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IVTT\RIA
TI{E DEGREE A PROJECT PAPER SUBMITTED IN PARTIAL FTILFILMENT FOR oF B.Ed (TESL)
2042
LATIHAN II}4IAH INI DIKEMIIKAKAN UNTUK MEMENUHI SEBAHAGIAN DARIPADA SYARAT MEMPEROLEH IJ AZNISARIA}IA MUDA PENDIDIKA}i
DENGAN KEPUJIAN DALAM PENGAJARAhI BAI{ASA INGGERIS SEBAGAI BATIASA KEDUA
FAKULTI PENDIDIKAN
UNTVERSM KEBANGSAAN MALAYSIA
BANGI
ACKNOWLEDGEMENTS In the name of Allah, the Most Gracious and the Most Merciful, Peace be upon the Holy Prophet, Muhammad s.a.w.
First of all, I would like to express my heartfelt gratitude to my supervisor, Mr. Haziili Abd. Hamid for his guidance and assistance that enable me to finish this project paper. I would also like to thank my lecturer Ms Joanne V. Rajadurai, for the valuable knowledge of phonetics and phonology and Dr. Aziz Idris (FPB) for sharing his knowledge on the contrastive analysis and error analysis.
A bouquet of thanks and love to my parents, Pakir Mohamed Latiff and Kulsom Bibi Abdul Mohamed, my elder sister (Zuraida), my younger brother (Mohd. Faizal), my grandma (Habeba Bramsah), my brother in-law (Ahmad Sophian Ali), my nephew (Amirul Irfan) and all of my family members for their never ending support for me to finish my project paper.
special thanks goes to my best friends and sisters, Kak Ida (Suhaida Muhamed Shafii), and also Ms Yate ( Rohayate Rahmat). I really appreciate their advice and motivation in the really needed time.
My
Finally, a heartfelt thank you to all my TESL 10 friends and those whom I have interviewed. I appreciate your comments and criticism on the work I have done.
v1
ABSTRACT
This study aims to describe the phonological features of Kelantanese students, pronunciation of English consonants. It is an attempt to find the similarities and
differences between the Kelantanese students' pronunciation, those who have lea:nt phonetics and phonology, and those who have not To elicit data for this
of rESL
10
students in their third year and another three students from a course not related to
linguistics. They will be interviewed on specific themes and recorded in order to analyse their realization of specific phonemes. This papff will concentrate on four
specific phonetic phenomenon, the production of two plosives ltJ, ld/, and trvo fricatives l0 l, and,/6 /, specifically involving the alveolar and dental production
mechanism. The analysis seeks to hnd the possible influence of the first language in the pronunciation of students who are aware of phonetics and phonology. The results of this study might also show the areas of difficulty in the pronunciation
of
vtr
KAJIAN FONOLOGI TERHADAP SEBUTAN KONSONAN BAHASA INGGERIS OLEH PELAJAR KELANTAN ABSTRAK
Kajian ini bertujuan untuk menerangkan aspek fonologi sebutan konsonan Bahasa Inggeris oleh pelajar Kelantan. Ini merupakan satu cubaan bagi mencari
persamiBn serta perbezaan di antara pelajar yang telah mempelajari fonetik dan
fonologi Bahasa Inggeris dan juga peiajar yang tidak mempelajarinya. untuk mengumpulkan data bagi kajian ini, sebanyak 6 orang pelajar Kelantan telah dipiltlq tiga mahasiswi terdiri daripada pelajar TESL
10 tahun tiga dan tiga pelajar
daripada sebuah kursus yang tidak berkaitan dengan linguistik. Mereka akan ditemuramah berdasarkan tema khusus dan sebutan mereka akan dirakam untuk
dianalisa. Tumpuan kertas projek ini adalah khusus pada empat fenomena fonetik, sebutan yang melibatkan dua plosif I + l, I a
secara
pengaruh
bahasa ibunda yang mungkin terjadi dalam sebutan pelajar yang mempunyai pengetahuan tentang fonetik dan fonologi. Keputusan kajian ini juga mungkin menunjukkan masalah sebutan yang mungkin dihadapi oleh pelajar Kelantan dalam menyebut fonim konsonan yang terdapat dalam Batrasa Inggeris.
v11l
TRANSCRIPTION COIIVENTION
RP
Symbols in the phonetic transcription are used with the following values
Ip]asinpet
Ii: ]asinpgt
boy
loy
doe
kite grrl
gran
$sht
logg
&air
jam
lamb
pjt
mgt
bge
fet
cq{
hgt
pgt
pq-rt
foot
food
hSrd
IIce
hgt
far
lrase
9ea
lvl
lsI
leil
[.u]
dry
g9
ttr
1,4
gloe
zoo
tail laul
[r.] [i"] [""]
my
cry
tg
here
[z] [e]
mealure
Lhin
hg5
sulg hideous
tbl t hl
M
ti
tat
Seh
p,itch
['"] I i"J
lour
1X
ibu / zvu / [e] kilir / ustq/ gla / erc / [a] [a] twal /a,ua / belit /v>tT 1 til t e1 kail / u-ae /
[1]
as in
[pJ as
i"p.ku
baju
/ 7au-/
/va"1u/
tbl [t 1 td I tkl
lubuh
4apur
/ +,ovuv7
/
AaTo/
/ dngrn / Z |l.n /
ggtung /u*3 7
tapqi /+a?7
tel
t?l ls I lzl thl [c] tjl tl I [m] lnl I n] f3f lwl tyl
\aki glup
angkat
/vav\ /
/Xr\a?/
aLa?7
layup
/? a\o? t
labgh /t
tSngah
avou
?t
hapus
kusgt /uusi!1
/+a3*t/
culas
julai
.lapar
/ t\a/
/ ,n'.d.7 /
/oase!
1
l
grudik
pasib
lyamuk /y arn>7
gansa
wap
1wt?
