viii

CURRICULUM VITAE

The name of the researcher is Prasasti Prasetyo Putri. She is the first child from eight

siblings. Her parents’ names are Ir. Tulus Prasetyo Juli Triono and Aidawati. She was

born in Bandar Lampung on June 26th

, 1994. She has 4 brothers, namedPrayoga

Muhammad Insan Prasetyo, Ilham Menggala Suhada Putra, Adzan Subhi

Kumandang, Insan Hidayatullah, and also 3 sisters, named Pratiwi Prasetyo Putri,

S.Ag, Anisa Prasetyo Putri Kartini, Anjani Mikayla Prasetyo Putri.

She graduated from Nurul Amal Kindergarten Bandar Lampung, she studied for 1

year. Then she continued her study in SDN Tembok Dukuh 1 No. 83 Surabaya East

Java and graduated in 2006, She Extended her study in SMPN 14 Surabaya East Java

and graduated in 2009, then she continued senior high school at SMA

Muhammadiyah Pekalongan Lampung Timur, but she did not finish the senior high

school in there, when she was at the third grade she moved out to SMA Al Huda

Jatiagung Lampung Selatan and graduted in 2012, In the same year, she registered in

UIN Raden Intan Lampung and took English Education Study Program of Tarbiyah

and Teacher Training Faculty and graduated in 2018.

ix

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim

Alhamdulillahirobbil’alamin

Praise be to Allah SWT the Almighty, the Most Merciful, and the most Beneficent for

blessing the researcher with His Mercy and guidance to finish this thesis. The

Sholawat peace be upon our prophet Muhammad, with his family and followers. This

thesis entitled : “PHONOLOGICAL INTERFERENCE OF MADURESE

TOWARDS ENGLISH AT THE ELEVENTH STUDENTS OF SMA AL

HIKAM BANGKALAN EAST JAVA IN THE ACADEMIC YEAR OF

2017/2018” is submitted as compulsery fulfillment of the requirements for S1 degree

of English education study program at Tarbiyah and Teacher Training Faculty , State

Islamic University (UIN) Raden Intan Lampung. Without help, support, and

encouregement from several people and institution, this thesis would never come into

existence.

Therefore, the researcher would sincerely thank :

1. Prof. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher

Training Faculty, UIN Raden Intan Lampung.

2. Meisuri, M. Pd, the Chairperson of English Education Study Program UIN

Raden Intan Lampung and the advisor who gives the researcher permission to

conducted this research and collecting the data.

x

3. Dr. M. Muhassin, M.Hum, the Advisor for giving guidance and help to finish

the final project.

4. Fithrah Auliya Ansar, M.Hum, the Co-advisor, who has also shrewdly guided

the researcher to finish the final project.

5. Drs. Djoko Setyono, The Head master of SMA Al Hikam Bangkalan East

Java and Abdul Jalil, S.S as an English teacher and also the students of SMA

Al Hikam Burneh Bangkalan to allowing her to carry out the research in their

institution and for giving the contribution while she was conducting research

there.

6. The lecturers of English study program of Tarbiyah and Teacher Training

Faculty of UIN Raden Intan Lampung.

7. My beloved parents’ and all of friends, Octa, Dina, Atika and PBI 2012 who

always give support for the success of the research.

Finally, none is perfect and neither is this final project.Any correction, comment,

and critism for betterment of this final project are always open heartedly

welcome. May Allah the almighty bless all of them

Bandar Lampung, 2018

The researcher,

Prasasti Prasetyo Putri

1211040151

x

TABLE OF CONTENTS Page

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

ABSTRACT .............................................................................................................. ii

ADMISSION ............................................................................................................ iii

APPROVAL.............................................................................................................. iv

DECLARATION ...................................................................................................... v

MOTTO .................................................................................................................... vi

DEDICATION .......................................................................................................... vii

CURRICULUM VITAE .......................................................................................... viii

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

TABLE OF CONTENTS ......................................................................................... xi

LIST OF TABLE...................................................................................................... xiii

LIST OF FIGURE.................................................................................................... xiv

LIST OF APPENDICES.......................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of the Problem ........................................................................... 1

B. Limitation of the Problem .............................................................................. 7

C. Formulation of the Problem ........................................................................... 7

D. Objective of the Research .............................................................................. 7

E. Uses of the Research ...................................................................................... 8

F. Scope of the Research .................................................................................... 8

CHAPTER II REVIEW OF LITERATURE

A. Concept of English Phonetic and Phonology ................................................. 9

B. Concept of Language Interference ................................................................. 10

C. Factors of Language Interference................................................................... 12

D. Concept of Phonological Interference ............................................................ 14

1. Sound Addition ........................................................................................ 15

2. Sound Ommition ...................................................................................... 15

xi

3. Sound Replacement .................................................................................. 15

E. Concept of English Phonemes ....................................................................... 16

1. English Vowel .......................................................................................... 17

2. English Consonant ................................................................................... 19

F. Voice and Voiceless ....................................................................................... 22

G. Madurese Language ....................................................................................... 23

1. Madurese Consonant ................................................................................ 24

2. Madurese Vowel ...................................................................................... 27

H. Concept of English Mastery and Pronunciation............................................. 28

CHAPTER III RESEARCH METHODOLOGY

A. Research Design ............................................................................................. 29

B. The Data Sources ........................................................................................... 30

C. Research Subject ............................................................................................ 31

D. Data Collecting Technique ............................................................................. 32

E. Research Instrument ....................................................................................... 33

F. Credibility and Transferability of the research .............................................. 33

G. Data Analysis ................................................................................................. 36

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings .................................................................................................... 38

B. Discussion ................................................................................................ 39

1. The Types of phonological Interference ............................................ 39

2. The Percentage of students’ Phonological Interference .................... 50

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion...................................................................................................... 51

B. Suggestion ...................................................................................................... 52

1. Suggestion for the Teacher....................................................................... 52

2. Suggestion for the Students ...................................................................... 53

3. Suggestion for the other Researcher ........................................................ 53

REFERENCES

APPENDICES

xiii

LIST OF TABLES

Page

Table 1. Sound Explanation of English Consonant ................................................... 25

Table 2. Madurese Consonant ................................................................................... 28

Table 3. Phonetic Transcription of Madurese Consonant ......................................... 29

Table 4. Madurese Vowel.......................................................................................... 30

Table 5. Phonetic Transcription of Madurese Vowel ................................................ 30

Table 6. The Total Number of Eleventh Students in SMA Al Hikam ...................... 34

Table 7. The Types of Students’ Phonological Interference ..................................... 39

xiv

LIST OF FIGURE

Page

Figure 1. Vowel Chart ........................................................................... 20

Figure 2. Consonant Chart ..................................................................... 22

xv

LIST OF APPENDICES

Appendix 1. List of respondents

Appendix 2. The Instrument

Appendix 3. Pronunciation Test

Appendix 4. Phonetic Transcription

Appendix 5. Result of Pronunciation test

Appendix 5.1. Sound Addition

Appendix 5.2. Sound Omission

Appendix 5.3. Sound Replacements

Appendix 5.4. Combunations of sound replacements and addition

Appendix 5.5. Combination of sound replacements and omission

Appendix 5.6. Data Recapitulation

Appendix 5.7. Data Classification of students phonological interference

Appendix 6. Students’ Pronunciation

CHAPTER I

INTRODUCTION

A. Background of the problem

Language is a crucial instrument to connect people. We need language to

communicate easily. According to Ogden, language is one of the distinctive

characteristics of human beings, without formal instruction, we learn from infanthood

the skills that we need to be successful users of a language.1 It means, language

becomes human characteristics, and naturally we were born to be user of languages.

The Language may show people's nationality. According to Finegan, language

contributes to defining nationality.2 We can describe a person's characteristics, not

only with their physical appearance or cultural characteristics but also with their

language, or the way use their language when they do interact with the others.

In this era, the English language plays an important role. According to Crystal,

English has been learned by many people to have a good prospect in the community

of international world since it raised as a global language as Britain, its origin

country, had become the world's leading industrial and trading country.3 In Indonesia,

English still used as the foreign language. According to Harmer, English as a foreign

language describes the situation where students are learning English in order to use it

1Ogden Richard, an introduction to English Phonetics, (Edinburgh : Edinburgh University

Press Ltd, 2009), p.1 2Finegan Edward, Language Its Structure and Use,(USA : Thomson Wadsworth, 2008), p.12

3 Crystal David, English as a Global Language : Second Edition (New York : Cambridge

University Press, 2003), p.10

2

with any other English speakers in the world – when the students may be tourists or

business people. with any other English speakers in the world – when the students

may be tourists or business people. 4 It means that English is not used on daily

communication in the country, and also limited temporal of using its spoken form.

Mother tongue is a language, which is potentially be mastered when people are born.

It is acquired informally and unconsciously. It is the language learned from a child

because it is one used in the child's environment.5 This is known as language

acquisition, language acquisition not only happens in the child's environment, but it

also happens when a child speaks, their parents correcting their language. It means

that people have a great tendency to transfer their language into another language

because there is a big influence from their mother tongue and society.

Actually, people have different pronunciation when they speak or talk to other

people, most of people have their own characteristic, and it can identify how they

pronounce. 6 It means we can know the origin of people based on their pronunciation

and when they do interaction with other. Indonesia is one of the country that have

many various cultures, ethnics and regional language, some of ethnics have different

accents: Javanese, Sundanese, Madurese, and etc.

4Harmer Jeremy, The Practices of English Language Teaching: Fourth Edition

(EnglandLongman Press,2007), p. 19 5Linson Tom, Checklist Of Basic EFL Terms,(Heinemann Educational Books : London, 1984)

p.95 6Hardiyanti Riska Ayu,‘’Phonological Interference of Lampungnese Students Toward English

Consonant at 2nd Semester of Seventh Grade Of SMPN 1 Sekincau, West Lampung”,(IAIN Raden

Intan Lampung, 2014), p. 3

3

When second or foreign language is learned, aware or not, the mother of tongue of

the learner will influences his or her mastery of that language. For instance, when

someone learns English, the way to pronounce the word is almost the same when they

pronounce words in their own language. This is happens almost of the language

learner, it is called language interference.

The number of languages or language variation in Indonesia makes Indonesia as

bilingual or even multilingual. The influence of the variation of language causes the

tendency of one language to another. The interference in communication is usually

caused by the interaction of these languages. Selinker states that when the speakers or

language learners use second language then their habits will affect the target

language. Language interference can be divided into three types such as phonological,

morphological, and lexical.

