The Pronunciation of English Words Containing Silent Letter “G” by the Elementary and Advanced Level Students of English Made Easy (Eme) English Course

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THE PRONUNCIATION OF ENGLISH WORDS CONTAINING SILENT LETTER “G” BY THE ELEMENTARY AND ADVANCED LEVEL STUDENTS OF ENGLISH MADE EASY (EME) ENGLISH COURSE

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By PUTU AYUMI Student Number: 144214047

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2018

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THE PRONUNCIATION OF ENGLISH WORDS CONTAINING SILENT LETTER “G” BY THE ELEMENTARY AND ADVANCED LEVEL STUDENTS OF ENGLISH MADE EASY (EME) ENGLISH COURSE

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By PUTU AYUMI Student Number: 144214047

DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2018

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Sarjana Sastra Undergraduate Thesis

THE PRONUNCIATION OF ENGLISH WORDS CONTAINING SILENT LETTER "G" BY THE ELEMENTARY AND ADVANCED LEVEL STUDENTS OF ENGLISH MADE EASY (EME) ENGLISH COURSE

By PUTUAYUMI Student~urrnber: 144214047

Approved by

Anna Isti'anah, S.Pd., M.Hurrn. 8 April, 2018 Advisor

Dr. F. B. Abp, M.Pd., M.A. Co-Advisor 8 April, 2018

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A Sarjana Sastra Undergraduate Thesis

THE PRONUNCIATION OF ENGLISH WORDS CONTAINING SILENT LETTER "G" BY THE ELEMENTARY AND ADVANCED LEVEL STUDENTS OF ENGLISH MADE EASY (EME) ENGLISH COURSE

By PUTUAYUMI Student Number: 144214047

Defended before the Board ofExaminers on May 7, 2018 and Declared Acceptable

BOARD OF EXAMINERS

Name Signature

Chairperson : Arina Isti'anah, S.Pd., M.Hum.

Secretary : Dr. F. B. Alip, M.Pd., MA

Member 1 : Adventina Putranti, S.S, M.Hum

Member 2 : Arina Isti'anah, S.Pd., M.Hum.

Member 3 : Dr. F. B. Alip, M.Pd., MA

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STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been previously submitted for the award ofany other degree at any university, and that, to the best of my knowledge, this undergraduate thesis contains no material previously written by any other person except where due reference is made in the text ofthe undergraduate thesis.

Yogyakarta, 7 April, 2018 J,- PutuAyumi

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Putu Ayumi Nomor Mahasiswa : 144212027

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya berjudul

THE PRONUNCIAnON OF ENGLISH WORDS CONTAINING SILENT LETTER "G" BY THE ELEMENTARY AND ADVANCED LEVEL STUDENTS OF ENGLISH MADE EASY (EME) ENGLISH COURSE beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin kepada saya rnaupun memberikan royalti kepada saya selama tetap mencantumkan saya sebagai penulis.

Demikan pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal 7 April 2018

Yang menyatakan,

Putu Ayurni

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If you do not believe in yourself, no one will do it for you. -Kobe Bryant

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For Mama and Bapak, Thank you for all the positivity and support. I did it. I love you. I always do. -Ayuchan

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ACKNOWLEDGEMENTS

First, I would like to deliver my gratitude to Ida Sang Hyang Widhi

Wasa for His guidance and strength in writing this thesis. His blessings have made me who I am today.

Second, I express my gratitude to my thesis advisor Arina Isti’anah, S.Pd.,

M.Hum. for devoting much time to guide, read and correct my work. I thank her for being such a humble and caring advisor. Her patience means a lot to me. I also thank my co-advisor Dr. F. B. Alip, M.Pd., M.A. for taking time to help me and give correction to my thesis.

Third, I thank my family for always supporting me during my ups and downs. Mama and Bapak have never made me feel alone although we were not always together. I would also like to thank my two little devils (brothers) Riki and

Ryuki for always praying the best for me.

Fourth, I would like to address my gratitude to English Made Easy (EME)

English Course for giving me the permission to conduct my research there. I would also like to thank my students at English Made Easy (EME) English

Course for being the participants of this research.

Finally, I would like to thank all of my friends, especially miluv and

Ades’s Class for the support, motivation and spirit that they have given to me. I am glad to know them and they will always have a place in my heart. Forever.

Putu Ayumi.

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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………... ii APPROVAL PAGE………………………………………………………………..... iii ACCEPTANCE PAGE……………………………………………………………... iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH…….. v STATEMENT OF ORIGINALITY………………………………………………... vi MOTTO PAGE……………………………………………………………………… vii DEDICATION PAGE………………………………………………………………. viii ACKNOWLEDGEMENT………………………………………………………….. ix TABLE OF CONTENTS…………………………………………………………… x LIST OF TABLES…………………………………………………………………... xiii ABSTRACT………………………………………………………………………….. xiv ABSTRAK…………………………………………………………………………… xv

CHAPTER I: INTRODUCTION…………………………………………………... 1 A. Background of the Study……………………………………………………... 1 B. Problem Formulation…………………………………………………………. 6 C. Objectives of the Study………………………………………………………. 6 D. Definition of Terms…………………………………………………………... 7

CHAPTER II: REVIEW OF LITERATURE……………………………………... 9 A. Review of Related Studies……………………………………………………. 9 B. Review of Related Studies……………………………………………………. 12 1. Phonetics………………………………………………………………….. 12 a. International Phonetic Alphabet……………………………………….. 13 b. Segments……………………………………………………………….. 13 i. English Consonants……………………………………………… 14 ii. English Vowels…………………………………………………... 16 2. Silent Letter………………………………………………………………. 17 3. English Phonology………………………………………………………... 18 a. English Consonant Cluster……………………………………………... 19 b. Phonological Rules...... 19 i. Segment Addition Rule…………………………………………. 20 ii. Segment Deletion Rule………………………………………….. 20 4. Indonesian Phonology……………………………………………………. 21 5. Orthography………………………………………………………………. 22 6. Language Transfer………………………………………………………... 23 C. Theoretical Framework……………………………………………………….. 25

CHAPTER III: METHODOLOGY………………………………………………... 27 A. Object of the Study…………………………………………………………… 27 B. Approach of the Study………………………………………………………... 29 C. Method of the Study………………………………………………………….. 29

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1. Data Collection…………………………………………………………… 29 2. Data Analysis……………………………………………………………... 31

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS…………………... 35 A. The Participants’ Pronunciations in Pronouncing English Words with Silent 35 Letter “g”……………………………………………………………………... 1. The Pronunciations of Words Containing Silent Letter “g” by the 37 Elementary Level Students……………………………………………….. a. “gn”  [n]……………………………………………………………... 38 b. “gh”  []…………………………………………………………….. 39 c. “ght”  [t]……………………………………………………………... 42 2. The Pronunciations of Words Containing Silent Letter “g” by the 45 Advanced Level Students………………………………………………… a. “gn”  [n]……………………………………………………………... 46 b. “gh”  []…………………………………………………………….. 48 c. “ght”  [t]……………………………………………………………... 51 B. The Phonological Processes Found in the Participants’ Pronunciations……... 54 1. Segment Addition in the Students’ Pronunciations………………………. 56 2. Segment Deletion in the Students’ Pronunciations………………………. 71 3. Vowel Change in the Students’ Pronunciations………………………….. 72 4. Consonant Change in the Students’ Pronunciations……………………… 81