'Y\- /
7
yatm
/3*t/
TABLE OF CONTENTS
PAGE
DECLARATION DECLARATION
ACK}IOWLEDGEMENTS ABSTRACT INENGLISH ABSTRACT IN BAHASA MELAYU TRANSCRIPTION CONVENTIONS KELANTANESE DIALECT PHONEMES
TABLE OF CONTENTS
CHAPTER
1
hoblem
INTRODUCTION
1
Introduction
The
XI
CHAPTER
REYIEW OF LITERATURE
10 12 16
Introduction
Language Transfer in Second Language Phonology Review of Previous Research
3 RESEARCH DESIGN A}{D METHODOLOGY 3.0 Introduction 3.1 Subjectofthe Study 3.2 The Measurement Instrument 3.3 The Thematic Questioning Agenda 3.4 Procedure 3.5 Data Analysis
CHAPTER
18
t9
20 22
23
CHAPTER4
.Infroduction
ResearchDesign Analysis
2s
26
Itl
tdl
31 JJ
lsl
l^t
36
4.3
Conclusion
37
CHAPTER
CONCLUSION
39
41
Summary
Limitation of Study
Pedagogicallmplications RecommendationsforFurtherResearch
42 44
REFERENCES
45
APPENDICES
CHAPTER
OI\i-E
INTRODUCTION
Although English is not the primary language in Malaysia, it still plays its role as
one of the languages of education, some fomral proceedings, and a prominent tool of
communication. Presently, the need to leam the English language has arisen. Many efforts
have been made in preparing sfudents
language,
especially in communication. In this situation, the English teachers play an important role. They are going to be the role models for their students in the use of the language and also in terms of pronunciation-
According to Malmberg (1963), anyone wishing to learn to pronounce a foreign language properly
of a
large number
of
new
articulatory habits. He must accustom himself to articulate the foreign sounds exactly as native speakers do in the language in question, and not to continue using habits peculiar to his native language. Hence, TESL students are exposed to various disciplines, such as listening and speaking, and also phonetics and phonologv, to familiarize them with the English words and also to the pronunciation of English consonants and vowels according to the Received Pronunciation (RP). However, this does not mean that the TESL students have
to speak exactly like the native speakers do. If possible, their pronunciation should
be
approximately or nearly to RP, and should be seen as good models for their future students to follow.
Why is it important for TESL students to learn phonetics and phonology? Scott
(1961) argues that phonetics is taught of as method of teaching pronunciation, or in some
way cormected
with
of the
speech
(phonology). In addition, without a good knowledge of phonetics of the two languages concerned (native language and the target language), the language teacher
will
never
succeed in teaching his pupils a perfect pronunciation of the new language (lvlalmberg
1963: 109). This notion is somehow supported by O' Connor (1982), that says the basis
The question is, do the pronunciation of TESL students who are exposed to
phonetics and phonology have improved as compared to the pronunciation of students
who do not have any exposure to phonetics and phonology? One of the language speakers
goups known to have a strong dialect accent in Malaysia is the Kelantanese students.
This has triggered the interests of some researchers to conduct studies on t}re phonetics
and phonology of Kelantanese dialect (some of the studies done are mentioned in the
previous researches, in chapter two).
It is possible that this strong dialect accent might cause the Kelantanese
students
(1963), the problem occurs for a person who speaks a rural dialect or has a strong
regional or wlgar accent and wants to lose it and learn 'good' pronunciation. She added
standard
pronunciation- from the points of view of articulatory habits and of the functional system-
accent' and to regard their pronunciation as 'bad' is also not justified without looking at certain aspects. The correchress of pronunciation is important to convey the meaning
of it
the words uttered in communication. In other wor4 as long as the pronunciation of the
speech uttered is approximate to RP, and can be understood by the listeners (in this case can be the native speakers of English),
it is considered
as good. However,
if the meaning
of the speech do not get across to the listeners, because of unclear pronunciation, or that
which differ much from the pronunciation of the standard English (RP), this may cause
problems.
The main concern of this study is the problem of undergraduates Kelantanese students,
especially TESL students who are unable to approximate the consonants sound in English
according to RP. These TESL students have been exposed to phonetics and phonolory
since they were in their matriculation years. Hence, their pronunciation of certain English
of consonants in their
mother tongue so that they can be good role models for their future students. There might
be some factors that cause the pronunciation problems among the Kelantanese TESL
students.
1.2
This study is an attempt to determine the phonological features of the English consonants as pronounced by the Kelantanese students in general. It also attemps to look
at the similarities and differences in the pronunciation between those who are not aware
of phonetics and phonology and those who study linguistics (TESL students). They have been some studies carried out in the area of phonological deviations of certain dialect
speaking goups such as Sabah Malays, Sarawak Malays, and also Kelantanese Malays'
pronunciation in En gl i sh.
of
four consonant phonemes, which are plosives, ltl, ld/, and two fricatives 16l, and 16l.
Besides, this study does not only look at Kelantanese Malay students who do not learn
phonetics and phonology, but also those who have learnt linguistics (TESL students).
Their pronunciation will be compared and contrasted to identifu the possible areas of
difficulties in pronunciation of certain consonant phonemes.
1.3
some
ii)
by
1.4 1. Z. i.
Research Questions
What are the factors that cause the errors to occur when the TESL students
should be familiar with the consonants and vowels as pronounced in
Standard English?
+.
as a
1.5
Ilefinition of Terms
1.5.1 Dialect
with distinctive pronunciation, or accent Any language with a reasonably large number of speakers will develop dialects, especially if there are geographical barriers separating
groups of people from each otheE or
if
spoken in a certain
of that
language
as to
1.5.2 Interlanguage
Interlanguage (tr-) is a term coined by Selinker (1972) to refer to the second learner's attempt at establishing closer approximation to the system as used by the native
speakers of a particular target language.
of
of the first
language
('tansfer'), confrastive interference from the target language, and the overgeneralization
of newly encountered rules (Crystai D.,1997).
1.5.3 fnterference
refer to the errors a speaker introduces into one language as a result of contact with
another language; also called negative transfer (Crystal D., L997). This usually occurs in
the speech of bilinguals, as a result of their familiarity with more than one language. According to Weinrich (1961), the greater the difference between the two languages
system, i.e. the more numerous the diflerent found of the exclusive forms and patterns in each language is, the greater is the learning problem and the potential
of interference.
This problem is manifested in the phonetic and phonemic systems, morphology, slmtax,
semantics, and vocabulary of a language.
1.5.4
Phonetics
of human sound
in
for
their
'car' is transcribed as fta:]. Phonetic categories are generally defined using terms, which have their origins in other subjects, such as anatomy, physiolory and acoustics.
Consonant sounds,
articulation (as in Dental, Palatal" etc.), or to their physical structure (the frequency and amplitude characteristics of the sound waves)(Crystal D., 1997). Work in phonetics can, accordingly, be classified into two broad types: (a) general studies of the articulation,
acoustics or percepion of speech" and (b) studies of the phonetic properties of specific
languages.