In this research, the researcher wants to analyze language interference on the type of

phonological interference; phonological interference is some aspects of pronunciation

such as stress, rhythm, intonation, and speech sound from the first language

influencing the second language. Phonological interference generally divided into

three types, these are: 1. Sound Addition, 2.Sound Replacements, 3. Sound Omission

and the main object that analyzed in here is Madurese language.

4

Madurese is one of the traditional languages in Indonesia, which has uniqueness

system. Madurese language has a distinctive characteristic whether in its intonation,

stress, or speech sound which are very different from another language including

English. Madurese is famous with its intonation characteristic that is swaying, high

pitch, suddenly low tone, and long-rising tone. The differences of pronunciation

arises from a variety of causes, such a locality, early influences and social

surrounding; there are also individual peculiarities for which is difficult or impossible

account. 7

Every person speaks with an accent, it can be reasonably said that nobody is born

with an accent. Accent is restriced to the description of aspects of pronunciation that

identify where an individual speaker is from, regionally or socially. It is different

from the term dialect, which is used to describe feature of grammar, vocabulary and

aspect of pronunciation.8 It known that accent and dialect are different, dialect is

describe three feature including grammar, phonology and vocabulary, and accent only

describe aspects of pronunciation or phonology features.

Before the researcher conducted the research, the researcher is doing some test to

know the phonological interference of Madurese toward English with some students.

Negative transfer of Madurese towards pronouncing English sounds a lot going on.

For example:

7

8Yule George,The Study of Language,(Cambridge University Press : Cambridge, 2006), p.195

5

Table 1.

Students’ Pronunciation

From the tables above, we can clearly see that the phonological interference occured

in the students’ pronunciation. In the example 1, the students’ pronunciation were

interfered by madurese structure. In the word know /now/some of students pronounce

/nouw/, /now/, /nou/.

To know the students’ interference in phonology at SMA Al Hikam Bangkalan East

Java, The researcher also interviewing the English teacher (Mr. Abdul Djalil, S.S),

hesaid that most of 75 % students are still influenced a lot by their mother tongue

when they speak in English.9 In this research, he also give suggestion to the

9Abdul Djalil, English Teacher at SMA Al Hikam Bangkalan East Java, Interview, June 01

st

2017

No Word

(IPA)

Phonetic Transcription By the Students

S1 S2 S3 S4 S5

1 Know

/now/ /nouw/ /nouw/ /now/ /nouw/ /nou/

2 Impossible

/im’pasəbəl/ /im’posibəll/ /im’posibəll/ /im’pasəbəl/ /im’pasibəl/ /aim’posibell/

3 Laugh

/læf/ /laukh’/ /lauf/ /lauf/ /laukh/ /laukh’/

4 Beautiful

/’byuwtəfəl/ /beyutifull/ /beyutifull/ /’byuwtəfəl/ /beyutipul/ /beyutifull/

5 Thief

/thief/ /thif/ /thif/ /thief/ /thi:f/ /thif/

6

researcher to make a research in XI IPS 3, because the class is have strong Madurese

accent among all the class in grade XI.

There are some previous researchers about phonological interference follows : the

first study conducted by M. Muhassin, M.Hum entitled phonological interference of

rejangnese students at STAIN Bengkulu. It was found that students of STAIN

Bengkulu do 4 types of phonological interference they are : 1. Sound addition, 2.

Sound replacements, 3. Combination of sound replacements and addition, 4.

Combination of sound replacements and omission.

Secondly, a research conducted by Riska Ayu Hardiyanti, entitled Phonological

Interferences of Lampungnese Student towards English Consonant. It was found that

the students of lampungnese do 3 types of phonological interference they are : 1.

Sound addition, 2. Sound replacements, 3. Sound omission

In contrast, to previous research, there were similiraties in topic about phonological

interference. It can be concluded that are significant differences of previous research

to this reseanrch. The researcher focused the phonological interference towards

English in other ethnic.

Based on the background above, the researcher is interested in conducting a research

to find out the phonological interference of madurese students. It is an interesting

topic to be analyzed because Madurese language has unique features. Therefore, the

7

researcher proposed a research entitled: Phonological Interference of Madurese

Towards English at the Eleventh Students of SMA Al Hikam Bangkalan East Java.

A. Limitation of the Problem

Based on the identification of problem above,the researcher would like to focus this

research on analyzing of students’ phonological interference in using English

especially in English phonemes :/a/, /i/, /u/, /e/, /o/, /p/, /t/, /k/ ,/b/, /d/, /g/, /m/,

/n/,/ᶇ/,/f/, /Ɵ/, /s/, /n/, /ʃ/, /v/, /ð/, /z/, /Ʒ/, /w/, /r/, /j/, /l/, /h/, /tʃ/, /dƷ/ according to The

IPA

B. Formulation of the Problem

Based on the identification and limitation of the research, the researcher will

formulate the problem as follows:

1. How many types of phonological interference of madurese students are there

towards English at SMA Al Hikam Bangkalan East Java?

2. How many percentages of phonological interference of madurese students are

there towards English at SMA Al Hikam Bangkalan East Java?

C. Objective of the Research

1. To know the types of phonological interference of madurese students are there

toward english at SMA Al Hikam Bangkalan East Java

2. To know the percentage of students’ phonological interference at SMA Al

Hikam Bangkalan East Java

8

D. Uses of the Research

The uses of this research are :

1. Theoritically : The benefit of this research is to give more information for the

next researcher dealing sociolinguistics analysis. The information are to

understand the phonological interference.

2. Practically : This research can be a reference to many linguistic fields

especially in sociolinguitics field for the language. For the researcher, this

research can be enlarge knowledge about sociolinguistics especially

phonological interference.

E. Scope of the Research

1. Subject of research

The subject of this research was the madurese students at the eleventh grade of SMA

Al Hikam, Bangkalan East Java, in the 2017/2018 academic year.

2. Object of research

The object of the research was an analysis of Madurese students’phonological

interference in using English.

3. Place of research

The research was conducted in SMA Al Hikam, Bangkalan East Java. It is located on

Jl. Raya Perumnas Tunjung Burneh Bangkalan East Java.

4. Time of research

The research was conducted at the first semester in the 2017/2018 academic year

CHAPTER II

REVIEW OF LITERATURE

A. English Phonetics and Phonology

The study of pronunciation consists of two fields, namely Phonetics and Phonology.

Phonetic and phonology are concerned with speech sounds and the sounds systems.

Phonetic is concerned with how sound are produced, transmitted and perceived (we

will look only look at the production of sounds).1 Phonetics can be divided into three

distincts phases : 1). articulatory phonetics, the action and movements of the speech

organ in producing sounds, 2). acoustics phonetics, nature and acoustics of the sound

waves which transmit speech, 3). Auditory phonetics, how speech is received by the

ears.

According to Ogden, Phonology is the study of sounds structure in language. 2

Phonology can be divided into two branches : 1) Segmental Phonology is based on

the segmentation of language into individual speech sounds provided by phonetics,

these features include vowel and consonant, 2) Suprasegmental phonology also

called prosody is concerned with those features of pronunciation that cannot be

segmented because they extend more over than one segment or sound, such features

include stress, rhythm, and intonation.

1Cornelia Hamann and Carmen Scmitz, Phonetics and Phonology: Reader for First Year

English Linguistics, (Oldenburgh : University of Oldenburgh, 2005) p. 3. 2David Ogden, Introducing Phonology, (New York : Cambridge University Press, 2005), p.2

10

In English those are variations of phonetics that is influenced by geographical origin,

gender, environment, etc. Variations of phonetics and phonology has strong

relationships with language variation. The study of language variations namely

sociolinguistics.

From those all, phonetics is study and description of concrete utterance and concrete

individual speech sound then used phonetics systems to represent a speech sound and

phonology is study about sound system in language. Variations of phonetic and

phonology are influenced by language variation.

B. Language Interference

Language interference is the alternative use by bilinguals of two or more languages in

the same conversation. Language interference is a lingusitic practice constrained by

grammatical principles and shaped by environmental, social and personal influences

including age, length of time in a country, educational background and social

networks.

Language interference also calls negative transfer. This is caused by any languages

contact that happens at bilingual and influences each other or between L1 and L2.

The interactive between L1 and L2 will be more intensive when the quantity of

bilingual who uses that two languages greater. It means that intensity of the

interaction becomes greater. So, the effect or cross influence between the two also

more intense. In addition there are three factors that are involved in language

interference, the source language, the recipient language, and the element of

11

interference. Lim Kiat Boey states that languages interference in learning situation is

students, habit of perceiving, performing, and tendency to speak L2 with the

intonation or word order of his L1. 3

Language interference is the transfer of elements of one languages to another at

various levels including phonological, grammatical, lexical, and ortographical. 4 It

means language interference transfer not only in one elements but various levels,

language interferences happens in phonological, morphological, also orthographical.

Other theory by Lott defines that language interference as “errors in the learner‟s use

of the foreign language that can be traced back to the mother tongue.”5

In addition, Ellis refers to language interference as „transfer‟ which he says is “the

influence that the learner‟s L1 exerts over the acquisition of an L2.”6 He argues that

transfer is governed by learner‟s perceptions about what is transferable and by their

stage development in L2 learning. In learning a target language, learners construct

their own interim rules with the use of their L1 knowledge, but only when they

believe it will help them in the learning task or when they have become sufficiently

proficient in the L2 for the transfer to be possible.

3Boey Kiat Lim, An Introduction to Linguistics for the Language Teacher (Singapore

University Press : Singapore, 1975) p. 109 4 Skiba Richard, 1977, Code Swithching as a Countenance of Language Interference,

[online], Avaliable : http://iteslj.org/articles/skiba-codeswithching 5Lott D, 1983, Analysing and Countering Interference Errors, [online], Avaliable on:

http://iteslj.org/Articles/Lott-Interference.html 6Ellis, R, The Study of Second Language Acquisition, (Oxford University Press : Oxford,

1994) p.51

12

From the explanation about language interference above it is clear that language

interference is also called negative transfer. It occurs as a result of the failure in suing

both L1 and L2 Weinrich divides type of language interference into three. There are :

1. Phonological interference, it occurs when bilingual speaker retranslaate or

reproduce his/her L1 by using the appropriate phonemes in L2 .

2. Lexical intereference, it occurs when bilingual speaker use two or more part or

structure of different language in single word or lexicon.

3. Grammatical interference, it occurs when a bilingual speaker identifies

morphemes, class of morpheme in language chain in syntaxes and uses it in the

speech act.