CHAPTER V: CONCLUSION…………………………………………………….. 86

REFERENCES……………………………………………………………………… 88 APPENDICES……………………………………………………………………….. 90 Appendix 1: Phonetic Transcription of EL 1’s Pronunciation……………….. 90 Appendix 2: Phonetic Transcription of EL 2’s Pronunciation……………….. 90 Appendix 3: Phonetic Transcription of EL 3’s Pronunciation……………….. 91 Appendix 4: Phonetic Transcription of EL 4’s Pronunciation……………….. 92 Appendix 5: Phonetic Transcription of EL 5’s Pronunciation……………….. 92 Appendix 6: Phonetic Transcription of EL 6’s Pronunciation……………….. 93 Appendix 7: Phonetic Transcription of EL 7’s Pronunciation……………….. 94 Appendix 8: Phonetic Transcription of EL 8’s Pronunciation……………….. 94 Appendix 9: Phonetic Transcription of EL 9’s Pronunciation……………….. 95 Appendix 10: Phonetic Transcription of EL 10’s Pronunciation…………….. 96 Appendix 11: Phonetic Transcription of AD 1’s Pronunciation……………... 96 Appendix 12: Phonetic Transcription of AD 2’s Pronunciation……………... 97 Appendix 13: Phonetic Transcription of AD 3’s Pronunciation……………... 98 Appendix 14: Phonetic Transcription of AD 4’s Pronunciation……………... 98 Appendix 15: Phonetic Transcription of AD 5’s Pronunciation……………... 99 Appendix 16: Phonetic Transcription of AD 6’s Pronunciation……………... 100 Appendix 17: Phonetic Transcription of AD 7’s Pronunciation……………... 100 Appendix 18: Phonetic Transcription of AD 8’s Pronunciation……………... 101 Appendix 19: Phonetic Transcription of AD 9’s Pronunciation……………... 102 Appendix 20: Phonetic Transcription of AD 10’s Pronunciation……………. 102

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LIST OF TABLES

No. Table Page 1. Table 1. International Phonetic Alphabet (IPA) for English 16 consonants (Yule, 2006, p.34) 2. Table 2. Research Instrument 28 3. Table 3. Summarized Result of the Participants’ Pronunciations 32 4. Table 4. Summarized Result of the Elementary Level and the 36 Advanced Level Students’ pronunciations 5. Table 5. Result of the Elementary Level Students’ Pronunciation 38 “gn”  [n] 6. Table 6. Result of the Elementary Level Students’ Pronunciation 40 “gh”  [] 7. Table 7. Result of the Elementary Level Students’ Pronunciation 42 “ght”  [t] 8. Table 8. Result of the Advanced Level Students’ Pronunciation 46 “gn”  [n] 9. Table 9. Result of the Advanced Level Students’ Pronunciation 48 “gh”  [] 10. Table 10. Result of the Advanced Level Students’ Pronunciation 51 “ght”  [t] 11. Table 11. Summary of Phonological Processes Found in the 55 Students’ Pronunciations

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ABSTRACT

AYUMI, PUTU. (2018). The Pronunciation of English Words Containing Silent Letter “g” by the Elementary and Advanced Level Students of English Made Easy (EME) English Course. Yogyakarta: Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.

English is an international language which serves as a lingua franca. It is spoken all around the world. Therefore, nowadays English is considered one of the compulsory subjects in almost all schools in the world from elementary school to university. However, non-native English speakers, especially Indonesian, have hard time learning English. The reason is because it has several rules which are different from Indonesian. One of the most problematic problems in learning English for Indonesian English learners is the pronunciation of several English words. Indonesians tend to pronounce English words from the spelling without considering that some English words contain silent letters which are not meant to be pronounced although they are present on the spelling of the word. To prove that phenomenon, this research was conducted at English Made Easy (EME) English course The purpose of this research is to find out the pronunciations and the phonological processes found in the pronunciations of English Made Easy (EME) English course students. Therefore, there are two problems formulated. The first is to discover how the students pronounce the selected words with silent letter “g”. The second is to discuss the phonological processes found in the pronunciations. A sampling method (purposive) was used to collect the data. Ten students from both the Elementary and the Advanced level were selected and were asked to pronounce the selected 15 words containing silent letter “g”. The selected words were taken from their English Made Easy Daily Vocabulary List. Furthermore, the approach used in this research is phonological approach. The result was that 30.7% of the Elementary level students’ pronunciation successfully silenced the silent letter “g” and 69.3% of the pronunciation failed to silence the silent letter. For the Advanced level students’ pronunciation, the result was better. 71.3% of the pronunciation silenced the silent letter and 28.7% of the pronunciation still pronounced the silent letter. Based on the analysis, the phonological processes found in the students’ pronunciations were segment addition, segment deletion, vowel change and consonant change. The main reason why the phonological processes occurred was because of the influence of Indonesian phonological system.

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ABSTRAK

Bahasa Inggris merupakan bahasa internasional yang memiliki peran sebagai lingua franca dan merupakan bahasa yang digunakan di seluruh dunia. Maka dari itu, hampir seluruh sekolah di dunia menjadikan Bahasa Inggris sebagai salah satu mata pelajaran wajib. Meskipun demikian, bagi orang-orang yang tidak berbahasa inggris secara aktif, terutama orang Indonesia, Bahasa Inggris merupakan bahasa yang sulit untuk dipelajari. Alasan utamanya adalah karena ada aturan-aturan Bahasa Inggris yang tidak ada dalam Bahasa Indonesia. Salah satu masalah utama bagi orang Indonesia adalah pelafalan kosakata Bahasa Inggris. Orang Indonesia memiliki kecenderungan untuk melafalkan kosakata Bahasa Inggris sesuai dengan ejaan tanpa mempertimbangkan kosakata-kosakata yang memiliki huruf diam. Untuk membuktikan fenomena tersebut, sebuah penelitian telah dilaksanakan di tempat kursus Bahasa Inggris English Made Easy (EME). Penelitian ini memiliki dua rumusan masalah. Pertama adalah untuk mencari tahu bagaimana siswa-siswi English Made Easy (EME) melafalkan kosakata-kosakata Bahasa Inggris yang mengandung huruf diam “g”. Kedua adalah untuk membahas proses fonologi yang didapatkan dalam pelafalan siswa- siswi. Studi sampel merupakan jenis studi yang digunakan dalam penggumpulan data. Sepuluh siswa-siswi dari tingkat Elementary dan tingkat Advanced dipilih dan diminta untuk melafalkan 15 kosakata Bahasa Inggris yang menggandung huruf diam “g”. Kosakata-kosakata yang terpilih di ambil dari daftar kosakata sehari-hari siswa (English Made Easy Daily Vocabulary List). Hasilnya adalah 30.7% pelafalan siswa-siswi tingkat Elementary berhasil mendiamkan huruf diam “g” dan 69.3% dari pelafalan siswa-siswi gagal untuk mendiamkannya. Untuk pelafalan dari siswa-siswi tingkat Advanced, 71.3% dari pelafalan siswa-siswi berhasil untuk mendiamkan huruf diam “g” dan 28.7% gagal untuk mendiamkan huruf diam tersebut. Berdasarkan analisis, proses fonologi yang ditemukan dalam pelafalan siswa-siswi berupa penambahan segmen, penghapusan segmen, perubahan bunyi vokal dan perubahan bunyi konsonan. Alasan utama terjadinya proses fonologi tersebut adalah karena pengaruh dari pengetahuan fonologi Bahasa Indonesia yang dimiliki siswa-siswi.