In this latter
sense,
1.5.5 Phonology
Out of the very wide range of sounds the human vocal apparatus can produce, and which
are studied by phonetics, only a relatively small number are used distinctively
in any one
Ianguage. According to Cystal (7997), the sounds are organized into a system of contrast,
which are analyzed in terms of phonemes, distinctive features, other such 'phonological
units', according to the theory used. The aim of phonology is to demonstrate the patterns
of distinctive sound found in a language, and to make as general statements as possible about t.he nature
of
sound systems
graphic representation consists of sequences of phonemes transcribed between slashes For instance, the word'bag' is transcribed as /
/.
,*V.
10
CHAPTER TWO
RJ\rIEW OF LITERATI]RE
Intro.duction
.:
There have been some studies done to examine the deviations of phonological
features of the non-native speakers of English language (eg. Aidah Ahamed 1990, Ismi
Arif Ismail lgg3, Nirmal Kaur 1999, Jane Wong Kan Ling lggg, Suhaila Md Zainr
2000). Some of these researches done includes the dialect speaking groups in Malaysia,
to find out the areas of difficulties and try to work out some possible ways to cope with
the problem of pronunciation. These studies
the students.
Scott (1961) mentioned that in the practical matter of dealing with pronunciation, this knowledge is for the teacher rather than the pupil. The best results are likely when the
teacher not only knows that a mistake is being made but just how he may devise means of working from the
it is being made,
so that
li
incorrect articulation to what is required. He furthermore added that a language teacher, whether in school or university, has a clear responsibilrty for his students' pronunciation,
and he should be no less
l
well able to deal with this than with the rest of his teaching. This
as he had learned,
is because, although it
he must himself have had sufficient phonetic training for his purpose.
This somehow means that TESL teachers should be better in their pronunciation
than the students.
and their pronunciation of English sounds more of their mother tongue, this could impair
In a study by Lott (1983), he mentions that to reach the stage of understanding for
the cause of students' errors and their occurrences, the teacher should get the information
of second language acquisition" techniques of error analysis and how to apply them to their evaluation on students. As this study scope is on the phonology, which somehow
involves the TESL sfudents,
language teachers, should evaluate their own phonological competence and performance.
In addition, they should also have at least sufficient information on the study of second
language phonology before evaluating their students' pronunciation.
t2
2.1
When a second language phonology is concerned, one cannot avoid discussing the interference and interlanguage effects that occur between the mother tongue and the target language. Traditionally,
language language
acquisition
is to
develop proficiency
(Lowenberg 1986). Various researches have been carried out on the processes of the learneis' attempts in acquiring the target language. From these studies, there have been many hypotheses and explanation given
acquisition.
second language
One hypotheses argues that the earlier in life that one begins to leam a second
language (L2), the better one is apt to pronounce
it
&
Garcia 7969,
of
normal maturation (Flege 1997). Such a change(s) night be expected to occur at roughly
the same chronological age in many individuals. This is supported by the studies made by
Penfield
&
Robert 7959, Lenneberg 1967, Scovel 1969, and Lamendella 1977. The
change (s) could conceivably affect the processing and/or storage in long- term memory
of information pertinent to the L2. This is supported by Manonen, Seitz & Starch 1978.
l3
the
language acquisition device or system is viewed to be still intact, therefore enabling any school-age child to attain nativeJike proficiency in a second language. Back to the critical
period hypothesis, this device or system either decays or becomes progressively less accessible with the onset of adoiescence, rendering adults incapable of native-like proficiency L2. Researchers (Scovel 1969,
Hitl
1970, Asher
1973) who have discussed the relevance of the critical period hypothesis in second language learning have been careful to restrict their claims to the adults' ability or inability to produce accent-free speech inL2 (Ftege J.E lggT). These researches findings and the critical period hypothesis can be seen as some of the reasons why adults second
language learner are usually backward in their pronunciation as compared to children yorrng age-
of
Talking
avoided.
of
of
bilingualism cannot be
How
monolingual- Weinrich (1953) was apparently the fust to suggest that the mutual influence of a bilinguai's two languages on one another is inevitable. If so, it may be impossible for a bilinguat to control two languages in exactly the same way as two
separate monolinguals (Frieda 1997). Indeed
suggested that
it is not appropriate to
assess bilinguals
monolinguals (Grosjean 1952). For instance, Cook (1995) observed that divergences from monolingual-defined norms for the Ll or the L2 should not be viewed as a failure, as suggested by Selinker (1972),but as the necessary consequence of "multicompetences,, in two languages.
t4
In this respect, Selinker (1969) identified two types of transfer, which are positive
and negative transfer. Positive transfer occurs when there are 5sms 5imilarities between
(Tt)
and the NL
Iearning of the target language. The latter occurs when there are differences between the
NL and the
TI
tenn used for the negative transfer is "interference', which is the concern 6f many
researchers in the second language acquisition and second language leanring.
Lado (1957), in his book " Linguistic Across Cultures" asserts that:
Experience shows that when the foreign language uses a phoneme which
does not exist in the learner's native language, that is,
when there is no
as the phoneme
will substitute
stock.
In the excerpt above, Lado points out that the first language interference do occur among the second language learners in their utterances of the second, language. Lado (1957), later on proposes that in order to see how this happen, there is a need to compare
specifrc native language withthe target language.
a
15
Similarly, Nemser's (1971) research suggests that two different systems may be
internalized in the target language depending on the fust language one is exposed to. He
finds out that in the productive modality, phonological substitutions may occur depending
on the correlation between the sounds in their mother tongue and the target language.
This means that the learner's pronunciation of the target language's phonological
features is influenced by his knowledge in pronouncing the phonotogical features in his
native language. The learner is in advantage if the phonological features of the native and
target language are somehow the sarne- However, some difficulties in pronouncing a new
sound may arise
if
The discussion of interlanguage interference can also be seen in our local context.
Our official language, Bahasa Malaysia has its own interference within itseld which is called'intraference'. Thii leads to subdivision of various regional dialects like Kelantantype, Kedah- type, Sabah- type and so on. Asmah
Ni
Since first language interference is said to be one of the factors for the deviation
found in the second language phonology, it is quite possible that although the Kelantanese TESL students have the linguistic knowledge, their pronunciations still has the features their Kelantanese dialect
of
t6
t)
There have been several researches and studies done to examine the deviations
of
the interference
pronunciation of English. In her study, she mentions the evidence to support the role
fiansfer in second language phonology. Her studies showed that first language acquisition
processes are reactivated to a certain extent in the learning of second language phonolory.