There are two kinds of interference, first static interference which reflects permanent

traces of one language on the order (such as foreign accent), and second the dynamic

interference which the ephemeral accidental intrusion of the other language. It is clear

to conclude that interference occurs in all aspects or levels of languages such as

phonology, morphology and lexical. In this research, the researcher will be focus on

phonological interference.

C. Factors of Language Interference

Since interference occurs in all aspects of language such as phonology, morphology,

lexis, syntax and semantic, it can be said that interference caused by the factors inside

the language. In other words language interference cuased by the changing of the

internal structure of a language. Moreover, language interference is also phenomenon

13

of language contact and bilingualism. It means that, its occurence can not be

separated from society and cultural aspects where it belongs. Thus, Suwito states that

the non linguistics factors influence the use of language include language interference

phenomena. The main point of non-lingusitics factors influenced the language use are

social and situational factors. Language is the main factor in a society. According to

Lott, there are three factors that cause the interference :

1. The interlingual factor

Interlingual transfer is a significant source for language learners. This concept

comes from contrastive analysis of behaviouristic school learning. It stresses

upon the negative interference of mother tongue as the only source of errors.

Commonly, errors are caused by the differences between the first and second

language. Such a constractive analysis hypothesis occurs where structures in

the first language which are different from those in the second language

produce the errors reflecting the structure of first language. Such errors were

said to be due to the influence of leraners‟ first language habits on second

language production.

2. The over extension of analogy

Usually, a learner has been wrong in using a vocabulary caused by the

similarity of the elements between first language and second language, e.g the

use of cognate words (the same form of word in two languages with different

functions of meanings)

14

3. Transfer of structure

There are two types of transfer according to Dulay et.al, positive transfer and

negative transfer. Negative transfer refers to those instances of transfer, which

result in error because old habitual behaviour is different from the new

behaviour being learned. On the contrary, positive transfer is the correct

utterance, because both the first language and second language have the same

structure, while the negative transfer from the native language is called

interference. 7

D. Phonological Interference

According to different shcolars there are many types of interference. Alabi identified

three types of interference which are phonological, lexical, grammatical. 8 This is

seen in his following statement, “interference occurs virtually at all primary levels of

language description most especially phonology, lexis, grammar.”

Phonological interference is a common typeof interference, its most prominent

manifestation being a „foreign accent‟. Bethold in Skiba define phonological

interference as items including foreign accent such as stress, rhythm, intonation, and

speech sound from the first language infleuncing the second. 9 According to Crystal,

phonological interference divided into three kinds, they are :

7Lott D, Op.Cit, [online], available : http://itesjl.org/Articles/Lott-Interference.html

8Alabi T.A, Language Contact ; The nigeria experience with English ,[online], Available on:

http://hdl.handle.net/1808/1789 9Skiba Richard, 1997, Op.Cit, [online]

15

1) Sound addition

In this types, the interference occur is an addition of the sound, this interference

from the rule of English standard. For example : an addition of phoneme /k/, the

pronunciation of word „knife‟ /naɪf/ adding with phoneme /k/ as /knaɪf/. Other

example „know‟ /nouw/. Those pronunciation are inappropriate with the

pronunciation rule in English standard which based on the rule of English

standard phoneme /k/ at the first word, is not pronounced.

2) Sound omission

This type of phonological interference that is marked by the omission of phoneme

in English standard. For example : the pronunciation of word weight /weɪt/ omit

the phoneme /ɪ/ it becomes /wet/.

3) Sounds replacements

This type of phonological interference that is marked by the pronunciation

changing of phoneme in English standard . For example phoneme /œ/ in word

dad /daœd/ means „ayah‟ change with phoneme /e/ it becomes /ded/. Thus, these

replacement cause of phonological interference because of the pronouncing of

word “dad” is inappropriate with the English standard.

The research has been done by Muhassin, found that there are four kinds of

phonological interference in Rejang college students, they are : 1) sound

replacements, 2) sound addition, 3) sound combination and sound addition, 4)

16

combination of sound omission and sound addition. 10

Also supported by Riska Ayu

Hardiyanti in phonological interference of lampungnese students, they are : 1) sound

addition, 2) sound omission, 3) sound replacement.

In this research, the researcher chooses phonological interference. The phonological

interference is chosen by the researcher because the students‟ situation in class is used

madurese as their habitual language. Then, when they face with pronunciation of

foreign language in this case is English. However, in this case the researcher limits

her research only on the local phonological interference in English phonemes.

As the theory that mentioned in the previous paragraph, phonological interference as

items including foreign accent that the first language influencing the second and

foreign language. In this case, L1 that influence the phonological interference in

madurese to foreign (English).

E. English phonemes

The phoneme is the smallest unit of sound which can differentiate one word from

another : in other word phonemes make lexical distinction.11

It means that, phonemes

can show distintion of the sound in every words. The set of phonemes consists of two

categories : Vowel and Consonant.

10

Muhassin M, Op.Cit.,p.20 11

Ogden Richard, an introduction to English Phonetics, (Edinburgh : Edinburgh University

Press Ltd, 2009) p. 4.

17

1. English Vowel

We can divide sounds of the languages of the world into two basic types which we

call. For case of use vowel and consonant. Vowels play a central role in the phonetics

of English. Vowel is produced with vocal tract relatively open. Vowels are syllabic

sounds made with free passage of air down themid-line of the vocal tract, usually

with a convex tongue shape, and without friction. They are normally voiced; and they

arenormally oral.12

Vowel have three categories they are short vowels, long vowels

and diphtongs. In English, there are twelve vowels ; 13

in short vowels : /ɪ/, /ʊ/, /e/,

/ə/, /æ/, /ʌ/,/ɒ/, and in long vowels : /i:/, /u:/, /ᴣ:/, /ᴐ:/, /ɑ:/, and diphtongs is a

combination involving movement from one vowel sound to another.In English,

diphtong consist of eight sounds. Such as /eɪ/ , /ᴐɪ/ , /aɪ/ , /ʊə/, /eə/ , /əʊ/ , /aʊ/.

Figure 1.Vowels Chart14

12

Ibid., p. 13

Kelly Gerald, How to Teach Pronunciation,(Edinburgh : Longman, 2000) p. 2 14

Ogden, Richard,Op.Cit., p.39

18

The representation figure 1 where vowel sounds are articulated :

1. Front and close (high)

In this position, the tip of the tongue still touches the bottom teeth, but the

front of the tongue will be placed high and touch thevery front roof of the

mouth. The lips are very spread out when saying /i/.

2. Front and Central

It is also in close-mid position. In this position between the front and the

central roof of the mouth. However the front of the tongue does not touch the

roof of the mouth. The lips are still spread out but less so than with /i/.

3. Back and Close (high)

In this position, the tip of the tongue still touches the bottom teeth, but the

back of the tongue is raised very high and touches the very far back of the

roof of the mouth. The lips are very rounded in this position.

4. Central and Back

It is also in the position close-mid, in this position, the tip of the tongue still

touches the bottom teeth, but the back of the roof of the mouth. The lips are

rounded in this case but less rounded than /u/.

5. Central

It is also between close-mid and open-mid, in this position the tip of the

tongue still touches the bottom teeth, but the middle of the tongue is raised

right to the middle of the mouth. The lips are neutral in this position.

19

6. Open-mid & open (low).

It is also stays between front and central. in this position, the tip of the tongue

still touches the bottom teeth, but the whole tongue is low. The front of the

tongue somehow stays in the position between the front and the middle of the

roof of the mouth, but the front of the tongue is closer to the middle of the

roof of the mouth than the front of the roof of the mouth.

2. English Consonant

Consonant is a speech sound that is articulated with complete or partial closure of the

vocal tract. Consonant sounds are produced by blocking the flow of air as it leaves

the mouth. There are many ways of blocking the air and various tongue, lip and jaw

positions required in order to create accurately the consonant English. There are 24

consonant sounds in spoken English. There are different types of consonant sound :

Figure 2. Consonants Chart 15

15

Dunstan, E, Twelve Nigerian languages, (London: Longman,1969) p. 98

Manner

of

Articulation

Place of Articulation

Bil

abia

l

Lab

io

Den

tal

Den

tal

Alv

eola

r

Post

Alv

eola

r

Pal

ato

Alv

eola

r

Pal

atal

Vel

ar

Glo

ttal

Plosives p

b

t

d

j

g

Fricatives f

v

ð s

z

ʃ

ʒ

h

Affricates tʃ

dʒ

Nasals m n

Lateral l

Approximants w r j

20

Based on explanation above the researcher concluded that place of articulation is the

point of vocal tract where the speech organ produced a sound. In english there are

nine place of articulations, as follows:

a. Plosive

English has six plosive consonants, /p/, /t/, /k/, /b/, /d/, /g/. The plosives have

different places of articulation. /p/, and /b/ are bilabial; the lips are pressed

together. /t/ and /d/ are alveolar ; the tongue blade is pressed against the alveolar

rridge. /k/ and /g/ are velar ; the back of the tongue is pressed against the area

where the hard palate ends and the soft palate begins. 16

b. Fricative

Fricatives are consonant with the characteristics that when they are produced, air

escaped through a small passage and makes hissing sound /f/ and /v/ there are

labiodentals, that is lower lip is in contact with the upper teeth. /0/ and /ð/ the

dental fricative have sometimes been described as if the tongue was actually

paced between the teeth, /s/ and /z/ these are alveolar fricatives, with the same

palce of articulation as /t/ and /d/. The air escapes throgh narrow passage along

the centre of the tongue, and the sound produced is comparatively intense. /ʃ/ and

/Ʒ/ these fricatives are called palate alveolar, which can be taken to mean that

16

Roach Peter, English Phonetic and Phonology, (Cambridge University Press : Cambridge,

1991) p.47

21

their place of articulation is partly palatal, partly lveolar. The tongue is in contact

with an area slightly further back than that for /s/ , /z/. 17

c. Affricate

/tʃ/ and /dƷ/ are the only two affricate phonemes in English. As with the plosives

and most of the fricatives, /tʃ/ is slightly aspirated in the positions where p,t,k are

aspirated, but not strongly enough for it to be necessary for foreign learners to

give attention to it. /tʃ/ and /dƷ/ often have rounded lips.

d. Nasals

The basic characteristic of a nasal consonant is that the air escapes through the

nose. In nasal consonants, however, the air does not pass through the mouth; it is

prevented by a complete closure in the mouth at some point /m/ and /n/ are

simple, straightforward consonant with distributions like those of the plosives.