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a communication system which is used by everyone in the world to interact with each other. Out of all languages spoken in the world,

English is known as the international language which serves as a lingua franca.

According to Smokotin, Alexseyenko, and Petrova, Lingua Franca refers to

a language functioning as a means of interethnic communication, at present the English language has acquired the status of a language of global communication. English as the Global Lingua Franca (EGLF) has become a means of universal communication not only between the native speakers of English and speakers of English as the second language, but also between people with different native languages (2014, p.509). In other words, English is the bridge to all languages that are spoken in the world.

It means that when people from different countries meet and could not communicate because of the language barrier, they could use English as the bridge to their languages. Hence, they would be able to pursue their communication.

Nowadays, it is very important for an individual to be able to speak

English. Since it is an important language, not only for communication but also for education and global issues, English has become one of the compulsory subjects in almost all schools and universities around the world. However, a lot of non-native English speakers still have a hard time learning English, especially pronouncing English words. One of the main problems of non-native English speakers is that most of them have difficulties to pronounce English words correctly, including Indonesian.

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In Indonesia, there is one national language (Indonesian) and there are hundreds of local languages spoken daily. According to www.ethnologue.com, there are 719 local languages in Indonesia, unfortunately, 12 of them are not spoken anymore. Mainly, the first language of Indonesian people would be

Indonesian; the national language, and their local language such as Javanese,

Balinese, Bataknese and etc. Then, their second language would be English and other foreign languages. One of the main reasons why Indonesians have a hard time learning English is because English is not their first language. Moreover,

English has different rules from Indonesian and the other local languages that they usually speak.

To improve their ability to speak English, a lot of Indonesian people join

English courses nowadays. One of the English courses in Yogyakarta is English

Made Easy (EME). At this English course, there are approximately 50-70 new students who register for a class each month. Therefore, in order to fulfill

Indonesian people’s need for learning English, today, there are thousands of

English courses found all around Indonesia.

One of the main problems of Indonesian is the pronunciation of several

English words or even letters. Dardjowidjojo (2009, p.35) states that how a sound is produced varies from language to language. Some English sounds that are present in Indonesian are produced and pronounced in a different way. It means that every individual has a different way in pronouncing words and letters. The phenomenon can be observed through the science of language and one of the most important studies to discover the phenomenon and is phonetics; a study which

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describes sounds. According to Yule, phonetics is the general study of the characteristic of speech sounds. It observes how an individual produces, transmits and perceives sounds (2006).

Furthermore, to analyze an individual’s pronunciation, there is a study called phonology. “Phonology is the study of sound structure in language, which is different from the study of sentence structure (syntax) or word structure

(morphology), or how languages change over time (historical linguistics)”

(Odden, 2005, p.2). In short, phonology is the study of how sound systems and sound patterns are created. Therefore, sound arrangements are the data to analyze in phonology.

In English phonology, it is important to know about the English vowels and consonants as they are the first division of speech sounds. There are some consonants that are not pronounced in English words although it is present when writing the word. It is called silent letter. Carney (1994) in Akinjobi (2013) claims that silent letters appear in about 60% of English words and although it is problematic, silent letters are present to distinguish words that sound similar through the spelling. This phenomenon does not occur in Indonesian. Therefore, many Indonesian people mispronounce some English words that contain silent letters. They tend to pronounce the letter when it is not supposed to be pronounced.

Silent letter is often problematic because of its inconsistency. What is meant by its inconsistency is the syllable structure in which the silent letter occurs. For example, the silent letter “g” that is followed by the consonant letter

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“h” as in the word “although” which is pronounced as /ɔl’ðəʊ/. The consonant letters “gh” is not pronounced at all as it appears in the coda position. Whenever the consonant letters “gh” appear in the coda position, it is not pronounced.

However, if the “gh” consonant letters appear in the onset position, it is not silenced, as in the word “ghost” which is pronounced as /goʊst/. The letter “g” is not silenced. This kind of inconsistency is problematic for non-native English speakers.

Another reason is because some English words contain two or more consonant letters appearing together which are not present in Indonesian. For example the consonant letters /g, n/ and /g, h, t/ in “foreign” and “frighten”.

Instead of pronouncing it [ˈfɒrɪn] and ['fraɪtn] they tend to pronounce it [fɒrɪgən] and [fraɪgtən]. They still pronounce the silent letter “g” and tend to insert schwa because in Indonesian, the consonant letters /g, n/ or /g, h, t/ does not exist. In addition, silent letters do not occur in Indonesian vocabularies. Thus, the silent letter is still pronounced and the mispronouncing phenomenon occurs.

On the previous paragraph, it has been mentioned that Indonesians have the tendency to insert schwa a [ə] in their pronunciation when they encounter unfamiliar consonant letters that appear together. Another example besides the words “foreign” and “frighten” is “design” /dɪ’zaɪn/ which was pronounced as

[dɪsaɪgən]. The additional sound in the pronunciation is the consonant sound /g/ and the schwa [ə]. This is a phonological process called insertion or segment addition. Sahulata states that phonological process is a dynamic system in which units change as they come into contact with other units in the system. One of the

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examples is insertion; where a sound segment is added or inserted, just like the example given previously (1988, p.91).

To prove this phenomenon, this thesis attempts to discover the pronunciation of Indonesian students in pronouncing English words containing silent letter “g”. The silent letter “g” was chosen as it comes in various forms of orthography. Therefore, this thesis also intends to find out whether the students can pronounce the selected words containing silent letter “g” if it appears in different forms of orthography.

The research was conducted at English Made Easy (EME) English course.

It is an English course which consists of 6 levels. The levels are: Elementary, Pre- intermediate, Intermediate 1, Intermediate 2, Advanced 1 and Advanced 2. This research is conducted to analyze the pronunciations of the students from the

Elementary level and the Advanced level in pronouncing English words which contain silent letter “g” as Elementary level is the lowest level and Advanced level is the highest level at this English course. Furthermore, the research will also analyze the phonological processes that are found in the students’ pronunciation when pronouncing the selected English words containing silent letter “g”.