The strategies employed are substitution of one vowel phoneme with another, monophthongization of diphthongs, vowel insertion, substitution of one consonant
phoneme with another, insertion of consonants, deletion e1 simplification of consonants
.:
or consonant clusters and unaspirated voiceless plosives in initial position. The findings
reveal that the majority of the errors made by the subjects are due to the influence
language transfer.
,i
of
I i I
I
I
{ I
d
Kelantanese Malay's pronunciation of English also shows the interference of the mother
tongue in the second language phonolory. His findings somehow explained that the native dialect is the major interference factor, but
exposure to the target language. He identified some effors done in the pronunciation
English by the Kelantanese Malays. They are errors under the insertion rules, errors under
the
the
monopthongization flrl9s, elTors under the vowel reduction rules, and errors under the
deletion rules.
t7
In this paper,
exposure that the Kelantanese TESL students get over the past few years of their studies
on the English language together with their linguistic knowledge have somehow help
them in their pronunciation ofEnglish language.
18
CHAPTER THREE
Introduction
This chapter explains how this study is carried out in order to collect the relevant
data. This chapter also explains all the procedures involved
in conducting the
research.
The description of the subject, the measurement instruments and also methods of data
analysis will be discussed too.
3.1
The subjects for this research are six undergraduates Kelantanese students of The National University of Malaysia @KM). Three Kelantanese students are chosen
randomly from the Faculty
TESL students are also chosen randomly from the Faculty of Education (F.PEND). These TESL students have gone through their matriculation program for two years at Center
Preparation of Education (CPE), ITM. They have been exposed to linguistic courses,
including phonetics and phonology in their matriculation and also during their degree
courses in
UKM.
19
Previous researchers for a study of this nature have used and suggested various
in
isolation
(Wilson and Mollegard 1981); (Hammerly 1982); (b) reading of preset isolated sentences
(Nababan 1981); (Altenberg and Vago 1983); (d) engagrng in spontaneous narration, for
( Tarone
1980); (Hammerly L982). However, for this research, only technique (d) has been chosen.
typically produce a different set of errors in their spontaneously generated utterances, when attempting 1o
"66111r'nicate, addition, in informal or casual speech, the students' attention would
be
more focused on
the semantic aspect (i.e. getting the meaning or messages across) rather
than the
linguistic aspect (for example, attending to the fonnal rules of pronunciation, etc.) However, the interview will be guided by a specific thematic euestioning agenda.
activity. The data gathered using these techniques is useful for the description of the
English consonants spoken by the Kelantanese students. It is also important and relevant
for the identification of the similarities and differences that can be found between the pronunciation of consonants sound of the Kelantanese students speaking in English and
the standard English sound systems.
20
3.3
In order to allow for the natural flow of speech, the subjects should not be made to
speak under predetermined conditions, such as reading
a text.
Spontaneous speech
activity might involve an intenriew session with the subject, free discussion, and so on.
However, for the purpose of being more specific in carrying out this study, this research
will use the thematic questioning agend4 which consists of a list of questions.
questions, (main and sub-questions)
These
will be asked
of concern. Other
depending on the responses glven by the students. The sub questions are necessary
because in test interviews,
answer
2.
What do you think ofthe social environment? What are some ofthe environmental problems in UKM?
If reading books:
What kind of books do you read? Why do you like to read this kind of book? Who is your favourite author? Etc.
2t
If watching movies:
J.
Do you often go to the cinema? What is the recent movie that you have watched?
Etc.
Ifbeaches:
What are some of the beautiful beaches inKelantan? Do you like to go there?
If museum:
What are some ofthe interesting artifacts displayed in the museum? Etc.
Do you know how to make it? Why don't you learn howto make it?
Where can you get the food here? Etc.
22
3.4
Procedure
The recording sessions were conducted on six different occasions; 25b,26b zgh
a:ranged to suit the convenience of the subjects.
All of them
306 of January, and3d and-5m of February 2A02- The dates and the venues were about the purpose of the recording and what was required of them
rela><
to
make each of the subjects to get engaged in the informal interview. Although a list
of
questions were asked to the subjects, the researcher could also add some other questions, or explainthe questions to help the understanding of the subjects on the questions asked.
Throughout this session, the researcher monitored all of the recordings. This is to
make sure that the sound level was well adjusted during the recordings, and the
microphone was not that far from their mouths. For the convenience of differentr?ting
between Kelantanese students from FPI and TESL, both side A and side B of the cassette were used. Side A contains the recorded voice of the FPI students, while side B consists
On the whole, the data collected were quite clear with minimal noise disturbances.
However, theie are some parts in which the subjects' utterances were slightly faint. This is due to the subjects, who had somehow lowered their voice or started to mumble away. There are no parts in the recordings, which were erased. This is because the researcher
wanted the speech or utterances from the subjects to be spontaneous or unprepared. In
1
I
I
23
other words, the researcher emphasized on the authenticrty of the speech produced by the
subjects.
Data Analysis
The data of the sound system in the recordings were transcribed in both the
orthographic and phonetic scripts. This phonetic transcriptions form the basis contrastive analysis (CA) betrveen the sound system
for
of
(KI\ffi) and
Standard English (RP). This part of the analysis focuses on the differences
in
the pronunciation of English among the Kelantanese students, especially the TESL
sfudents and to investigate the possible reasons or causes for any of the deviations found.
of
of the native
pronunciations that are traceable to the native language (NL) are identified and classified
as errors resulting from mother tongue.
24
CHAPTER
Introduction
There are some steps taken in analyzing the data. Firstly, the recorded speech of the subject is written down (in Roman alphabets), before they are transcribed using the phonetics symbols according to their pronunciation. This is a basis
as pronounced by the subjects. Using the transcription as a guide,
to
the concemed consonant phonemes, in their initial, medial and final position are picked out and grouped to the category they belong to accordingly. By doing this,
some
pronunciation
of
Kelantanese students' pronunciation and the FPI Kelantanese students' pronunciation are then compared to the pronunciation of Standard English (RP). This is to find out the similarities and/or differences in their pronunciation of the four consonant phonemes
of
concern' lt l, ld l,
Io
l,
are used as the basis for further recommendations and pedagogical implications on the subject matters.