There is in fact little to describe. However , /ŋ/ is a different matter. It is a sound

that gives considerable problems to foreign learners, and one that is so unusual in

its phonological aspect that some people argue that it is not one of the phonemes

of english at all. 18

e. Approximant

Approximant are formed when two articulators are brought together, so that air

passes through the vocal through the vocal tract without generating any fricttion

17

Ibid., p.47 18

Ibid., p.56

22

noise, and the velum is raised, sealing off the nasal cavities. In English, the

approximant at the systematic level are /j/, /w/, /r/, /l/. 19

f. Glottal

There is one sound that is produced without the active use of the tongue and other

parts of the mouth. It is the sound /h/ which occurs at the beginning of „have‟ and

„house‟ and, for most speaker, as the first sound in who and whose . this sound

usually described as a voiceless glotal. The„glottis‟ is the space between the

vocalcords in the larynx. When glottis is open, as in the production of other

voiceless sounds, and there is no manipulation of the air passing out of the mouth.

20

F. Voice and Voiceless

In articulatory phonemes, we investigate how speech sounds are produced using

fairly complex oral equipment we have. We start with the air pushed out by lungs up

through the trachea (the windwipe) to the larynx are your vocal cords which take into

two basic position :

1. Voiceless,when the vocal cords are spread apart, the air from the lungs passes

between them unimpeded

2. Voiced, when the vocal cords are drawn together, the air from the lungs

repeatedly pushes them apart as it passes trough, creating vibration.

19

Ibid .,p.61 20

Ibid.,p.58

23

G. Madurese Language

Madura Island is part of the province of East Java. The Madurese are the third largest

ethnic population in Indonesia.21

Almost, 3.5 millions madurese people lives on

Madura island, is meaning that there sizable population of madurese-speaking people

living in East Java and other areas of Indonesia. Five regencies divide

MaduraIsland;they are Sumenep, Pamekasan, Sampang, and Bangkalan and Kangean.

Madureseis the language of the Indonesia province of east java at the north of east

java. It is a dialect cluster with four main dialects. Firstly, Sumenep is the regency,

which has the most polite. Sumenep society frequently uses Enggi/Bunten level of

speech. The second regency is Pamekasan, which is the central regency of Madura.

Thirdly, Sampang regency has less polite language compared to the other regencies.

Bangkalan, is well known as the regency which has the most rude speech level.

In general, there are two speech levels in madurese language. First is Enja’/Iya[ənjəor

Iyə] used by madurese society among friends, relatives, and the older people to the

younger ones. It is consider to the low level. This level of speech is also used in the

daily communication. The second speech level of madurese language is

Enggi/Bunten[æŋghi/bhuntên] used by young people to the elder ones, students to

their teacher, and a nephew to his uncle. This is a kind of high level of speech in

madurese language and considered as the more polite one.

21

(Badan Pusat Statistik, 2000)

24

1. Madurese Phoneme

a. Consonant

Madurese consonant has 23 consonant phonemene with fairly distribution.

There are voiceless bilabial, dental alveolar, retroflex, palatal, velar, glottal.

The following chart gives the consonant phonemes 22

Table 2

Madurese Consonant

Labial Dental

alveolar

Retroflex Palatal Velar Glottal

Stop :

Voiceless p t c k ʔ

Vl

Aspirated

ph

th

ch

kh

Voiced b d ʄ g

Nasal m n ƞ ɲ

Fricative (f) s (h)

Liquid l,r

Glide (w) j (w)

In English, also have voiceless aspirated but generally only voiceless that

explain in consonants chart. Voiceless aspiration occurs when the vocal cords

remain open after a consonant. But in other language lexical system Aspirated

consonants are not always followed by vowels or other voice sounds. Like in

madurese consonants, voiceless aspirated follow by phoneme /h/.

22

Davies D. William, A Grammar of Madurese, (Walter de Gruyter GmbH & Co. KG : Germany,

2010) p. 12

25

Table 3

Phonetic Transcription of Madurese Consonant

Consonant Phoneme Words Phonetic Transcription

/p/ Paman [paman] „uncle‟

/ph/

Phurus [phurus] „dog‟

/b/ thibiʔ [thibi‟] „alone‟

/m/ maɛn [maen]‟play‟

/f/ foto [foto] „photograph‟

/w/ wɔrəl [Wourtol] „carrot‟

/t/ tanaƞ [tanan]‟hand‟

/th/ t

hisa [thisa] „town‟

/d/ dibɤsa [dibasa]„mature‟

/n/ kakan [kakan] „makan‟

/s/ maskɛ [maske] „although‟

/l/ alas [alas] „forest‟

/r/ sɔra [Sourat] „letter‟

/c/ cɔkp [Coukp] „handsome‟

/ch/ C

hukɔ? [chukok] „fish‟

/ ʄ/ parcaʄɤ [parcaje] „believe‟

/j/ tamɔj [tamoj] „guest‟

/k kɔṭak [Koutak] „box‟

/kh/ kɤbɤj [kabaj] „make‟

/g/ gɤji [gaeji] „salary‟

/ɲ/ ɲamang [Naman] „delicious‟

/ʔ/ Anaʔ [Anak] „child‟

/h/ hɔtɛl [houtel] „hotel‟

/ ƞ/ sənnəƞ [seneng] „happy‟

26

b. Vowel

Madurese lexical items have twelve vowels inventory given in the

following chart:

Table 4

Table of Madurese Vowel

Front Central Back

High i (ɪ) ᵻ u (ʊ)

ɤ

Mid e,ɛ ə o, ɔ

Low a

Table 5

Phonetic Transcription of Madurese Vowel

Vowel

Phonemes

Words Phonetic

Transcription

/ɪ/ bntaᶇ [bintang] „star‟

/ɤ/ bɤca [bukca] „read‟

/ʊ/ Khʊttɛ [khutte] „uncle‟

/ɛ/ saktɛ [sakte] „magic power‟

/ə/ ənnəm [ennem‟] „six‟

/ɔ/ cɔkɔp [cokop] „enough‟

/e/ reja [reja] „that‟

/ɨ/ bɨlli [bili] „buy‟

/a/ aɛᶇ [aeng] „water‟

/o/ polɛ [pole] „again‟

/u/ Khunʊɔᶇ [khunung] „mountain‟

27

According to Stevens (1968), [ɪ] and[ʊ] result from a rule that lowers [i] and

[u] in closed syllables. [e] and [o] are the output of a rule that raises [ɛ] and

[ɔ]. [ɨ] and [ɤ] result from the vowel harmony process.23

It means in some

madurese vowel are harmony that paired with other phonemes. Vowel

harmony is contained in thesystem of paired alternating vowels that

characterize the vast majority of lexical items. 24

Stevens also estimates that 95% of all madurese words make use ofthese

alternating vowels. Each pair consists of a high vowel and a non-high vowel

that match in backless and whose distribution the phonological environment

in which it occurs determines. The pairs are given below:

(Alternating Vowel)

/ɛ/ - /i/

/ɔ/ - /u/

/a/ - /ɤ/

/ə/ - /ɨ/

From the explanation above, like an English, the madurese phonological

systems also are very complex and has unique patterns, with their

characteristics make madurese become interesting to analyzes especially in

phonological aspect.

23

Stevens, Alan M, Madurese Phonology and Morphology,(New Haven: American Oriental

Society,1968),p. 24

Davis D, William, Op.Cit.,p.29-30

28

H. Concept of English mastery and Pronunciation

English mastery becomes one of the requirements for people to learn a language. In

order to master English as a foreign language, people should master some of English

skill. Pronunciation is part of one of English skill, pronunciation is the production of

speech sounds for communication. In this case, pronunciation consists of organized

sounds that are produced by the air thet gets through the organ of articulation.

Pronunciation refers to the phonology of the language or the meaningful perception

and production of the sounds of that language and how they impact on the listener.25

It means that, pronunciation is related to phonology, which is to investigates about

meaningful perception and production of the sounds, and these have impact to listener

when speaker said.

Spoken language begins with sound. In order to make oneself intelligible and to

understannd the spoken language, one must have a good working knowledge of the

pronunciation of that language. There are three areas that need to know about the

pronunciation of English, they are: 1. Sound, 2. Stress, 3. Intonation. In this

researcher, the researcher focuses her research in consonant and vowel sounds.

In this research, the researcher will be give information about how madurese students

pronouncing english words.

25

Burns Anne et.al, Clearly Speaking Pronunciation in Action for Teacher, (New South Wales

: Macquaire University Sidney,2003) p.5

CHAPTER III

RESEARCH METHOD

A. Research Design

The method of the research is qualitative research. It is based on the research focus;

to analyze the phonological interferences of Madurese students. In this research, the

researcher used qualitative research. Qualitative research is an approach to the study

of social phenomena; its various genres are naturalistic and interpretative. Some

characteristics of qualitative research are: take place in the natural world, uses

multiple methods that are interactive and humanistic, it is emergent rather than

prefigured and fundamentally interpretative. 1 qualitative research has some purposes

are; describing, and reporting the creation of key concepts, theory generation, and

testing.2

The term naturalistic shows that the research is natural, in the normal situation.

without manipulate the condition, emphasize the natural description. The process of

taken data or phenomena called as "taking of the data naturally". 3

As stated in the problem of the research, the research is conducted to describe

students' phonological interferences in English. The qualitative research will help the

researcher to describe the phonological interference of Madurese students in English

in SMA Al Hikam Bangkalan East Java In the 2017/2018 Academic Year.

1 Catherine Marshall, et al. Designing Qualitative Research,3

rded, (USA: Sage, 1999), p.2-3

2Louis Cohen, et al, Research Methods In Education, 6

thed, (USA and Canada:

Routledge,2007), p.168 3Sugiyono, Metode Penelitian Pendidikan Kualitatif, Kuantitatif dan R & D, (Bandung:

Alfabeta,2006), p. 256

30

B. The Data Sources

According to Sugiyono, the source of data in qualitative research can be resource

person (informant), event (activities), places (location), various photograph object,

recording as well as document and archives. 4 In taking data, the researcher needs

sources to get the available data. Data sources are the subject of the research where

the data can be obtained. Data sources are the important thing in conducting

research. Thus, the data source is the substance where the researcher will get

information is required. Aryet.al argued that in qualitative research, there are two

sources that can be used to get the data. Those are :

1. Primary Source

Sugiyono stated that primary source is the source which can give valuable

information directly. In other words, the primary source is to give prominent

data relate to problems of the research. For the primary source, the researcher

uses the result of interview and questionnaire. In qualitative research, the result

of an interview can be used as the strongest source to get the information.