The words that have been selected to conduct this research are English words that contain silent letter “g” which are familiar for the students from both levels. The phonetic alphabet used in this research is based on the International

Phonetic Alphabet (IPA). The aim of this research is to find out the pronunciation of English words containing silent letter “g” by Indonesian students who are learning English at English Made Easy (EME) English course. Throughout this

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research, the most problematic English word/s containing silent letter “g” can be discovered, followed by the phonological processes that are found in the students’ pronunciations.

The main problem is that the students are not aware of the silent letter “g” and tend to pronounce it without silencing it. Therefore, the phonological processes that are found in the students’ pronunciations are also discussed in order to see what kinds of phonological processes occur in the pronunciations of the students. By observing the phonological processes found in the students’ pronunciations, why the students pronounce the selected words incorrectly can be discovered.

B. Problem Formulation

From the background study about the pronunciations of some English words that contain silent letters by the Elementary level students and the

Advanced 2 level students of English Made Easy (EME) English course, the problems are formulated as:

1. How do the Elementary and Advanced level students of English Made Easy

(EME) English course pronounce the English words containing silent letter

“g”?

2. What phonological processes are found in their pronunciation?

C. Objectives of the Study

There are two main objectives of the study that can be elaborated through this research. The first one is to discover how the Elementary level students and

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the Advanced level students of English Made Easy (EME) English course pronounce English words containing silent letter “g”. From the first objective, it can be identified which English words that contain silent letters “g” are pronounced correctly and incorrectly. The research will distinguish the pronunciation between the Elementary level students and the Advanced level students and find out which words are mostly pronounced correctly and which words are mostly pronounced incorrectly.

The second objective is to identify the phonological processes that are found in the pronunciation of the Elementary level students and the Advanced level students. Through this objective, the students’ pronunciation will be analyzed thoroughly and also describe what phonological processes occur when pronouncing English words with silent letter “g”.

D. Definition of Terms

The definitions of terms that are used in this research are silent letter and consonant cluster. These terms are elaborated in this section.

The first term is silent letter. It is a term for a letter of the alphabet that is left unpronounced. It means that a certain letter must be present on the writing and spelling of a word but when pronouncing the word, the silent letter is not pronounced or in Edward Carney’s words, the letter is “left unpronounced”

(Carney, 1994 in Akinjobi, 2013). The example has been stated earlier on the word “foreign” and “frighten”. The silent letter “g” must be present on the writing and spelling. However, when pronouncing the word, the silent letter “g” is

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omitted or it is left unpronounced. Hence, the correct pronunciation would be

/ˈfɒrɪn/ and /'fraitn/.

The second term is consonant cluster. Consonant cluster is when two or more consonants are placed one after another and belong to the same syllable.

These clusters can appear both in the initial position and the final position. In

English, there are 39 consonant clusters occurring in the initial position and 151 consonant clusters occurring in the final position (Dardjowidjojo, 2009). Every language has different consonant clusters. Some languages may have the same consonant clusters but some may have completely different consonant clusters this is one of the reasons why the mispronunciation occur. The inconsistency of

English consonant clusters is what makes second language learners of English make mistakes when pronouncing English words. For instance, the words “sign”

/saɪn/ and “signal” /sɪgnəl/. Both of them have the letter “g” and “n” but the “g” in “sign” is silenced while in “signal” it is pronounced. The reason is because the

“g” and “n” in the word “sign” belong to the same syllable but in the word

“signal”, it does not belong to the same syllable. However, second language learners of English, especially Indonesians are not aware when to silence the letter

“g” which appears in the consonant clusters of English words or vocabularies.

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CHAPTER II

REVIEW OF LITERATURE

This chapter is divided into three parts. The first part is Review of Related

Studies. It discusses the previous studies which have been conducted and have close relation to this study. The second part is Review of Related Theories which discusses the theories that are used in this research. The last part is Theoretical

Framework. This part elaborates the contributions of the theories in this research.

A. Review of Related Studies

In this part, a review about research related to the pronunciation of English words by non-native English speakers will be explained. There are four researches that have been selected as the references. The researches that have been selected have close relation to the pronunciation of English words that contain silent letter.

The first research was conducted by Shak, Lee and Stephen (2016). They conducted a research on the pronunciation of English sounds by Malaysian students. The main objective of the research is to identify which English sounds are commonly mispronounced by low oral proficiency Malaysian students.

Although English is taught as a compulsory subject in all Malaysian schools, many students still mispronounce English sounds. The main reason is that even though English shares the same alphabet system as Malay, some of the pronunciations are different. There are several English sounds that are mispronounced by the Malaysian students and one of the most commonly

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mispronounced English sounds is the English silent letter “w” as in “wrap”. The mispronunciation occurs because silent letter “w” is not present in Malay.

The second research was conducted by Akinjobi (2013). The main concentration of this research is to find out whether Nigerian silence English silent letters in their pronunciation or not. In addition, Akinjobi also analyzed if gender is significant in silencing English silent letter or not. The words that are used in this research include: plumber, honest, listened, ballet, chassis, softened, gnarled, tomb and bombed. From 50 participants, only 32% pronounced the words containing English silent letter correctly. Furthermore, Akinjobi concluded that female students (41% correct pronunciation) pronounce English words containing silent letters much better than male students (23% correct pronunciation).

The incorrect pronunciation occurs because Nigerians have the tendency to cue pronunciation from the spelling. Moreover, the error occurs because of the inconsistency of English silent letter from particular positions. For example, the word “honest” and “house”, both of the words begin with “h” but it is silent in

“honest” while in the word “house”, “h” is pronounced. This kind of inconsistency is problematic for Nigerians in pronouncing English letters which contain silent letters.

The third research was conducted by Rahardjosidhi (2016). The research analyzes the pronunciation of particular English consonant cluster by Indonesian students who are learning English as their second language, just like the students who are learning English at English Made Easy (EME) English course.

Rahardjosidhi mentions that the mother tongue or the first language elements really

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influences the use of the second language. That is why errors in pronouncing

English words occur; it is because the knowledge or the elements from their mother tongue is used in pronouncing certain English words. Additionally, he also states that the participants of his research tend to insert schwa [ə] on their pronunciation which concludes that Indonesians have high tendency in inserting schwa on their pronunciation.

The last research was conducted by Habibi (2016). His research examines the segmental pronunciation problems encountered by students of Maulana Malik

Ibrahim Islamic State University of Malang during their thesis proposal presentation. He reveals that the main segmental pronunciation problem is sound substitution and deletion in particular consonant clusters, replacement of sounds and insertion of schwa [ə] in their pronunciation.

Based on the references that have been selected, there are two similarities to this research. The first one is that the main focus of the researches is on the pronunciation of non-native English speakers in pronouncing English sounds and words. The second one is all of the correspondences of the researches are people whose first language is not English. However, the difference between this research and the researches which are selected as the reference is that this research only focuses on the pronunciation of English words that contain silent letter “g”.

Therefore this research discovers new ideas from the previous researches.