'l
I
RESEARCH DESIGN
6 subjects selected randomly (3 Kelantanese students from TESL program and another 3 from FPI)
Interview recorded
Data is transcribed
Data is classified
Data is
verified
Findings confirmed
Conclusion
26
4.2
ANALYS$
4.2.I
PHENOMENON
Itl
The findings show that the subjects did not have any difficulties to pronounce the /
t / sound when it occurs at the initial position Below are the examples of the sr:bjects'
pronunciation of the initial /V sound found in their utterances in the spontaneous speech activrty.
RP
TESL
FPI
Trees l'tri:s
+crs 2. / +.i:s
1.1
3-
I I
/ tri:s
/+v /
to
h":
L.
l+-
2.
/+ul
3.1+-
3. lr',t1
talk
l+c.Y I
2.1+"..u I 3. / +":Ls.,1 I
2.1
+b? I
Perhaps, the subjects did not face any difficulties in pronouncing the English
/t/ sound in
the initial position for they are familiar and used to the sound" which also exists in the
standard Bahasa Melayu and Kelantanese Malay Dialect. Some of the examples of the use
ofthe/ilsoundininitialpositioninBahasaMelayuarelike'tidur'/rido l,,topl, /'iopi /, 'tali' l+ati / and so on. The initial /V sound in intial position is also evident in
Kelantanese Malay dialect. For instance, 'tiga'
/ t ,3o/, 'tubuh'
Aali
/.
27
The consonant I
RP
interesting /intces+t3 /
FPI
3.
/ rnlecsstrS
tnt"raSlcrl /
/ rntlras\r1
2.
Study
/ s trdr
f.lst,rAe I 3. / s+rdr I
1.
beautiful
/uio't'$t I
/srsta(./
[. / srstes/
2.
/ ui-+"f,,t
3./u1-+r\"1 I
Sister
/ ststas /
However, there were instances, in which the subjects substituted the I t / sound in the
medial position with the / d / sound. For instance, RP
TESL
FPI
Thirly loz'-\rl
Minutes / .n:..'t+s /
l. / \asdi I
1.
/ nnrnrds /
that's / 6ae-+s
2./6"-As /
3./ teds I
l./ 6e-ds /
2.
{-ds
j\uds /
3.1
,"
"d w a\
l./\uds/
28
The analysis of the /t/ sound in the medial position shows that the subjects tend to pronounce the
ltl
/d / sound when the ltJ sound is followed by another consonant sound. It can be seen that
pronounced
another consonant sound" which is in this case the /s / sound. There is also an instance in is followed by the /w/ sound. Since this a spontaneous speech activity,
it
can be assumed that the subject pronunciation reflects the subconscious effort that they
It is also found that in all of the subjects pronunciation, most ofthe / t / sound in
the finat position is dropped or omitted. For instance,
RP
TESL
1.
FPI
1.
Environment /rnrrara,n-"ot/
/ rn.rar"aYh an
e-nv
atram+r)
2. / rn.a:t6ge
2.
I e-nvarcmar)
<-n
3. / 1"ry3.. a rn +n /
3.1
3.
vart mat /
don't
/ "larln+ /
1.
/ as>q /
/ dotl
/ st\u:dn{ I
2./ st'.''d*n
a J.
/ st",.d"n /
l.
e3e-rns I
3.
l,.l dart.h /
2. 3.
/ Aar\qt
.(at\ah /
Jat\.-t /
29
After analyzing it is found that this phenomenon occurs when there is a consonant
cluster in the end of the word- These consonant clusters consist
and
lW.
In Kelantanse Malay dialect and even Bahasa Melayu, there is no such thing as the consonant clusters found in the English pronunciation as mentioned above. It should be
note that the second final consonant before.the final /t/ sound, in this case the /n/ sound, is pronounced by the respondents. Perhaps, for the ease of pronunciation, the respondents
end up dropping the ltlsound
There are also instances when the final / t / sound is substituted with the ld I
sormd. For instance,
RP
TESL
FPI
3. 7.^.,^d
what
/ wrr+ I
1-l*,tdl
/ *^+/
-M I 3./^'Ml
2.1
hot
luo+ I
1./xua/
r.t
2.
(.te'ad
l.l !a..,"t+d
3.1 { e.rqlad
I { o-.r=rad /
I
Z.l $<_vacs4 I
'I/
2.1
",usg.d
30
of TESL tend to use the ltl andthe ldl There is also an instance in whictt" the first speaker final /v sound' Someho% the third sound interchangeably in pronouncing the supposedly I / 3 / sound in pronouncing the final speaker of TESL also used the/ t l,ld.land also
lt
that
ltarL+ I
1./t.r
2.
llL<-dl
2.la "al
/\.a I I A"a I
3./t.d//4.\llaz?l
all It is not justified to generalize that the interference of mother tongue exists in
speaker's of the subjects' pronunciation, however, thete are certain instances when the This is pronunciation did show the influence of the mother tongue, like shown above' because the words ending with the
standard Batrasa
dialect- For Melayu pronunciation is pronounced with the /U sound in Ketantanese Malay /y.tp?/, 'ikut' /rh."7l, and SO On. ThuS, it Can be Said that' 'kerut' fca,vlf
instanCe,
,'pegat'
to although the subjects may have knowledge of the pronunciation of English according Rp, there is still certain times they commit the mistakes without realizing it due to
language interference.
31
4.2.2 PEENOMENON
ldl
/ sound in the initial
TESL
[- / A>rro /
FPI
dOn,t
/Aarrn\ /
3./don I
2.1
3.
de-no
/ da."n /
1.
dogs
aulz /
/ drr3s /
2.
/ du3s I
I
dialect
la: a\e-\\ /
1.
/ dar\e-\ I
cl,ar\e-\
2-
3.1 Aar\c-h I
do
during
ld- /
/
l. / d.'r /
2. lJ,u I
otltrrl
I
2.1
d\o"t5
day
/-\.1
/Acamdr\/
/
disturb / ars\s..b/
2.
.\* t:b
32
The subjects also did not face any problems in pronouncing the /d / sound in the medial position. This is illustrated in the table shown below.
RP
TESL
2.
FPI
students
/ e +!u:do+s/
study reading
kidding
/ s\a6,1 /
/ . i: Ar1 /
/ g.\,tAr /
3./- i '.d..r1 /
f. / b-tdr,1
3.