2. Secondary Source

The secondary source is an additional source to get the data. Given the argued

"secondary data source is the preexisting source that has been collected for

different purposes when conducting research. Here, the secondary source that is

used documents. The document is the students' pronunciation recording. The

recording was used to know the students’ phonological interference in English.

4Ibid p.56

31

C. Research Subject

In this research, the researcher used a purposive sampling technique. According to

Arikunto purposive sampling technique is a sampling technique, which is done

because of limited time and finding.5According to Marguerite et.al, the purposive

sampling technique is a common procedure used in qualitative research that identified

key informants or person who have specific knowledge about the topic. The type of

purposive sampling that a researcher may decide to use depends on the purpose of the

study. 6 It means in this research, the researcher choose the research subject according

to the need and purpose of the research:

Table 6

The Total Number of the Students at the Eleventh Grade of SMA Al Hikam

Bangkalan in the Academic Year of 2017/2018

No Class Gender Number of

Students Male Female

1. XI IPA1 7 32 39

2. XI IPA 2 10 29 39

3. XI IPS 1 10 21 30

4. XI IPS 2 10 23 33

5. XI IPS 3 12 19 31

Total 78 106 184 Source: SMA Al Hikam Bangkalan in the Academic Year of 2017/2018

Purposive sampling technique is different from convincing sampling in that

researcher does not simply study whoever is available but rather use their judgment

select a sample that they believe, based on prior information and provide the data they

5 Arikunto Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, (Yogyakarta: Rineka

Cipta, 2002),p.127 6

Marguerite, et.al, Methods in Educational Research: From Theory to Practice, (San

Francisco: Jassey-Bass, 2006), p.162

32

need. 7 In this research, the researcher chooses the sample based on the criteria. In

this research, the researcher takes one class as a sample of the research and the data

were obtained from the students XI IPS 1 consist of 30 students. The sample were

taken based on the suggestion from Mr. Abdul Djalil, S.S as the English teacher at

SMA Al Hikam Bangkalan. The sample is students who have strong Madurese accent

among all the class in grade XI.

D. Data Collecting Technique

According to Cresswell data collecting technique is a series of interrelated activities

aimed at gathering good information to answer emerging research question. To know

students’ phonological interference in English phonemes such as : /a/, /i/, /u/, /e/, /o/,

/p/, /t/, /k/ ,/b/, /d/, /g/, /m/, /n/, /ᶇ/, /f/, /0/,/s/,/n/,/ʃ/,/v/, /ð/, /z/, /Ʒ/, /w/, /r/, /j/, /l/, /h/,

/tʃ/, /dƷ/.

The researcher uses document of students' pronunciation to get the data. The

document of students' pronunciation was being done by the teacher, the teacher asked

the students to read, the words were given by the teacher. After that, the

pronunciations of the students were recorded. Then, the researcher identifying their

phonological interference in English, which analyzed.

7 R Frankel Jack, et.al, How To Design & Evaluate Research In Education 7

th ( McGraw Hill:

New York, 2009),p.99

33

E. Research Instrument

In this research, the researcher is the main instrument. It deals with the statement

from Bogdan and Biklen, that in qualitative research, the human investigator is the

primary instrument for the gathering of analyzing data.8 The researcher also used a

secondary instrument. The secondary instrument was a document of students,

pronunciation.

F. Credibility and Transferability of the Research

Criteria for evaluating qualitative research focused on how well the researcher had

provided evidence and how well the researcher described and analyzed the evidence

that they had. 9 Transferability refers to the degree to which the result of qualitative

research can be generalized or transferred to other contexts or settings. 10

. Credibility

refers to whether the participants’ perception of setting or events matches up with the

researcher reports. 11

It means that credibility involves establishing that the results of

qualitative research are credible or believable from the perspective of the participants

in the research. There are some techniques that used to improve the credibility and

validity of the findings. Those are :

8 Bogdan, Robert, et al, Qualitative Research in Education: An Introduction to Theory and

Methods, (Boston, MA: Allyn and Bacon,1998), p.77 9Marguerite G. Lodico, Dean T. Sparkling, Katherine H. Voegtle, Method in Education

Research (San Fransisco: Jossey-Bass,2006),p.273 10

Ibid, p.275 11

Ibid

34

1. Prolonged and meaningful participation

The researcher spends enough time in the setting and takes part in meaningful

interactions with the participants.

2. Triangulation of multiple data source

The researcher collects multiple sources of data to ensure that they have a

broad representation of the places and persons studied. The information

provided by these different sources should be compared through triangulation

to corroborate the researcher's conclusions. According to Sugiyono source

triangulation to examine the credibility of the data with the checking of the

data was obtained from many sources. 12

3. Negative case analysis

When negative instances are identified, the researcher should revise the

hypothesis or provide an explanation of why the case does not fit.

4. Participants review or interview transcript

All participants will not share the same perspectives, so transcribed interviews

or summaries of the researcher’s conclusion are sent to participants to review

5. Member checks

The researcher uses member checks for the transcribed interview.

6. Peer debriefed

A colleague who examines the field note

12 Ibid, p.365

35

7. Attention to voice

The researcher takes an emancipate-liberatory framework

8. External Audit

The researcher needs an expert to examine all of the data collected in a research

with the following question in mind :

a. Are the findings grounded in data?

b. Is there a clear connection between each finding and some parts of the

data?

c. Are the themes appropriate to the data?

d. Are all interpretation and conclusion supported by the data

e. Has the researcher biases been well controlled?

There are four steps in the external audit :

a. Pre-entry

In this step, the researcher will choose the expert to audit the data

b. Determining an Audit

In this step, the researcher needs to consult with the expert

c. Formal agreement

in this step the researcher and the expert organize the formal agreement; the

agreement included time implementation, the purpose of audits'

implementation, etc

36

d. Trustworthiness

It is important to step to determine whether the research data credible and

transferable or not. 13

Based on the statement above, the researcher used a triangulation of multiple sources.

It means the aspect of credibility involves checking on whether the researcher's

interpretation of the process in the setting is valid. In this case, there were examiner,

advisors, and co-advisor who have checked the result of the researcher's data.

G. Data Analysis

Data analysis is the process of organizing the data in order to gain regularity of the

pattern and form of the research. The term of interpretation can be defined as the

product of giving meaning on the result of the analytic process. Data analysis was

done with a created understanding of the data after following the certain procedure

final result of the students that can be presented in this study to the readers. 14

It

means we must do data analysis to make the research can be more understanding. In

analyzing the data, the researcher used the four steps suggested by McCarthy as

follows :

13 Moleong J Lexy, Metodologi Penelitian Kualitatif, (Bandung: PT Remaa Rosda Karya,

1991) p.184-186 14

M.Charty, Discourse Analysis for Language Teachers (Cambridge University Press: New

York, 1993) p. 125

37

1. Collecting the data from the result of the students’ pronunciation

The researcher tried to determine the data that collect to be treated, e.g record

the students' pronunciation of English words.

2. Identifying the students’ interference

The researcher has identified the student’s phonological interference in

pronouncing English words.

3. Classifying the types of student’s phonological interference

Then, the researcher classified the student’s phonological interference.

4. Calculating the percentage

After classified the data, the researcher was calculated the student's

phonological interference in pronouncing the words. The students'

phonological interference is calculated by using the formula as follows15

:

Explanation :

P : Percentages

F : the total number of student's phonological interference

N : the total number of English words

15

Sudijono Anas, Pengantar Statistik Pendidikan, (Jakarta: PT Gravindo,2008), p.43

CHAPTER IV

FINDINGS AND DISCUSSION

A. FINDINGS

In this chapters, the researcher presented the data descriptively. This research is an

analysis of phonological interference of madurese students towards English that

related with pronunciation. Futhermore, this research decribes students‟ phonological

interference in pronuncing English word. The subject of this research are 30

Madurese‟s students who study at SMA Al Hikam Burneh Bangkalan. Then, the

researcher got the data from Madurese‟s students pronunciation task, the researcher

asked subjects to pronounce the English words. The researcher was conducted in

SMA Al Hikam Bangkalan East Java on November 1st, 2017 until November 3

rd,

2017. The researcher got the sample using purposive sampling technique to collect

the data, so that the researcher was able to draw a conclusion.

Then, the researcher gave 44 lists of words and asked them to pronounce it

individually. In pronouncing those words, the speakers made various type of

phonological interference. Depending on their accents. After that, the researcher

transcribed the students pronunciation into phonetic transcription. In identifying the

students‟ phonological interference, the researcher was guided by Collins Advanced

Dictionary to make contrast between native‟s pronunciation and speaker‟s

pronunciation. After transcribing student‟s pronunciation, the researcher was

analyzed the factor facilitating of students phonological interference by observing and

39

giving questionnaire with some students who have strong madurese students. In this

research, the researcher found 5 types of phonological interferences including sound

addition, sound omission, sound replacement, combination of sound replacements

and addition, combination sound omission and replacements.

B. DISCUSSION

1. The Types of Students’ Phonological Interference

In generally, there are 3 types of phonological interferences such as Sound addition,

Sound omission and Sound replacements. Thus, the researcher found 5 types of

English phonological interference by madurese students‟, they are sounds addition,

sounds replacements, sounds omission, combination of sounds replacement and

addition, combination of sounds replacements and omission. It means, madurese

students adding 2 categories of phonological interference. In this research, the

researcher grouped every types of phonological interferences in 3 categories such as

vowels, consonants and combination between vowels and consonants.

A. Sound Addittion

In this types, the interference occur is an addition of the sound, this interference from

the rule of English standard. For example : an addition of phoneme /k/, the

pronunciation of word „knife‟ /naɪf/ adding with phoneme /k/ as /knaɪf/. Other

example „know‟ /nouw/. Those pronunciation are inappropriate with the

pronunciation rule in English standard which based on the rule of English standard

phoneme /k/ at the first word, is not pronounced. In this research, the researcher

40

found 9 sounds addition in the phoneme /r/, /ʃ/, /əɪ/, /ɪ/, /k/, /ə/, /ʊ/,/l/. In this research,

the researcher identified 3 kinds of sound addition including sound addition in vowel,

sound addition in consonant, also combination between sound addition in vowel and

coonsonant.