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B. Review of Related Theories

The theories that are used to analyze the problem formulation are elaborated in this part. Since the main concern of this research is to find out the pronunciation of English Made Easy (EME) students in pronouncing silent letter

“g”, the main theories are phonetics, silent letter and phonology.

1. Phonetics

Phonetics is one of the linguistic fields that studies about speech sounds. In order to describe speech sounds, a speaker must know what an individual sound is and how each sound differ from one another (Fromkin et al, 2014, p 190).

Therefore, phonetics is important for second language learners or non-native speakers in pronouncing the second language words. This research is conducted to analyze how Indonesian students from English Made Easy (EME) English course pronounce English words with silent letter “g”, hence, their pronunciation can be transcribed through English phonetics.

Furthermore, Yule states that in phonetics we can observe the articulatory phonetics, acoustic phonetics and auditory phonetics. Articulatory phonetics observes how speech sounds are produced, acoustic phonetics observes how speech sounds are transmitted and auditory phonetics observes how speech sounds are perceived via the ear (Yule, 2006, p.30). However, the main focus of this research is to analyze the articulatory phonetics or how the speech sounds are produced by English Made Easy (EME) students in pronouncing English words that contain silent letter “g”.

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a. International Phonetic Alphabet

Previously, it has been mentioned that one of the main objectives of this research is to analyze the articulatory phonetics or find out the pronunciation of

English Made Easy (EME) English course students in pronouncing English words that contain silent letter “g”. In order to transcribe their pronunciation, phonetic transcription is needed. Phonetic transcription is when a speech is represented by small sets of symbols with standard interpretation (Odden, 2005, p.20). The small sets of symbols that are used in transcribing the pronunciation is International

Phonetic Alphabet (IPA).

International Phonetic Alphabet (IPA) is an alphabet that represents every speech sounds which is provided by the International Phonetics Association (Carr,

2008, p.78). The International Phonetic Alphabet represents both the English vowel sounds and the English consonant sounds. Lists of the International

Phonetic Alphabet (IPA) will be provided in the next section. In order to know the characteristics of the speech sounds we must understand what segments are. b. Segments

Segments are the phonological sounds that appear in a word. For example, the word “foreign”; it consists of seven letters but there are only five phonological sounds [f], [ɒ], [r], [ɪ] and [n]. These sounds are called segments (Odden, 2005, pg.14). Therefore, Carr states that segmental phonology is the study of segmental phenomena such as vowels and consonant allophones (2008, p. 157). All English phonological sounds or speech sounds that are represented by the International

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Phonetic Alphabet (IPA) have its characteristics. The characteristics English vowels and consonants will be elaborated on the following section.

i. English Consonants

According to Roach (2004), English consonants are classified into three categories. The categories include: voicing, place of articulation and manner of articulation. Carr (1993) states that voicing state of consonants is divided into two: the first one is voiced (with vocal cord vibration) and voiceless (without vocal cord vibration). The next one is place of articulation. Place of articulation is when consonants are classified according to where in the vocal tract the airflow restriction occur (Fromkin et al, 2014, p.195).

English consonants are divided into seven categories based on the place of articulation. The first category is bilabial. Bilabial sounds are produced when the upper lip touches the lower lip (Roach, 2004, p.21). English consonants that are classified as bilabial consonants are [p], [b], [m] and [w].

The second category is labiodental. Labiodental sounds are produced if the lower lip touches the upper front teeth (Roach, 2004, p.22). The English consonant sounds that are classified as labiodentals include: [f] and [v].

The third is dental. Dental sounds are formed when the tip of the tongue touches the teeth (Roach, 2004, p.22). English dental consonants are [θ] and [ð].

The fourth is alveolar. Behind the upper front teeth is the alveolar ridge.

Therefore, alveolar sounds are produced if the tongue is in contact with the alveolar ridge (Roach, 2004, p.22). English consonants that are categorized as alveolars are [t], [d], [s], [z], [n], [l] and [r].

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The fifth is palatal. Palatal sounds are produced when the tongue makes contact with the upper surface of the mouth a little further back than the alveolar region which is the palatal area (Yule, 2004, p.22). English consonants that are categorized as palatal consonants include: [ʃ], [ʧ], [Ʒ] [ʤ]and [j].

The next category is velar. Velar are sounds that are produced when the back of the tongue is in contact with the velum (Roach, 2004, p.22). English consonants that are included as velar are [k], [g] and [ŋ].

The last consonant categorization based on the place of articulation is glottal. Glottal sounds occur when there is a constriction between the vocal folds inside the larynx. The vocal folds are also known as the glottis (Roach, 2004, p.22). The English glottal consonant is [h].

The next classification of English consonant is based on the manner of articulation. Odden explains that manner of articulation refers to the way in which a consonant at a certain palace of articulation is produced, indicating how airflow is controlled (Odden, 2005, p.27). Based on the manner of articulation, English consonant sounds are divided into six categories. The six manners of articulations include; stops, fricatives, affricates, nasals, liquids and glides. The complete table of the place of articulations, manner of articulations and the voicing of English consonant is provided below.

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Table 1: International Phonetic Alphabet (IPA) for English Consonants (Yule, 2006, p.34)

Bilabial Labiodental Dental Alveolar Palatal Velar Glottal -V +V -V +V -V +V -V +V -V +V -V +V -V +V Stops p b t d k g fricatives f v θ ð s z ʃ ʒ affricates ʧ ʤ Nasals m n ŋ Liquids l, r Glides w J h

ii. English Vowels

Fromkin, Rodman and Hyams defines vowels as sounds that are produced with little restriction of the airflow from the lungs out through the mouth and/or nose (2014, p.205). In addition, Yule explains that vowels are produced with a relatively free flow air and vowels are all typically voiced (Yule, 2006, p.38). In this section, the characteristics and the International Phonetic Alphabet (IPA) of the English vowels will be discussed.

Height, backness and roundness are the three most important properties for defining vowels (Odden, 2005, p.21). The height is divided into three. The first one is high vowel which consist of [i], [ɪ], [u] and [ʊ], the second one is mid vowel which consist of [e], [ɛ], [ə], [ʌ], [o] and [ɔ] and the last one is low vowel which consist of [æ], [a] and [ɒ].

The backness is also divided into three categories, they are front, center and back vowel. Front vowel consist of [i], [ɪ], [e], [ɛ] and [æ], center vowel consist of [ə], [ʌ] and[a] and back vowel consist of [u], [ʊ], [o], [ɔ] and [ɒ].

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Different from height and backness, roundness only consist of four vowels. The rounded vowels include [u], [ʊ], [o], [ɔ].

Moreover, there are also several phonological symbols that contain two vowel sounds or combined vowel sounds which are called diphthongs (Yule,

2006, p.39). Dardjowidjojo (2009, p.33) states that diphthongs are combination of two vowels which belong to the same syllable and the stronger stress falls on the first vowel. There are seven English diphthongs which include: [eɪ], [aɪ], [ɔɪ],

[əʊ], [aʊ], [eə] and [ɪə].