1./rrd.i:,1 llr;'Ar1/
3./.i,Ar1
h.rdr1 /
/
wordings /
/ *o.drts
l. / ua nAr!"n
1.
3./+..d"t*r'sV
/ "a.a"'ndad /
s.carmdsd/
everyday / ev.rder I
today / +.dcr
l- / tvder I
There is a possibility that the subjects did not face any difficulties in pronouncing the i d
sound in initial and medial position for they are familiar with this sound as it is used in
the initial and medial position in their mother tongue (Kelantanese Malay dialect). For
instance,
/ Inlnitial Position
ld,llnMedial Position /
/
dapur / d"jo
daging dapat
d'^.3i
Dadah
Sudah
Redah
a"?n? /
JJ
When it comes to the /d/ sound in the final position, most instances show that when there
is a consonant sound before the ldl sound in the final position, the subjects tend to drop
the /d / sound. This is shown in the table below.
R} Around /a'avnd /
bond
TESL
FPI
2./a.a.t.l
3.
I I
/\cond /
/b,'
.,
It can be seen that when there is a consonant cluster in the final position, the subjects tend to drop the final /d / sound. This could be a problem because in the Kelantanese Malay
dialect, the speakers do not have the / d / sound in the final position.
4.2.3 PHENOMENON
/et
The findings show that the subjects tend to replace the lol sound in the initial
TESL
FPI
thing / e31
2. 3.
I +:-'7
I I
1.
+s."1
l. /
ta.dr
/ *r-r\ac
think /er1t
Ll *.3
2.1
I
I
*"'1
I I
34
thfud
/6a,d
/
+o\ 2./rc'd
2.1
Through
e cu
.-
2.
I +c'tt I
Perhaps the respondents tend to substitute the /o/ sound in the the
ltl sound for they are not that used to the /o/ sound in the English pronunciation. This
It is questionable why the Kelantanese TESL students themselves made the
errors
is because in Kelantanese Malay dialect there is no consonant phonemes with the /o/
sound.
it
the TESL students having the linguistic knowledge did not apply it in the real life
communication. This could be because they were unaware of their pronunciation in the
impromptu speech that they made. It could also be that it is done unconsciously for the
ease
of pronunciation
The lel sound in the supposedly medial position were also not pronounced by the subjects. There axe no instances or examples that can be taken from the utterances of the
FPI students. However, there are some examples which show the students from TESL
tend to substituted the medial /e/ sound with the /t/ sound. For instance,
RP
TESL
author /r:.(.)/
35
Once again the explanation for this could be that there is no such consonant phoneme
with the /o/ sound in the Kelantanese Malay dialect or even Bahasa Melayu. Thus, the
respondents might have find
it
ltl
sound that they were familiar with instead of the /o/ sound.
to
students' utterances of the /oi sound in the final position- However, surprisingLy, the lel sound in the final position is pronounced accordingly by the TESL students. This is
evident as shown in the table below.
RP
TESL
both with
/ ba'w / /^1 b
I
l. /bete /
31.
/b arro /
/ *,te /
2.
I ,-s-e I
In this case, it can be said that if the TESL students have substituted the lol sound with
the
ltl
instance, saying
it
as
'Wit'
/uri\
lol
sound
in the final
position for it will sound rather odd to substitute it with the lt/sound.
36
4.2-4 PHT}1616NON
/\t
/ 6 / sound.
Mostly, the subjects had used the right pronunciation of the initial
However, there are certain instances that shows the deviancy in the pronunciation of the
initiali 6 i
sound. The
subjectstendtousethe/ 6
landl! I soundinterchangeably. This tongue. This is because the l6 / sound does not
FPI
exist in the Kelantanese Ivfalay Dialect The examples can be seen in the table below.
RP
TESL
the
/6.
ll\t/
1.1 6a
lar- I
1./\a/
2.
2.la> I l6t I
l\> l\-d
I
I
that
/6x.\
3./\r / l6a/
2.
3./6-d I
2.1 Ae I
1./ta I l\-:.l
2.
t\e/
they're their
(.) /
3.
/ d.rca I
/ 6ea(.Y
2.1 * eac /
3.
I bj^c
T\e
/6/ sound is one of the consonants which is not realized in the Kelantanese Malay
dialect. Howevet, both of the respondents groups manage to pronounce the / 6/ sound
almost correctly in al1 of the instances despite a few deviances in their utterances.
JI
CONCLUSION
It is found that there are only two types of outstanding errors that are found from
In this case the respondents tend to substitute the ltl sound in the medial position with the
with the ldl sound, the lol sound in the initial initial position with the A/
and medial position with the /V_sound, and the 16l sound in the
sound. The second erTor can be classified as enors under the deletion rules. The
respondents' pronunciation showed that they tend
pronounced consonant sound. is omitted-
to omit or delete the supposedly For instance the final ltl and /d/ sound in the final position
it
of diffrculties in the
/tl +ldl
)16l
)lot
---------------)
easy
difficult
38
In
pronunciation showed deviancy from the Standard English pronunciation (RP) due to interference, this is not always been the case. The informal questionings before the real recorded interview taken place has somehow been helpful to come out with reasons for
most of the correct pronunciation ofthe consonant phonemes that are of concern. Some
of
the respondents like to watch English movies, read English books and even listen to
English songs. The students exposure to the language has possibly influenced their
pronunciation of English words and decrease the seriousness of errors made. In addition"
therefore, we could not assumed about the respondents' pronunciation of the other
consonants.
39
CHAPTER
CONCLUSTON
5.1
Summary
The findings from this study have proved that there are some errors in the pronunciation of English consonants by Kelantanese TESL students and FpI students.
Some of the errors in theirpronunciation can be related to the influence from their mother
tongue,
pronunciation erors were done subconsciously as the effort that second language leamers
usually make for the ease of pronouncing the sounds that they are not familiar with.
Since this study does not include all of the English consonants sounds,
it
cannot
be said for certain the improvements that can be seen in the overall pronunciation of Kelantanese TESL students. However, by studying their pronunciation of the four
consonant English phonemes
ltl,ld/, lol
and
near to RP. They could pronounce all of the consonant sounds that this study is concerned.
with. However, they tend to make some errors by substituting the supposedly pronounced consonant sound with other or omit the sound altogether- These erors can be seen as
discussed in chapter four.