1. Sound Addition in Vowel

The interference occur is an addition of the vowels sound.Vowel have

three categories they are short vowels, long vowels and diphtongs. In

English, there are twelve vowels ; 1 in short vowels : /ɪ/, /ʊ/, /e/, /ə/, /æ/,

/ʌ/,/ɒ/, and in long vowels : /i:/, /u:/, /ᴣ:/, /ᴐ:/, /ɑ:/, and diphtongs is a

combination involving movement from one vowel sound to another.In

English, diphtong consist of eight sounds. Such as /eɪ/ , /ᴐɪ/ , /aɪ/ , /ʊə/,

/eə/ , /əʊ/ , /aʊ/. In vowelsaddition, the researcher found 3 phonemes

including in phoneme /ɪ/, /ə/, /eɪ/. The tables below are including some

words that was pronounced by madurese students.

Table 8

Sound Addition

(Single Vowel)

No. Words Key Answer

Phonetic

Transcription

(Respondent)

Phoneme

Addition

(A1.1) key [ki:] [kəɪ] Adding

phoneme [ə]

(A1.2) bed [bԑd] [bԑɪd] Adding

phoneme [ɪ]

1Kelly Gerald, How to Teach Pronunciation,(Edinburgh : Longman, 2000) p. 2

41

2. Sound Addition in Consonants

The interference occur is an addition of the consonants sound. Consonant

is a speech sound that is articulated with complete or partial closure of the

vocal tract. There are 24 consonant sounds in spoken English. In this

research, the researcher found 5 phonemes including in phonemes /r/, /ʃ/,

/k/, /l/, /y/. The tables below are including some words which have

condonant addition.

Table 9

Sound Addition

(Single Consonant)

No Words Answer Key

Phonetic

Transcription

(Respondent)

Phoneme

Addition

A2.4 Popular [pɒp.jʊ.lə] [pɒp.jʊ.lə r]

Adding

phoneme [r]

A2.5 feel [fi:l] [fill]

Adding

phoneme [l]

3. Sound Addition in Vowels and Consonants

The interference occur is an addition of the consonants sound and vowels

sounds, it happen because the speakers adding vowel sounds and

consonants sounds. In this research, the researcher found only 2

phonemes including in phoneme /əɪ/, and /r/.

42

Table 10

Sound Addition

(Single Consonant and Single Vowel )

No Word Answer Key Phonetic

Transcrition

Phoneme

Addition

A3.7 Arm [a:m] [arəm] [r] + [ə]

B. Sounds Replacements

This type of phonological interference that is marked by the pronunciation changing

of phoneme in English standard . For example phoneme /œ/ in word dad /daœd/

means „ayah‟ change with phoneme /e/ it becomes /ded/. Thus, these replacement

cause of phonological interference because of the pronouncing of word “dad” is

inappropriate with the English standard. From the data analysis, the researcher found

8 sounds replacement in the phoneme /ԑ/, /ʊ/,/ɑ/, /ɪ/, /æ/, /θ/, /g/, /ɪə/. Phoneme /ʃ/ in

word ship /ʃip/ change with phoneme /s/ becomes /sip/, phoneme /iə/ in word near

/niə/ change with phoneme /ei/ become /neir/. Thus, these replacement of

phonological interference because the pronuncing of the word /near/ is inequialent

with Engllish Standard.

1. Sound Replacement in Vowels

The interference occur is a replacement of the vowels sound in English word.

It is happen when the speakers do error and replace the phoneme into vowel

sound. From the data analysis the researcher founds 6 phonemes including

/ԑ/, /ʊ/,/ɑ/, /ɪ/, /æ/,and /ɪə/. The tables below are including some words which

have vowels sound replacements.

43

Table 11

Sound Replacements

(Single Vowel)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Replacements

B1.8 Tight [tɑɪt] [təɪt] Replace

phoneme [ɑ]

become [ə]

B1.12 Away [ə‟weɪ] [ԑwɑɪ] Replace

phoneme [ə]

become[ԑ]

2. Sound Replacements in Consonants

The interference occur is a replacement of the consonants sound in English

word. It is happen when the speakers do error and replace the phoneme into

consonants sound. From the data analysis the researcher founds 4 phonemes

including /θ/, /g/, /ʃ/, /k/. The tables below are including some words which

have consonant sound replacements.

Table 12.

Sound Replacements

(Single Consonant)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Replacements

B2.15 Think [θiŋ] [diŋ] Replace

phoneme

[θ]become [d]

3. Sound Replacements in Vowels and Consonants

The interference occur is a replacement of the vowel and consonants sound in

English word. It is happen when the speakers do error and replace the

phoneme into vowel and consonants sound. From the data analysis the

44

researcher only founds phonemes including /θ/, /g/, /ʃ/, /k/. The tables below

are including some words which have consonant sound replacements.

Table 13.

Sound Replacements

(single consonant and double vowel)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Replacements

B3.18 Right [rɑɪt] [reɪl] Replace

phoneme [ɑɪ] [t]

become [eɪ] [l]

C. Sounds Omission

This type of phonological interference that is marked by the omission of

phoneme in English standard. For example : the pronunciation of word weight

/weɪt/ omit the phoneme /ɪ/ it becomes /wet/. In this research, the researcher

found 5 phonemes /r/, /ʃ/, /ʊ/, /j/, /ɪ/. Phoneme /j/ in word pure /pjʊə/ omit the

phoneme /j/ it becomes /pʊe/.

1. Sound Omission in Vowel

The interference occur is an omission of the vowels sound in English

word. It is happen when the speakers do error and omit the phoneme

From the data analysis the researcher founds 2 phonemes including /ɪ/,

and /ə/. The tables below are including some words which have vowels

omission sounds.

45

Table 14.

Sound Omission

(Vowel)

No Words Answer Key

Phonetic

Transcription

Phoneme

Omission

C1.19 Out [aʊt] [ɒt]] Omitted

phoneme [ʊ]

2. Sound Omission in Consonants

The interference occur is omission phonemes in English word. It is

happen when the speakers do error and omit the phoneme From the data

analysis the researcher founds 1 phoneme including /ʃ/. The tables

below are including some words which have consonants omission

sounds.

Table 15.

Sound Omission

(Consonant)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Omission

C2.20 Church [tʃʒtʃ] [tʃərt] Omitted

phoneme [ʃ]

3. Sound Omission in Vowel and Consonants

The interference occur is omission phonemes in English word. It is

happen when the speakers do error and omit the phoneme From the data

analysis the researcher founds phoneme including /ɪ/,/ə./ and /r/. The

tables below are including some words which have vowel and

consonants omission sounds.

46

Table 16.

Sound Omission

(Single Vowel and Single Consonant)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Omission

B3.17 Right [rɑɪt] [rik] Omitted

phoneme [ɑ]

and [t]

D. Combination of sound replacement and addition

In this types, the interference that occur is combination of sound replacement and

addition. In this research, the researcher found combination sound replacement and

addition in the word key /kɪ:/ replace and adding with phoneme /əy/ as /key/.

1. Sound Replacements and Addition in Vowels

The interference occur is a combination between replacements and addition

sounds of the vowels in English word. It is happen when the speakers do

error and also make combinationwith the phoneme. From the data analysis

the researcher founds 4 phonemes including /æ/, and /ə/. The tables below

are including some words which have vowels combination sounds.

Table 17.

Combination sounds replacement and addition

(single vowel)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Combination

D1.23 Anger [‟æŋgə] [ənjəi:r] Replace

phoneme [æ]

become [ə]

adding [ɪ]

D1.24 Know [nəʊ] [nɒʊw] Replace

47

phoneme [ə]

become [ɒ]

adding [w]

2. Sound Replacements and Addition in Consonants

The interference occur is a combination between replacements and addition

sounds of the consonants in English word. It is happen when the speakers do

error and also make combination with the phoneme. From the data analysis

the researcher founds 4 phonemes including /æ/, and /ə/. The tables below

are including some words which have consonants combination sounds.

Table 18.

Combination sounds

( Single Consonant )

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Combination

D2.15 Anger [‟æŋgə] [ənjə:r] Replace

phoneme [ŋ]

[g] become [n]

[j] and adding

[r]

E. Combination of sound replacement and Omission

In this type, the interference that occur is combination of sound replacement and

omission. In this research, the researcher found combination sound replacement and

omission in the word church /tʃᴈtʃ/ replace and omit the phoneme /ɪ/, and /r/ become

/chirt/.

48

1. Sound Replacements and Omission in Vowels and Consonants

The interference occur is a combination between replacements and

ommiting sounds of the vowels in English word. It is happen when the

speakers do error and also make combination with the phoneme. From the

data analysis the researcher founds 5 phonemes including /ʊ/, /ɪ/, /t/, /l/, /z/.

The tables below are including some words which have vowels combination

sounds.

Table 19.

Combination Sounds Replacement and Omission

(single voweldan double consonant)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Combination

E1.26 Out [aʊt] [ɒl] omit phoneme

[ʊ] and replace

phoneme [t]

become

phoneme [l]

E1.27 Roses [‟rəʊzɪz] [rɒs] Replace

phoneme

[ə][ʊ] become

[ɒ][s]

omit phonemes

[ɪ] and [z]

2. Sound Replacements and Omission in Consonant

The interference occur is a combination between replacements and

ommiting sounds of the consonats in English word. It is happen when the

speakers do error and also make combination with the phoneme. From the

data analysis the researcher founds 1 phoneme including /z/ The tables

49

below are including some words which have consonants combination

sounds.

Table 20.

Combination sound Replacements and Omission

(Single Consonants)

No Words

Answer

Key

Phonetic

Transcription

Phoneme

Combination

E2.28 Church [tʃᴈtʃ] [chirt] Replace

phoneme [tʃ]

become [ch]

and omit

phoneme [ʃ]

50

2. The Percentage of Students Phonological Interference

Based on the result of the research, the researcher founds that from those 1320

phonetics transcription,the total numbers of students‟ phonological interference are

699 with the proportions, 174 sound addition it means 13,18 %, 329 sounds

replacements it means 24,92 %, 111 sounds omission it means 8,40 %, 61

combination of sounds replacements and addition it means 4,62 %, 24 combination of

sounds replacements and omission it means 1,81 %.

Based on the result of the research above, the highest phonological interference

frequency made by the students is sound replacements. The following table is the

frequency of the students‟ phonological interference based on the pronunciation task.

Table 14.