2. Silent Letter

According to Lee and Turvey (2003), silent letter is an unpronounced letter in a word but it is present when spelling the word. In addition, they also state that if a silent letter is omitted, it would produce a non-word. For example the word

“column”; when pronouncing the word, “n” is silent or it is left unpronounced but it must be present in the spelling. If the silent letter “n” is omitted from the spelling it would produce a non-word “colum”. Although silent letters are not pronounced in the pronunciation of the word, it must be present on the spelling.

Carney (2006, p.40) categorizes English silent letter into three types. They are auxiliary letter, inert letter and empty letter.

Auxiliary letters are extra letters which help to make up complex graphic unit, it is necessary to keep units distinct from other units (Carney, 2006, p.40).

The presences of auxiliary letters are to show the distinction between two letters that has the same pronunciation but are different in their spelling. For example, the words “hour” and “our”, these two words have the same pronunciation but

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they have different spellings. The word “hour” contains silent letter “h” which gives distinction to the word “our” although the two words have the same pronunciation.

Inert letters are letters which occur in all of the spellings of the word but in some forms they are pronounced and in other forms they are not pronounced

(Carney, 2006, p.41). Inert letters can be seen in the words “signature”,

“signatory”, “sign” and “signed”. In the spelling of these words the letter “g” is present while in the pronunciation, the letter “g” is pronounced in “signature”

/sɪgnəʧə/ and “signatory” /sɪgnətəri/ but the letter “g” is silent in “sign” /saɪn/ and “signed” /saɪnd/.

Finally, empty letters, they are also called dummy letters. Empty letters do not have distinctive function as in auxiliary letters and inert letters; the letters are just simply unpronounced. It can be classified throughout the consonant cluster of the word and found in the onset and the coda of the syllable (Carney, 2006, p.42).

An example of empty letter in the onset is the silent letter “h” in “honest” and an example of empty letter in the coda is the silent letter “n” in the word “autumn”.

3. English Phonology

Phonetics is the study of speech sounds but in phonology, not only speech sounds are studied but also the systems and patterns of the speech sound. In short,

Carr defines phonology as the study of sound systems found in human languages

(2008, p.130). English phonology is the selected theory to observe the pronunciation and the phonological processes that are found in the pronunciation

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of English Made Easy (EME) English course students. The explanation of English consonant cluster will be elaborated in this section. a. English Consonant Cluster

Consonant cluster is a series of consonant that occur in the same syllable.

According to Dardjowidjojo (2009, p.29), consonant clusters may appear in the initial, medial and final position of a word. The difference between the English consonant clusters and Indonesian consonant clusters is one of the reasons why it is hard for Indonesian people to pronounce English words.

For example, the English word “resign” which is pronounced /rɪzɅɪn/, has /g, n/ consonant letters occurring in the final position of the word. This kind of consonant cluster does not occur in the Indonesian consonant cluster.

Therefore, Indonesian people tend to pronounce the word “resign” as /rɪsʌɪgən/.

Furthermore, Indonesian people are not aware of the silent “g” and tend to pronounce the word from its spelling. This phenomenon also occurs because

Indonesian phonology does not recognize silent letters. b. Phonological Rules

The rules of phonology, or mainly known as phonological rule, differ from one language to another. This is one of the reasons why errors in pronouncing words occur for second language learners or non-native speakers. A phonological rule is a way of expressing sound changes that occur in a language (Odden, 2005,

P.71).

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i. Segment Addition Rule

Segment addition rule or epenthesis is when a speaker tends to insert a vowel,

mainly a schwa [ə] between consonant clusters (Dardjowidjojo, 2009, p.99). This

epenthesis rule is what most Indonesian people do when pronouncing English

words, especially when pronouncing English words that contain unfamiliar

consonant clusters. This rule is also known as insertion rules in phonology.

Fromkin, Rodman and Hyams (2014) elaborates this rule as a schwa [ə] is inserted

between two consonants:

  ə / [+consonant] ___ [+consonant]

A schwa is inserted between two consonant sounds, as in the word “resign”

pronounced by Indonesian people. The intended pronunciation is /rɪ’zaɪn/,

however, Indonesians have the tendency to pronounce the word as [re’sɪgən]. The

environment is two consonant sounds and the schwa is added between the two

consonant sounds. Therefore, the schwa [ə] is inserted between [g] and [n] because

Indonesian phonology does not recognize the consonant letters /g,n/ in the final

position. Therefore, the schwa in inserted because Indonesian people have the

tendency to insert schwa between consonant letters that are not recognized or

unfamiliar in Indonesian consonant clusters. ii. Segment Deletion Rule

Segment deletion rule is when a sound is deleted in the utterance of the

speaker (Fromkin et al, 2014, p.248). The words “resign” and “design” is the

examples of words that use segment deletion rule in the pronunciation. The letter

“g” is silent or it is deleted on the pronunciation. Thus, the phonological rule

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elaborated by Fromkin, Rodman and Hyams (2014, p.248) is “delete a /g/ word- initially before a nasal consonant or before a syllable-final nasal consonant”.

This rule is problematic for non-native English speakers, especially

Indonesian speakers of English. The reason is because Indonesian people are not aware of this rule and do not know when the sound is present or deleted in the pronunciation. Therefore, they tend to pronounce all the letters that are present in the spelling without considering the segment deletion rules in certain English words.

4. Indonesian Phonology

Indonesian phonology is also needed in this research since the correspondences of the research are Indonesian. In order to discover the phonological processes that are found in the pronunciation of English Made Easy

(EME) students, it is important to understand the Indonesian phonology and how it is different from English phonology, in particular; the consonant clusters of

Indonesian.

Indonesian has only few consonant cluster and it is very rare to find a three cluster such as [str] as in “struktur”. As a three structure is rare in Indonesian consonant cluster, it is quiet often for Indonesian to insert schwa [ə] in the pronunciation of the clusters. Hence, “struktur” is often pronounced [sətruktur]

(Dardjowidjojo, 2009, p.30). The original consonant clusters of Indonesian are very simple; therefore, the complex clusters such as the three clusters [str] comes from English or other borrowed languages that are foreign for Indonesians.

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The consonants clusters of a syllable in Indonesian are: V, CV, VC, CVC,

CCV, CCCV, CCVC and CCCVC. It can be concluded that Indonesian syllables with two or more initial consonants are foreign in origin. Moreover, Indonesian consonant cluster does not recognize any consonant clusters occurring at the end of a syllable or a word (Dardjowidjojo, 2009, p.55). The difference between the

Indonesian consonant cluster and the consonant clusters that occur in other languages influences the way Indonesian people pronounce certain words from foreign languages such as English.

5. Orthography

Orthography is another theory needed in this research since the research focuses on the pronunciations of the students and the instrument of the research is

English words, specifically, English words containing silent letter “g”. According to Crystal (2003), orthography is the standardized writing system of a language.

Furthermore, he states that English orthography consists of set of letters and their variant form, the spelling system and the set of punctuation marks. There are irregularities in English spelling, as there are only 26 letters to handle more than 40 phonemes. As a result, the spelling of English words and the pronunciation of the word is often unpredictable.