40
Thus, it is not too much to say that somehow, the exposure that the Kelantanese
TESL students have to phonetics and phonology has been fruitful, for they have shown
some improvement in their pronunciation. Learning phonetics and phonology can be
seen here helping students make their spoken English clearly understandable, even
if they
are among the native speakers of the language itself. Hence, the knowledge of phonetics
and phonology should be taught for the second language learners of English to make their
spoken English clear and understandable for the listeners. This study does not
try to
thx the students should speak like the native speaker of English. What is important is that they do not make serious errors that can impede the listeners
impose
understanding
if
grammar and
vocabulary are completely correct, effective communication cannot take place without correct pronunciation because poor phonetics and prosody can distact the listener and
impede comprehension of the message @skenazi 1999).
will
also be much
future Engtish teachers. Learning the English use and usage for years,
humiliating
it will be
if they are the one who teach alL of the incorrect pronunciations to their
in other fields. This
does not mean that they have certain
students. Of course, this knowledge can be seen as less important for other Kelantanese students whose majors are
exception in learning phonetics and phonology. Learning phonetics and phonology can be
an advantage for them in
41
Limitations of StudY
There are some limitations that can be seen in this study. First of all, this study
lel
frndings are only limited for how the subjects pronounced these four consonants and other
deviations found in other consonants sounds were ignored. This can be seen as a waste for the deviant pronunciation found in other consonant phoneme could be a clue for a better
Secondly, due to time constrain! this study only included six students as the
subjects. With only six subjects involved
could not be expected that all of the students will pronounce the same words as the others
or the words that consist of the phonemes that the study is concemed of. Hence, more assumption can be made than giving out the evidence for the phenomenon that occurs in
some of the sfudents' pronunciation.
42
5.3
Pedagogicallmplications
From the findings of this study, some ways are suggested on how these effors found in Kelantanese students' pronunciation can be overcome. These suggestions are dedicatei for the teachers of English language and also the second language learners of
English, specifically Kelantanese.
One of the ways for the Kelantanese students to improve their pronunciation is by
undergoing the pronunciation training. According to Eskenazi (1999), there are some
basic principles that contribute to success in pronunciation trarning. Five from the list are
said to be applicable to the automatic language training situation.
a)
Learners must produce large quantities of sentences on their own. Learners must receive pertinent corrective feedback. Learners must hear many different native models. Prosody (amplitude, duration, and pitch) must be emphasized. Leanrers should feel at ease in the language learning situation.
b) c)
d) e)
The first four principles refer to the "external" environment of language learning
while the fifth principle addresses the leamers, "internaf' environment, that is, their
atritudes and language learning capacities. He added that whereas very young language
in perceiving
and
producing them decreases. Therefore, the Kelantanese students have to put extra effort to improve their pronunciation of English words. In order for the pronunciation training to
be a successful one, the teacher and the students themselves have to play their roles.
43
The pronunciation training mentioned above can also be applied for the TESL
students who are still in the universities or colleges, and also for the English teachers in classroom situation.
Since students like to watch English movies on television or cinema and listen to
English songs, teachers can manipulate these media so as to expose the students to variety
I
pronunciation of English. For instance, let the students watch English movies, programs
or even cartoons with the British" American or other accents. The Kelantanese students
themselves can hke their own initiative to improve their pronunciation by watching more
English based programs, and listen to more English songs. Somehow, by doing this, the
students may improve their pronunciation of English-
Besides that, teacher can conduct a session in the class in which the sfudents are
asked
to read aloud. However, the teacher does not have to waste their time by listening
to each of the students, if they are quite a big number of students involved. The teacher
can
just pick a number of students on random and ask them to read aloud- The teacher is
the one who should be responsible in assisting the students by correcting their deviant
pronunciation. Ideally the teacher should only point out the incorrect pronunciation at the
right time, and refrain from intervening too often in order to avoid discouraging the
students using the language.
44
It is important for the Kelantanese students to be familiar with the consonants and vowels sounds inEnglish. One of the best way that one can be familiar with the language
and the sounds is
daily
communication or as often as they can, so that they will get to be familiar with the sounds
of English words. Teachers can somehow encourage their students to speak English
during English subject period or by carrying out activities, which require the students to
speak. For instance, role play, simulation and so on.
5.4
out:
1.
larger nunber of
of
English words. This can be much better for and a more elaborate discussion can be made
on the similarities and differences of their pronunciation compared to RP.
2.
Further research can be also carried out on other English consonants and
vowels. Perhaps, by carrying a study on all of the English consonants and vowels, the various erors done by the students can be analyzed and these findings
will be of much
help for to those who are learning English as a Second Language, and those who educate them.
45
REF'ERENCES
Aidah Ahamed.1990" A Study of the Phonological Features of Sarawak Malay English. Lafihan llmiah. Universiti Kebangsaan Malaysia.
of
Flege, J.E., Fried4 E.M., & Takeshi N-ozawa. 1997. Amount ofNative Language
46
O' Connor, J.D. 1982. Phonetics. Great Britain: Hazell Watson &Viney Ltd.
University Press.
Scott,
N.C. 1961. The Place of Phonetics in the University. GreatBritain: Luzac &
Co. Ltd.
47
uKM
universiti
APPENIDICES
SPEAKER
f rnvatclrnar\
t t. grq:,\ 1q
\-rr
le- <-m
6.a *\J
1- ".t.f
..
The people in UKM.. . they are fine, but some of them have that kind of.
f t" grgs'-l !n Ir
be e.rn
t. o,. \..n b^d s^m \"\ te-m v.q-v t*d tar" "$l
..
that's
it
33e-ry\s r13f
r\
f,e-sr.\
Flora and fauna? I think they should plant more trees in UKM
\_e_
em
UKM
f L".d
C^an
6"r. c
s\r\
",oa.
..,^\ 1
rrn ",.1
I would like to say is that the UKM people who's here don't
5u
\.c,
rrq
Srga\
s-r\onrS
\r, hcv 6r
men en 1cc\\rs It 1
I like to read books and sleep t .= \arb \> ci:A '\or'Es e.n
I.