The Percentage of Students’ Phonological Interference

Kinds of Phonological

Interference

Frequency Percentage

Sounds Addition 174 13,18 %

Sounds Replacements 329 24,92 %

Sounds Omission 111 8,40 %

Combination of sounds

Replacements and

Additions

61 4,62 %

Combination of sounds

Replacements and

Omission

24 1,81 %

Total 699 52,93 %

From the table above, we can conclude 52,93 % of madurese students at SMA Al

Hikam Bangkalan are makes phonological interference in English.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The researcher makes some conclusion as follows :

1. There are 5 types of students’ phonological interference found in Eleventh Grade

of SMA Al Hikam Bangkalan East Java, The types are :

a. Sound Addition, in this type occurs some kinds of addition such as addition on

Single Vowel, addition on single consonants, addition on single consonants

and single vowel. The most frequents in addition happens on Single

consonants.

b. Sound Replacements, in sound replacements occurs some kinds of

replacements, such as single vowel, single consonants, single consonant dan

double vowel, the most frequents in replacements happen on Single Vowel. It

is happen because madurese use alternating vowel.

c. Sound Omission, in this type occurs some kind of omission, such as single

vowel, double consonant, and single vowel and single consonants.

d. Combination Sound Replacement and Addition, in this type occurs 2 kinds of

RA such as single Vowel and consonant, single consonant.

e. Combination Sound Replacements and Omission, in this type occurs 2 kinds

of RO such as Single Consonants, Single Vowel and double Consonants

52

2. There are 344 phonological interference items with the proportion :

a. Sound addition are 174 words (13,18 %) occur on phonemes / r/, /ʃ/, /ɪ/, /k/,

/ə/, /ʊ/, /y/,/l/

b. Sound replacement are 329 words (24,92 %) occur on phonemes /ԑ/, /ʊ/,/ɑ/,

/ɪ/, /æ/, /θ/, /g/, /ɪə/

c. Sound omission are 111 words (8,40 %) occur on phonemes /r/, /ʃ/, /ʊ/, /j/, /ɪ/.

d. Combination of sound replacement and addition are 61 words (4,62 %)

e. Combination of sound replacements and omission are 24 words (1,81 %).

B. Suggestion

The result of the analysis of this research shows that madurese’s students at Eleventh

grade of SMA Al Hikam Bangkalan East Java made errors in pronuncing English

although any some students who did not make errors. Based on the result of this

research, the researcher would like to give some suggestion which hopefully will give

valuable and useful contribution to the teacher and Madurese people in using English.

From the conclusion above, the researcher would like to give some suggestions :

1. Suggestion for the Teacher

a. The teacher had better give more and motivation to their students to practice

their English and give more chances to the students to practice.

b. The taecher must gives more drills and practice to the students’ in pronuncing

English based on IPA (International Phonetic Alphabet).

53

2. Suggestion for the Students

a. The students must has good self-awareness in motivation themselves to

pronounce English words correctly. Such as : by reading an English book,

novel or magazine, listening English songs, watching english movies. It

might be helpful to improve their english pronunciation.

b. The students must be serious in learning process, especially in learning

English.

3. Suggestion for the other researcher

a. For further research, the researchers should try to find out the students’

madurese phonological interference.

b. For further research, the researcher should have to conduct this research in

analyzing students’ phonological interference of madurese toward English.

Appendix 1

LIST OF RESPONDENTS

1. A T

2. A P S

3. B F

4. Fi Sa

5. I U

6. I F

7. Kha Ra

8. Mai

9. Male

10. MutMa

11. Mul

12. Nafi

13. Nu Ja

14. Nu Ku

15. Qur Hik

16. R N HS

17. Ro

18. Rou

19. Ron

20. S PZ

21. Sul

22. Sri Ul

23. Sya fatus Sho

24. Syafir

25. Ulfa Ag

26. U E H

27. V W

28. W S D

29. Y L

30. Y C D

Appendix 2

THE INSTRUMENT

Phonological Interference Of Madurese Toward English at The Eleventh Students

of SMA Al Hikam Bangkalan East Java In The Academic Year of 2017/2018

Instruction : - Read the following words

1. Popular

2. Bother

3. Tight

4. Did

5. Key

6. Girl

7. Church

8. Fat

9. View

10. Thing

11. Other

12. Soon

13. Roses

14. Ship

15. Vision

16. Whole

17. More

18. Know

19. Anger

20. Feel

21. Right

22. Beautiful

23. Queen

24. Different

25. Luck

26. Arm

27. Black

28. Bed

29. Away

30. Learn

31. Hit

32. See

33. Hot

34. Call

35. Put

36. Blue

37. Eye

38. Out

39. Say

40. Home

41. Hall

42. Join

43. Near

44. Pure

Appendix 3

Pronunciation Test

Read aloud the following words below :

1. Popular

2. Bother

3. Tight

4. Did

5. Key

6. Girl

7. Church

8. Fat

9. View

10. Thing

11. Other

12. Soon

13. Roses

14. Ship

15. Vision

16. Whole

17. More

18. Know

19. Anger

20. Feel

21. Right

22. Beautiful

23. Queen

24. Different

25. Luck

26. Arm

27. Black

28. Bed

29. Impossible

30. Learn

31. Hit

32. See

33. Hot

34. Call

35. Put

36. Blue

37. Eye

38. Out

39. Say

40. Home

41. Hall

42. Join

43. Near

44. Pure

Appendix 4

Phonetic Transcription

1. Popular [pɒp.jʊ.lə r]

2. Bother [bɒðə]

3. Tight [tɑɪt]

4. Did [dɪd]

5. Key [ki:]

6. Girl [gʒl]

7. Church [tʃʒtʃ]

8. Fat [fæt]

9. View [vju:]

10. Thing [θɪŋ]

11. Other [’ʌðə]

12. Soon [su:n]

13. Roses [’rəʊzIz]

14. Ship [ʃɪp]

15. Vision [’vɪʒ(ə)n]

16. Whole [həʊl]

17. More [mɔ:]

18. Know [nəʊ]

19. Anger [’æŋgə]

20. Feel [fi:l]

21. Right [rɑɪt]

22. Beautiful [’bju:tɪfʊl]

23. Queen [kwi:n]

24. Different [’dɪfərənt]

25. Luck [lʌk]

26. Arm [ɑ:m]

27. Black [blæk

28. Bed [bƐd]

29. Away [ə’weɪ]

30. Learn [lᴈ:n]

31. Hit [hɪt]

32. See [si:]

33. Hot [hɒt]

34. Call [kɔ:l]

35. Put [pʊt]

36. Blue [blu:]

37. Eye [aɪ]

38. Out [aʊt]

39. Say [seɪ]

40. Home [həʊm]

41. Hall [hɔ:l ]

42. Join [dʒɒɪn]

43. Near [nɪə]

44. Pure [pjʊə]

Appendix 5

THE RESULT OF

STUDENTS

PRONUNCIATION

Appendix 5.1

RESULT OF PRONUNCIATION TEST

(Sound Addition)

No Student Number S

U

M 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 0 11

2 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 3

3 1 0 0 0 0 0 0 0 0 0 1 1 1 0 0 4

4 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1

5 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1 10

6 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 3

7 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 2

8 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1

9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 3

12 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 2

13 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 4

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

16 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 1 1 1 1 1 1 0 0 0 1 0 0 0 0 7

19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

20 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 2

21 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

22 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

23 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

25 0 1 0 0 0 0 0 0 0 1 0 1 1 1 1 6

26 0 0 0 0 1 0 0 0 0 1 1 1 0 0 0 4

27 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28 0 1 0 0 0 0 1 0 0 0 1 1 0 1 0 5

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 2

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

34 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

35 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 2

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

38 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

39 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1

40 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

41 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 1 0 0 0 0 0 1 0 0 0 1 0 0 0 1 4

44 1 0 0 0 1 0 1 0 0 1 1 0 0 0 1 5

No Student Number SUM

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 1 0 0 0 0 1 0 1 0 0 0 1 0 0 0 3

2 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 12

3 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 1 1 1 0 0 0 0 0 0 0 0 1 0 0 0 4

6 1 1 1 0 0 1 0 1 0 0 0 0 1 1 0 7

7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 2

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2

13 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

16 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

17 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

18 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 7

19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

25 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 3

26 1 0 0 0 1 0 0 0 0 0 0 1 1 0 0 4

27 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 2

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

38 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

39 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 0 1 1 1 1 1 0 0 1 0 0 0 1 7

44 0 0 0 0 1 0 1 0 0 0 1 0 1 0 1 5

Appendix 5.2

RESULT OF PRONUNCIATION TEST

(Sound Omission)

No Student Number S

U

M 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

7 0 1 0 1 1 0 1 0 0 0 0 0 1 0 1 5

8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

13 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 5

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 1 1 0 0 1 0 0 0 0 1 1 1 1 7

16 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

24 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

26 1 0 0 0 1 0 1 0 0 1 1 1 0 1 1 8

27 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 1 0 1 1 1 1 0 0 0 1 1 1 1 1 0 10

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

38 1 0 1 1 1 0 1 0 0 1 0 0 1 1 1 9

39 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 2

44 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 4

No Student Number SUM

16 17 18 19 20 21 22 23 24 25 26 27 28 28 30

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

7 0 1 0 1 1 0 1 0 0 0 0 0 1 0 1 5

8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

13 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 5

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 1 1 0 0 1 0 0 0 0 1 1 1 1 7

16 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

24 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

26 1 0 0 0 1 0 1 0 0 1 1 1 0 1 1 8

27 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 1 0 1 1 1 1 0 0 0 1 1 1 1 1 0 10

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

38 1 0 1 1 1 0 1 0 0 1 0 0 1 1 1 9

39 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 2

44 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 4

Appendix 5.3

RESULT OF PRONUNCIATION TEST

(Sound Replacement)

No Student Number S

U

M 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0 1 0 0 1 0 0 0 0 0 0 0 0 1 0 2

3 1 1 1 1 0 1 1 0 0 0 0 0 0 1 0 7

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 2

6 0 0 1 0 1 0 1 0 0 1 0 0 1 1 1 7

7 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1

8 1 1 1 1 1 0 1 0 1 1 0 0 0 1 0 9

9 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 3

10 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 12

11 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 3

12 0 0 0 0 0 1 0 1 0 0 0 1 0 0 1 4

13 1 1 1 0 0 0 0 0 0 0 1 0 1 0 0 5

14 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1

15 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 2

16 0 1 1 0 1 0 1 0 0 0 1 1 1 1 1 9

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2

19 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 13

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 1 1 0 0 1 0 0 0 1 0 1 0 0 5

