AN ERROR ANALYSIS IN THE PRONUNCIATION

PRODUCED BY ENGLISH DEPARTMENT

STUDENTS OF AIRLANGGA UNIVERSITY AS EFL
ADULT LEARNERS
Mentari Dwi Susanti
121012083
Independence studies on Linguistic
Rational
This topics
interesting?
Objective
Review
The importance of analyzing phonological error
because the existence of phonological error proved
that learners still had difficulties in FL sound imitating.
The present study aims at the types of phonological
errors produced by English department students of
Airlangga University as EFL adult learners.
The phonological errors focused on level segmental
(vowel and consonant sound).
Pronunciation was the production skill that produces sounds
to make meaning communicatively.

The wrongness of transferring L1 into second language (L2)
that caused interference or negative transfer because the
learners L2 knowledge was incomplete (Crystal 1980; Richard,
Platt & Weber 1992; Kormos 2006).
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Articles
Djajadiningrat (2011)
Found : some Indonesian-
English learner cannot figure
out some particular English
vowels sound error such as
[], [], and [] and
consonants sound error in [],
[], [], [d], and [t], [v].
Riadi (2013)
Reviewed : students problems in
pronouncing short and long
vowels, such as [I] [i:] [] [:] []
[u:]
Hojati (2013)
Investigated : the errors in the oral
performance of advanced-level
Iranian EFL students.

Found : pronunciation errors in
vowels insertion, stress
placement, wrong pronunciation
of sounds & intonation contours
Jehma & Phoocharoensil (2014)
Investigated: the English fricatives
and stop pronunciation errors
produced by Pattani-Malay
learners of English, such as [v] []
[] []
RESEARCH QUESTIONS
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Phonological error was where one or
more word were mispronounced.
(Baars, 1992, p. 198)
Phonological Error
-PHONOLOGICAL ERRORS PATTERN-
The present study utilized sources of intelligibility problems
proposed by Kenworthy (1987).
Segmental Errors
a. Sound substitutions
b. Sound deletions
c. Sound insertions
d. Links between words :
A linking sound
A sound merger
A composite sound
Theory of the study
Data collecting
Methods
Data Analysis
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-Qualitative approach-
-Six respondents- who based on the following criteria:
(1) they are English department students in Airlangga University batch of
2010,
(2) they had Javanese dialect as their informal language,
(3)they lived in Surabaya,
(4) they have passed the class English Phonetic-Phonological,
(5) they have learned Indonesian since their childhood.
- The tool in collecting the data -
First Test : borrowing words list consisted of 170 words that a test
focused on the English vowels and consonants individually that did
not exist in Indonesian sound system
Second Test : several sentence and phrase that measured the correct of
students actual linking sounds
-RECORD-
-TRANSCRIBE-
- In order to great justification, the researcher compared between
standard phonetics transcription and students actual transcription by
using Oxford Advanced Learners Dictionary software.
-This software helped to ensure the English sound that is standardized.
- Asked to an expert lecture in English department of Airlangga University
to define the transcription of the recordings has been correct.
-Listened students recording carefully.
Finding
Results
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CONSONANTS CHANGE
Sound substitutions
Sound deletions
Sound insertions
-SOUND SUBSTITUTIONS-

sounds words Oxford R1 R2
[] Janitor
Majestic
Mahjong
[ntr]
[mestk]
[m::]
[ntr]
[mestk]
[m:j:]
[jntor]
[mjestk]
[m: j:]
[v] Valet
Avatar
Breve
[vle]
[vt:r]
[bri:v]
[fale]
[ft:r]
[brf]
[falet]
[fat:r]
[brf]
[] Chic
Machete
Cache
[i:k]
[meti]
[k]
[ci:ks]
[msi:t]
[ke]
[k]
[mct]
[ke]
[] Thataway
Motherland
Soothe
[twe]
[mrlnd]
[su: ]]
[detwe]
[mderlen]
[s:]
[detwe]
[mderlen]
[su:d]
-SOUND DELETIONS-

sounds
words
Oxford R1 R2
[t] frontage [frt] [fron] [fronte]
[t] Crisp [krsp] [krp] [krs]
[d] Motherland [mrlnd] [mderlen]

[mderlen]
-SOUND INSERTIONS--

sounds
words
Oxford R1 R2
[s] chopper [:pr] [coprs] [opr]
VOWELS CHANGE
-SOUND SUBSTITUTIONS-
Positions
/i:/
Words
Standard Phonetics
Transcription
Students Actual
Pronunciation
British American R1 R2
Initial
bistro [bi:str] [bi:sto] [bi:stro] [bstro]
Levis [li:vaz] [li:vaz] [li:vaiz] [leviz]
leaflet [li:flt] [li:flt] [li:flt] [lflet]
Medial tortilla [t:ti:] [t:rti:] [tori:la] [torti:la]
graffiti [grfi:ti] [grfi:ti] [grefiti] [graft]
Final legatee [legti:] [legti:] [legat] [lgt]
seaweed [si:wi:d] [si:wi:d] [si:wd] [si:wd]
The substitutions of vowel [i:] into [], [e]