This research focuses on the silent letter “g” in English words. Therefore, the letter “g” in the selected words are supposed to be silenced. It has been stated earlier that there are irregularity in English spelling, thus, the silent letter “g” is troublesome for second language learners, especially Indonesian English learners.

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They have difficulty to distinguish when to silence it as in the word “design”

/dɪzaɪn/, when to pronounce it /g/ as in “go” /goʊ/ and when to pronounce it /ʤ/ as in the word “gym” /ʤɪm/. Although it is troublesome, the letter “g” plays an important role in English spelling. It is proved by Crystals’s statement

there was an important time when spelling reformers felt that it was important for words to reflect their classical origin, we now have a b in debt, a g in reign, and several other such emendations. As a result of these developments, English now often looks like a Romance language, though it does not sound like one (2003, p.265).

As a conclusion, the silent letter “g” in the selected English words are problematic since in Indonesian orthography, all of the words that are present in the spelling is pronounced. In other words, Indonesian words are phonemic and

English words are not phonemic, silent letters do not occur in Indonesian.

Therefore, Indonesians tend to pronounce all of the letters that are present on the spelling without considering the English orthography.

6. Language Transfer

On the previous section, it has been mentioned that Indonesians tend to pronounce all of the letters that are present in the spelling because in Indonesian orthography and phonology, all words that are present in the spelling is also pronounced. This is called language transfer. According to www.study.com, language transfer is defined as the replication of rules from people’s first language to the second language. It means that a person’s knowledge and understanding about the rules in their first language impacts the way they understand and practice their second language.

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For example is the pronunciation of several English words and letters by

Indonesian English speakers. As it has been stated earlier, Indonesian words do not have silent letters. However, many students still pronounced the silent letter (the complete explanation and analysis can be seen in Chapter IV) because they applied their knowledge of Indonesian phonology when pronouncing English words.

Another example is the pronunciation of several English vowels. The English vowel “a” can be pronounced as /ə/, /eɪ/, /æ/ and /ɔ/, this is why Indonesians still mispronounce words with the vowel “a”. The reason is because in Indonesian phonology, the vowel “a” is always pronounced as /æ/. Therefore, Indonesians commonly pronounce the vowel “a” as /æ/ in all English words as they applied their knowledge of Indonesian phonology. These phenomena are called language transfer.

Ellis (1990) in Lu (2010) states that first language acts as the major factor which influences every aspect of the second language learner’s interlanguage from the discourse, lexicon, semantics, syntax, morphology, phonetics and phonology. It is supported by Coder’s statement (1982) that many second language learners attempt to write and speak the target language to those of their mother tongue.

Therefore, Indonesian English learners have the tendency to transfer their knowledge and understanding about Indonesian phonology to English without considering the similarities and differences between Indonesian and English.

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C. Theoretical Framework

The theories that are used in conducting this research have been elaborated previously. Phonetics is one of the theories used in this research. There are small sets of symbols which contain English consonant and vowel sounds that are represented by the International Phonetic Alphabet (IPA). The International

Phonetic Alphabet (IPA) is used in this research to transcribe the pronunciations of

English Made Easy (EME) English course students’ pronunciation in pronouncing

English words that contain silent letter “g”. The students’ transcribed pronunciation will then be analyzed further with the following theories.

The main concentration of this research is to find out the phonological processes that are found in the students’ pronunciation in pronouncing English words with silent letter “g”. Therefore, the English silent letter theory is used to give the elaboration of the types of silent letters that are present in English words.

The theory also explains the types of silent letters that are used in conducting this research.

Furthermore, to figure out what kind of phonological rules are found in the selected words, understanding the English phonology is needed. The English phonological rules are also used in analyzing the phonological processes that are found in the participants’ transcribed pronunciation. Why a certain phenomenon occurs in the pronunciation can also be elaborated by understanding English phonology.

Additionally, it is also important to understand the Indonesian phonology because the participants of this research are Indonesian students who are learning

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English. The phonological processes that are found in the students’ pronunciation can also be observed by comparing certain rules that occur or do not occur in

English phonology and Indonesian phonology.

Finally, the theory of orthography and language transfer is also used in this research. These theories are used because the students have the tendency to apply the rules of Indonesian phonology as well as Indonesian orthography when pronouncing the selected English words containing silent letter “g”.

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CHAPTER III

METHODOLOGY

This chapter consists of three parts. Object of the Study is the first part. It explains the objects (the participants and the chosen words) in conducting this research. Next is the Approach of the Study. This part discusses what kind of linguistic approach is used in this research. The last part is Method of the Study.

This part is divided into two subparts: Data Collection and Data Analysis. It explains how the data of this research was collected and how the data were analyzed.

A. Object of the Study

The objects of this research were the pronunciations of active students of

English Made Easy (EME) English course. They were 10 students from

Elementary level and 10 students from Advanced 2 level. The students are university students and their ages vary from 19-24 years old. Consequently, most of the students who take the course at English Made Easy (EME) are senior high school to university students. The data that were used in this research were English sounds, to be particular, this research was conducted to discover how the students pronounced English words containing silent letter “g”.

The words that were chosen for the participants to pronounce were English words that contain silent letters “g” which are familiar for students from the two levels. The words were chosen from the Daily Vocabulary List which is given to

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the students to memorize. The type of silent letter that were chosen for this research is empty letters. According to Carney (2006, p.42), empty letters are silent letters that are simply unpronounced; it does not have distinctive function as in auxiliary letters and inert letters. The selected words were divided into three different parts with five words in each part according to sounds that are produced if the silent letter “g” is unpronounced. All of the words used as the data are English words with two syllables which contain silent letter “g”. Below is the table of the words that are chosen as the research instrument for the participants to pronounce.

Table 2: Research Instrument gn  [n] gh [] ght [t] design neighbor daughter foreign although naughty assign thorough eyesight campaign highjack frighten align outweigh eighteen

The words were chosen according to the letters followed after the silent letter “g”. The first five words are silent letter “g” which is followed by the nasal sound /n/. Whenever “g” in followed by the sound /n/, the “g” is silenced. If “g” not directly followed by the sound /n/ as in “dragon” /drægən/, the “g” is not silenced. The next five words are silent letter “g” which is followed by “h”. As it has been explained in page 3 and 4, if the letter “g” is followed by “h” and it appears at the medial and final position (coda), it is not pronounced at all “gh”

[]. However, if it appears in the initial position (onset) as in the word “ghost”

/goʊst/, the “g” is pronounced but the “h” is silenced. The last five words are silent letter “g” which is followed by “h” and “t” consonant letters. It always

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appears either in the medial or final position and it never appears in the initial position. The /g,h,t/ consonant letters is always pronounced /t/.

B. Approach of the Study

The main purpose of this research was to find out and analyze the pronunciation and the phonological processes found in the pronunciation of the students who are learning English at English Made Easy (EME) English course.