22 1 0 1 1 1 1 1 0 0 0 1 0 1 0 1 8

23 0 0 0 0 1 0 0 0 0 1 0 0 0 1 0 3

24 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

25 0 1 0 1 1 1 1 0 0 0 0 0 1 0 0 5

26 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1

27 1 1 0 0 1 0 0 0 0 0 1 0 0 0 0 4

28 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

29 0 1 0 0 1 0 1 0 0 1 1 1 0 1 1 10

30 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 1 1 0 0 1 0 0 0 0 1 1 1 1 0 0 7

35 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 0 0 0 0 1 0 0 0 0 1 1 0 0 1 4

38 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

39 0 1 0 0 0 0 0 0 0 0 1 0 1 0 1 4

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 1 0 0 0 1 1 0 0 0 1 0 0 0 0 0 4

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 1 1 1 1 1 0 0 1 1 0 0 0 0 7

44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

No Student Number SUM

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0 1 0 0 1 0 0 0 0 0 0 0 0 1 0 2

3 1 1 1 1 0 1 1 0 0 0 0 0 0 1 0 7

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 2

6 0 0 1 0 1 0 1 0 0 1 0 0 1 1 1 7

7 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1

8 1 1 1 1 1 0 1 0 1 1 0 0 0 1 0 9

9 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 3

10 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 12

11 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 3

12 0 0 0 0 0 1 0 1 0 0 0 1 0 0 1 4

13 1 1 1 0 0 0 0 0 0 0 1 0 1 0 0 5

14 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1

15 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 2

16 0 1 1 0 1 0 1 0 0 0 1 1 1 1 1 9

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 2

19 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 13

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 1 1 0 0 1 0 0 0 1 0 1 0 0 5

22 1 0 1 1 1 1 1 0 0 0 1 0 1 0 1 8

23 0 0 0 0 1 0 0 0 0 1 0 0 0 1 0 3

24 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

25 0 1 0 1 1 1 1 0 0 0 0 0 1 0 0 5

26 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1

27 1 1 0 0 1 0 0 0 0 0 1 0 0 0 0 4

28 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

29 0 1 0 0 1 0 1 0 0 1 1 1 0 1 1 10

30 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 1 1 0 0 1 0 0 0 0 1 1 1 1 0 0 7

35 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 0 0 0 0 1 0 0 0 0 1 1 0 0 1 4

38 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

39 0 1 0 0 0 0 0 0 0 0 1 0 1 0 1 4

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 1 0 0 0 1 1 0 0 0 1 0 0 0 0 0 4

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 1 1 1 1 1 0 0 1 1 0 0 0 0 7

44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Appendix 5

RESULT OF PRONUNCIATION TEST

(Combination of Sound Replacement and Addition)

No Student Number S

U

M

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 2

2 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 3

3 0 0 1 0 0 0 0 0 0 0 1 0 0 0 1 3

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

6 0 1 1 1 0 1 0 0 0 1 1 0 0 0 1 7

7 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 2

8 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

16 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

19 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 1 1 1 1 1 1 1 0 0 1 1 0 1 0 0 11

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

26 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

27 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1

28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 3

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

38 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1

39 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 3

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

No Student Number S

U

M 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 2

2 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 3

3 0 0 1 0 0 0 0 0 0 0 1 0 0 0 1 3

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

6 0 1 1 1 0 1 0 0 0 1 1 0 0 0 1 7

7 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 2

8 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 2

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

16 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

19 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 1 1 1 1 1 1 1 0 0 1 1 0 1 0 0 11

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1

24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

26 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

27 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1

28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 3

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

38 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1

39 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 3

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Appendix 5.5

RESULT OF PRONUNCIATION TEST

(Combination of Sound Replacement and Omission)

No Student Number S

U

M

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

6 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 3

7 1 0 1 0 1 0 0 0 0 1 0 1 0 1 0 6

8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

13 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 2

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

16 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1

19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 3

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

26 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

27 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

38 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 2

39 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1

44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

No Student Number S

U

M

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1

3 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1

4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

6 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 3

7 1 0 1 0 1 0 0 0 0 1 0 1 0 1 0 6

8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

11 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

13 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 2

14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

16 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

17 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

18 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1

19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

21 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 3

22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

23 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

24 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

25 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

26 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

27 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

29 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

30 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1

31 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

32 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

34 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1

35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

38 0 0 0 1 0 0 1 0 0 0 0 0 0 0 0 2

39 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

40 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

41 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

42 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

43 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1

44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Appendix 5.6

DATA RECAPITULATION

Students’ Number Total of students’ Utterances

Interference Accuracy

1 24 20

2 30 14

3 22 22

4 22 22

5 29 15

6 23 21

7 25 19

8 8 26

9 13 31

10 21 23

11 20 24

12 18 26

13 23 21

14 24 20

15 20 24

16 23 21

17 22 22

18 22 22

19 26 18

20 19 25

21 20 24

22 18 26

23 23 21

24 24 20

25 23 21

26 19 25

27 25 19

28 26 18

29 24 20

30 23 21

Total 699 621

Percentage of students’utterances :

a. Accuracy =

b. Interference =

Appendix 5.7

DATA CLASSIFICATION OF STUDENTS’ PHONOLOGICAL INTERFERENCE

No.

The Types of

students’

interferences Key Answer

(IPA)

Phonetic

Transcription

(respondents)

Phoneme

(A/

R/O/RO/RA)

The Types of

Phonological

Interferences A1.

Single Vowel

1 Key [ki:] [kei] [e]

Sou

nd

Ad

ditio

n

(A)

2 Bed [bƐd] [beɪd] [i]

A2. Single Consonant

3 Near [nɪə] [nəɪr] [r]

4 Popular [pɒp.jʊ.lə] [pɒp.jʊ.lə r] [r]

5 Feel [fi:l] [fi:ll] [l]

6 Put [pʊt] [puts] [s]

A3. Single consonant +

Single vowel

7 Arm [a:m] [arəm] [r] + [ə]

B1. Single Vowel

Sou

nd

Rep

lacem

en

t

(R)

8 Tight [tɑɪt] [təɪt] [ɑ] to [ə]

9 Fat [fæt] [fɑt] [æ] to [ɑ]

10 Soon [su:n] [sʌn] [u] to [ʌ]

11 Near [nɪə] [neɪr] [ɪə] to [eɪ]

12 Away [ə’weɪ] [ə’wɑi] [e] to [ɑ]

13 Put [pʊt] [pʌt] [u] to [ʌ]

14 Other [’ʌðə] [oðer] [ʌ] to [o]

B2. Single Consonant

15 Thing [θɪŋ] [dɪŋ] [θ] to [d]

16 Pure [pjʊə] [pyur] [j] to [y]

B3 Single Vowel dan

Double Consonant

17 Girl [gᴈl] [girs] [ᴈ]-[ɪ]

[l]-[r],[s]

18 Right [rɑɪt] [reikh] [ɑ] – [ei]

[t] – [k], [h]

C1 Single Vowel

Sou

nd

Om

ission

(O)

19 Out [aʊt] [ot] [ʊ]

C2 Double Consonant

20 Church [tʃʒtʃ] [ tʃʒrt] [ʃ]

C3 Single Vowel and

Single Consonant

21 Near [nɪə] [ne] [i] and [r]

D1

Single Vowel and

Single Consonant

Combination

of Sound

Replacement

and addition

(RA)

22 Whole [həʊl] [hɒull]

Replace

phoneme [ə]

become [ɒ] and

adding

phoneme [u]

23 Anger [’æŋgə] [ənjəi:r] Replace

phoneme [æ]

become [ə]

adding [r]

24 Know [nəʊ] [ kenɑʊ] Replace

phoneme [ə]

become [ɑ]

Adding

phoneme [k]

D2 Single Consonant

25 Anger [’æŋgə] [ənjə:r] Replace

phoneme [ŋ]

[g] become [n]

[j] and adding

[r]

E1 Single Vowel and

Double Consonant

Combination

of Sound

Replacement

and Omission

(RO)

26 Out [aʊt] [ɒl] omit phoneme

[ʊ] and replace

phoneme [t]

become

phoneme [l]

27 Roses [’rəʊzɪz] [rɒs] Replace

phoneme [ə]

[ʊ] become

[ɒ] [s] omit phonemes

[ɪ] and [z]

E2 Single Consonant

28 Church [tʃᴈtʃ] [chirt] Replace

phoneme [tʃ]

become [ch]

and omit

phoneme [ʃ]

Sample

Number of

Students

Kinds of Phonological Interference

∑ Phonological

Interference Percentage

Addition Omission Replacement

Combination

of replacements

and Addition

Combination

of replacement

and Omission

1 5 8 12 5 1 31 70,45 %

2 11 3 11 5 1 31 70,45%

3 5 5 10 2 1 23 52,27 %

4 2 5 10 1 1 20 45,45 %

5 7 4 14 0 2 27 61,36 %

6 4 6 12 0 0 18 40,90 %

7 5 6 10 1 0 18 40,90 %

8 3 1 1 0 0 5 11,36 %

9 3 3 4 2 0 12 27,27 %

10 5 2 8 3 2 20 45,45 %

11 10 2 9 4 0 25 56,81 %

12 4 3 10 1 1 20 45,45 %

13 7 4 10 2 1 24 54,54 %

14 9 4 11 1 3 28 63,63 %

15 2 4 14 1 1 22 50,00 %

16 5 1 13 2 0 21 47,72 %

17 6 1 9 2 1 19 43,18 %

18 7 3 11 2 2 25 56,81 %

19 5 2 11 2 1 21 47,72 %

20 7 3 15 1 1 27 61,36 %

21 5 3 14 1 0 23 52,27 %

22 4 2 15 1 1 23 52,27 %

23 5 3 13 2 1 24 54,54 %

24 9 1 11 1 0 22 50,00 %

25 7 3 11 2 0 23 52,27 %

26 6 2 10 1 0 19 43,18 %

27 7 4 14 1 1 27 61,36 %

28 8 4 12 3 1 26 59,09 %

Percentage of the students’ Phonological Interference :

a. Sound Addition =

13,18 %

b. Sound Omission =

8,40 %

c. Sound Replacements =

24,92 %

d. Combination of sound replacement and addition =

4,62 %

e. Combination of sound =

1,81 %

Total of percentage’ students Phonological Interference : = 52,93 %

29 5 4 14 3 1 25 56,81 %

30 6 5 10 2 0 23 52,27 %

Total 174 111 329 61 24 699

Appendix 7

STUDENTS’

PRONUNCIATIONS