Positions Sounds Words
Standard Phonetics
Transcription
Students Actual
Pronunciation
British American 1 2
Initial
[]
karaoke [krioki] [kriki] [karaouke] [karaoke]
Medial diaspor
a
[daspr] [daspr] [daspra] [daspora]
Final kaftan [kftn] [kftn] [kaftan] [kaftan]
Initial
[]
bolero [bler] [blero] [bolero] [bolero]
Medial discoth
eque
[dsktek] [dsktek] [dskotk] [dskotk]
Final fiesta [fiest] [fiest] [fiesta] [fiesta]
Initial
[:]
a
cappella
[:kpel] [:kpel] [kapel] [kapel]
Medial safari [sf:ri] [sf:ri] [sfri] [sfri]
Final a la
carte
[:l:k:t] [:l:k:rt] [lk:rte] [lk:rte]
Initial
[:]
laundry [l:ndri] [l:ndri] [londr] [lndr]
Medial cum
laude
[kml:di] [kml:di] [kmld] [kmld]
Final award [w:d] [w:rd] [word] [wrd]
Initial
[u:]
boutiqu
e
[bu:ti:k] [bu:ti:k] [botk] [butk]
Medial manoeu
vre
[mnu:v(r)
]
[mnu:vr] [manu:vr] [mnvr]
Final tattoo [ttu:] [ttu:] [tet] [tt
-SOUND DELETIONS-
sounds words Oxford R1 R2
[i] Cum laude [kml:di] [kmlod] [kmlod]

[eI] cafe [kfe] [kafe] [kafe]
-SOUND INSERTIONS-
sounds words Oxford R1 R2
[] biscuit [bskt] [bskt] [bskt]

Finding
Results
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Links between words
A LINKING SOUNDS
Words A linking sound
Students Actual
Pronunciation
R1 R2
There was no answer [no] + [nsr] [nownsr] /w/ //
He asked [hi] + [skt] [hiyskt] // //
Value of [vlju:] + [v] [vlju:wv] /w/ //
See anyone [si:] + [eniwn] [si:yeniwn] /w/ /y/
Do you know everyone? [no] + [evriwn]
[nowevriwn]
/w/ /w/
Really appreciates [reli] + [pri:iet]
[reliypri:iet]
// /y/
A SOUND MERGER
Words A sound merger
Students Actual Pronunciation
R1 R2
Phone number [fon] + [nmbr] [fonmbr] [fnmbr] [fnmbr]
Cancer research [knsr] + [rs:r] [knsrs:r] [kensri:s] [kensri:s]
Feel like [fi:l] + [lak] [fi:lak] [flak] [fi:lak]
Enough for [nf] + [fr] [nfr] [nfo] [nfor]
Everyone knows [evriwn] + [noz] [evriwnoz] [evriwnoz] [evriwnos]
Human nature [hju:mn] + [ner] [hju:mner] [hju:mner] [hju:mner]
Science center [sans] + [sentr] [sansentr] [sensentr] [sajnsentr]
Enormous success [n:rms] + [skses] [n:rmskses] [nrmoskses] [nrmoskses]
With therapy [w] + [erpi] [werpi] [wterapi] [wtferapi]
Path through [p] + [ru:] [pru:] [patftru] [petftru:]
A COMPOSITE SOUND
Words A composite sound
Students Actual
Pronunciation
R1 R2
Miss you [ms] + [j] [m] /s/ /s/
How is your day? [z] + [jr] [r] /s/ /z/
He loves you [lvz] + [j] [lv] // /s/
Next year [nekst] + [jr] [neksr] // //
Last year [lst] + [jr] [lsr] // //
Who set you up? [set] + [j] [se] // //
Thats your problem [ts] + [jr] [r] // //
Did you do that? [dd] + [j] [d] // //
What would you do? [wd] + [j] [w] // //
My dads your
partner
[ddz] + [jr] [dr] // //
Interpretattion
Results
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The result of the study has appeared that adult learners have problem in
consonant sound such as [t], [], [t], [d], [v], [] and [].

The problem of vowel sounds was resided such as [i:], [], [], [:], [:]
and [u:].
Djajadiningrat (2011)

found some Indonesian-English
learner cannot figure out some
particular English vowels sound
error such as [], [], and [] and
consonants sound error in [], [],
[], [d], and [t], [v].
Jehma & Phoocharoensil (2014)

who investigated the English
fricatives and stop pronunciation
errors produced by Pattani-Malay
learners of English.
Similar to
The Influence of the Interlingual Transfer
Interlingual transfer was the most crucial problem in transferring into
foreign language.

Brown (2007), interference is incorrectly transferred or incorrectly
associated with an item to be learned that effects of the native language
on the target (the second) language.

It represented that adult learners tended to utilize their mother tongue
when they transferring into foreign language.
Remember
Suggestion
Summary
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The result of the study established that there were consonant sound
errors such as, [t], [], [t], [d], [v], [] and [].

The problem of vowel sounds was resided such as [i:], [], [], [:], [:]
and [u:].

Subsequently, the researcher found that length vowel in English vowel
sound system was different from Indonesian vowel. The shortening of
vowels happened since the sounds were produced in a fast speech.
The great strategy was utilized to minimize phonological error that was
to find what problems students have in pronunciation.

From this suggestion, teacher and student enhanced their capability by
correcting the error and committing the correct. Because of
pronunciation, it was related to habit in surrounding environment.