",.-11
..
f u\a.
f \ -vsred $-A \*
Because
h.enl . oA3.r
L urto* ar
\r' rd r\r!.r,1
will be... wtrat do
f ='.*
tj- 3\ers+r
to. [.t.\ I
Yes, I like to go to that place... with my sisters
ftar *"s,\rsl
t" \to*
"nat-
\e-r-h.s
trr .{
6e'
e.n
a:-
ja1b.^.\nn
bu\ru- t"*
r$\.\
*^,aO
rna:- \cqng
S,n
t\ees
the class and I speak Kelantanese dialect with friends from Kelantan
Aer\c_h-
wt 0 {,.,ln* ,t r*
L.at..n}nn1
SPEAKER 2
f an131'rnan sn \-
\-e em bEe_ al
*\
\ce.
crn f-s
wrO n 3-d
s+r..ajr1 enrrsss-an
8or Ke
s+rl{Dns \rrbas
\ar-t Lee\ uc \rh ,r\nm 6r sa.vn\r1 \ar\ B<d s5.. t\s . X-d
good place to study
f ""t"\
R-nvar.trnon
Ok, for me...honestly as a student of English language studies... o\-c- $ o c rnr bn ss,\.r as - s\"'Aan "q tX$.\ \.5X*r\! s* n di : s
I mean TESL. . . not many people like to get along with us. . . al 'ni:n tesal nod rnqnf daX wrb as 3rgsl \arE \u
$ed
brt-as
towards English is not that good...because perhaps they tr,-.'rade 3f,-1d"$ r" nuJ 6ed \osbas qarhegs
5"d.
'6es
can not master the language very much...so that's why they...
.,e_cs
m^t\ so 6ade
urs-1 6q1
1\nru
r es \ relr
\Ne-
A{-ora.unJ
!e.s
\ods ,,\
t.*l
the...the good thing about UKM is the flora and a \r5 abaud, -y Le- em rs 'f,s
A
*" 1'd
..
\\o'r
err
fauna.
that-. . the.
..
the. .. the.
..
esh.
..
esh.
..
especially
.J
"$ .1re\"rs
not that hot like the busy city... busy city... what do you call...
\6621
busy city or big city like Kuala Lumpur...and the fauna, I think...
of
*ntLfs \"1a.
si:
wrrrlErs
f ar \at\
6e-m
f..t.t \atm \uds v\ t"i.\ e! w.'J. \s:'L \rrdt AyttvS t' \.r
butthe...the...the...the...the...the...the...the...the
most...the most-..
b,rd 6a 6a 6a Ae da Aa 6a ta 6a
rrnrrs
da
mus
what you call. . . the most. . . the most. . . the most. . . Yal
...
the thing
'NAA )o L"\
ts s\ryr.\1
\313
err
ynat f :.-d
-rt
I have to do... so sleepless at night... so, I only have time to sleep at... al hev \r dr sr: s\r1\as e.\ nart sb e! bn\r \tqv \gsm \-u s\t:g e\
de-d e-J.vnn\e6a
\rr s\i:?
d\.'"r5
An-r
facm\
a-as a d.e-r
SEar
e""..d5
1"" el
dSas
t**t
ti"=
6rs \^u
A5.:s U:dr1\
I learn to make it through my mother...but actually, she, she, she, she, she
L *t
\3:tn \.u
rneL
t\ \c.r: rv\al
rnn
\"
didn't... she didn't ... she didn't ever... she didn't even teach me how to
\,"3-,r
\rr
e.d
i^t
u\sav \er
arrase-\tl
\."o-n' Vrt. ynrns \.A mar srb\rr1S nnat gas\as i^Sl" =*s\"sl
This question, I am very very sorry because...even though I am a Kelantanse,
f tt*
k-,..e-s\tan L! e.''. ve-r! v<r\ sbtr" btLas svEn \r, xr e.n e ba\nn\nnl.s
but I.. . I,... I don't... yah, I don't stay at Kelantan most of the time
bnA at a! at
tsJces
Because during semester break I work" I work and also, you know spend my...
t btu"* d5rrrrl
y>gr2
,,1o
stcs {.at
will
speak
C"
L\cers i\ drte.'s r'n \.en= 6ed rr,r>:E trr bnd ^y5n\r at wr\ s3rL
to them in Malay...
r4.:r
,.ven as
\.non
X-n
L,s\nn\no !n \a\nn\nnrg
Malay dialect
nna\e-i. Jar\eu1
SPEAKER 3
Environment in UKM, well... green is the colour for UKM in terms of nature,
L\nva'lremen sn f
e-cn
aq \ems r"\ner\\a
but then sociologically, I think UKM is like any other campus in the country,
\-erngas an
6r-\nn\rr-
whereby students have their own life, busy with their own study and also
ran
\et$ \orz.r
\r.,alD
f ecssns\ \ar\ <n !n + wer t\' Len \.r sed 6eA \r\ r.\ as \ttar \e\-\>raS
or students have our own busy life to attend.. . that's it
well...I
f\.^tn.
.rue-\
ar Lcn sl- \ot5 t"\ rna.\\rs rargt hrar en .o\sw Le-\s \rarr
nn
Ewar\ a\.eLtrw\
I St t'.
YY\aa
&o\anr\anl
w,Aof
sL' pwar
so, oo
pollution problem
Sleep, the most Imean outstanding thing that you know... students
\ed
1-u
no s\-Aens
tendto do andalso reading...some reading ten \- d-u en yr\sr, cirArvl eAy6 rirdr\l
cbmens
Lin,"
(nsr.
{ev..Jf
lmu$ag
with
en r2\sb
a situation in his.. . in her novel, sorry... and I just lie... and love and like
en
\arL
r^
L\e-"stsd t*d
like... obviously my traditional food, nasi kerabu, where.. . whereby I cannot find
\ar\- bbvT->s\t. rngr \radr\a.n.t \"rd *.131 \-ar,rb.u \^re we\raa ae \_cn\2cl \^t.,
it.. . you know anywhere else... save for my Kelantan...I mean the delicious and the
A9 nni;n t>
Ar\f\as
e.,., )61
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not... that similar to tbe one tbat I.,. L.. that we have in Kelantan
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whereby lots of craftsmen do their craftwork... artwork...
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Kelantan is like
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PCB, Pantai Cinta Berahi or Pantai Cahaya Bulan, the recent name given.
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That beach may be one of interesting places that you may want to visit.
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new environment.
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I like to write stories... about my life today ah... how's... and write
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In Kelantan, mayte beachlah...
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The environment in UKM...very very very very very what ah? Very
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Hindustan movie... Kabhi Kushi Kabhi Gam no not Kabhi Kushi Kabhi
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No...yes...
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