Therefore, the approach used in this research was phonological approach as the data of this research are sounds. Odden (2005, p.133) states that phonological approach can be applied to researches that deal with sounds. Moreover, he says that what is important in phonology is not to see whether a sound is pronounced correctly, but what types of sound differences can be contrastive. Therefore, the phonological approach also helps to reveal what phonological processes were found in the students’ pronunciations.

C. Method of the Study

1. Data Collection

In this section, how the data were collected is explained. The study that was used in this research was sample study. Sample study refers to the selected individuals (representative) from a population which enables the researcher to draw conclusion from the sample about the population as a whole (Creswell, 2012, p.141-142). Moreover, Creswell states that there are several types of sample study and this research used purposeful sampling. Purposeful sampling is when the

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researcher intentionally select individuals and sites to learn or understand the central phenomenon (2012, p.206). Purposeful sampling was used in this research because not all English words that contain silent letter “g” were used to conduct the research. The words have been selected and the chosen words are the words that are familiar for Indonesian students who are learning English at English Made

Easy (EME) course. Moreover, it is a sample study because only 10 students from two levels (out of six levels) were asked to pronounce the selected words.

To collect the data, 10 active students of the Elementary and Advanced level students from different classes were asked to pronounce the selected words that have been listed on the previous section. In total, each student had to pronounce 15 words containing silent letter “g”. Since the research was an oral interview, the pronunciations of the students were recorded. The pronunciation was recorded so that further analysis on the pronunciation can be taken from the recording. To support the recording process, the instrument that was used was

Samsung Android smart phone and the application that was used was “Voice

Recorder” application. In addition, to check the phonetic transcription of the students’ pronunciation, the writer involved a friend working on the similar research to recheck the transcription.

The oral interview was conducted on Saturday, 18th of November 2017 and

Monday, 20th November 2017 at English Made Easy (EME) English course. The interview took approximately 40 minutes. Each student needed approximately 2 minutes to pronounce the English words containing silent letter “g” which has been selected.

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2. Data Analysis

This section discusses how the data were analyzed. There were several steps in analyzing the data to find out the phonological processes in the students’ pronunciation. The first step was to select the fifteen English words containing silent letter “g” which are familiar for the students. The selected words were taken from their daily vocabulary list and worksheets. Then, the selected words were asked to be pronounced by the active students of English Made Easy (EME) from the Elementary level and Advanced level (10 students from each level). While the students were pronouncing the selected words, their pronunciations were recorded.

After recording the pronunciations of the students, their pronunciations were transcribed into phonetic transcription using the International Phonetic Alphabet

(IPA). The transcribed pronunciation was then checked by a friend who is also working on a similar research. The last step was to analyze and discover the phonological processes found in the students’ pronunciation in pronouncing the selected English words containing silent letter “g”.

To answer the first problem formulation, all of the students' transcribed pronunciations followed by the intended pronunciations of the selected words are provided in the appendix. In total, there were 20 students. There are two kinds of tables: the transcribed pronunciation of the Elementary level students and the transcribed pronunciation of the Advanced level students. The students' names are coded as EL 1, EL 2, EL 3, etc, for the Elementary level students and AD 1, AD 2,

AD3, etc, for the Advanced level students. The tables also provide columns that show which pronunciations successfully silenced the silent letter and which

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pronunciations still pronounced the silent letter followed by the intended pronunciation of the word. All of the transcribed pronunciation can be seen in the

Appendices (Appendix 1-Appendix 20) from page 87 to 99. To summarize the complete table, a table consisting the total number and percentage of the correct and incorrect pronunciations by both the Elementary and Advanced level students is provided. Below is the example of the summarized table.

Table 3: Summarized Result of the Participants’ Pronunciations Elementary Level Students’ Advanced Level Students’ Pronunciation Pronunciation Words Correct Incorrect Correct Incorrect Pronunciation Pronunciation Pronunciation Pronunciation F % F % F % F % gn  [n] gh [] ght  [t] TOTAL F = Frequency

The summarized table consists of two main parts: the Elementary Level

Students’ Pronunciation and the Advanced Level Students’ Pronunciation. Below the two main parts, it is divided again into two parts: the Correct Pronunciation, for the pronunciations that successfully silenced the silent letter “g”, and the Incorrect

Pronunciation, for the pronunciations that still pronounced the silent letter “g”. To make the table clear, the number of students who pronounced the words correctly by silencing the silent letter and the number of students who pronounced the words incorrectly by pronouncing the silent letter is provided followed by the percentage.

Lastly, F stands for frequency or the total number of pronunciations by the students.

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There were 15 selected English words containing silent letter “g”. Five words with /g,n/ consonant letters which is pronounced [n], the words include:

“design”. “foreign”, “assign”, “campaign” and “align”. Five words with /g,h/ consonant letters which is unpronounced [], the words include: “neighbor”,

“although”, “thorough”, “highjack” and “outweigh”. The last five words are the words with /g,h,t/ consonant letters which is pronounced [t], they include:

“daughter”, “naughty”, “eyesight”, “frighten” and “eighteen”. Therefore, the percentages of the correct and incorrect pronunciations for each word were obtained by dividing the number of correct/incorrect pronunciation by 10 and then multiplying the result by 100. For example, the pronunciation word “align” by the elementary students: six students silenced the silent letter and four students pronounced the silent letter. To get the percentage of the correct pronunciation, it is

6/10 x 100 = 60%. It is divided by 10 since the participant of the elementary student is 10 people.

Furthermore, in order to obtain the total percentages of the overall summary, all of the correct as well as the incorrect number of pronunciations from both levels were summed up. The summed pronunciation was then divided by 150 as there were 150 pronunciations in total for both levels (10 students multiplied by

15 words is 150 pronunciation for each level). The divided result is then multiplied by 100 to get the overall percentages of the correct and incorrect pronunciations from the Elementary level and the Advanced level students. From the transcribed pronunciations, further analysis on the phonological processes that were found in

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the pronunciations of the students' were analyzed through both English phonology and Indonesian phonology.

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CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter consists of two parts. The first part is the distribution of how the students of English Made Easy (EME) English course from Elementary level and Advanced level pronounce the selected English words containing silent letter

“g”. The second part is the analysis of the students’ pronunciation that discovers the phonological processes found in their pronunciations.

A. The Participants’ Pronunciations in Pronouncing English Words with

Silent Letter “g”

This study only focuses on empty silent letter “g”. As it has been mentioned on the previous sections, the selected words are those from the students’ daily vocabulary. Therefore, all of the selected English words containing silent letter “g” are familiar for both the Elementary and Advanced level students of

English Made Easy (EME) English course.

In total, 15 English words containing silent letter “g” were selected.

However, the selected words are divided into three parts according to the combination of consonant letters and how the consonant letters are pronounced.

Each part consists of five English words with silent letter “g”. The first five words are English words containing silent letter “g” with /g, n/ consonant letters. The consonant letters is pronounced [n]. The next five words are words with /g, h/ consonant letters. This consonant letters is unpronounced, therefore it is

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symbolized as []. The last five words are words with /g, h, t/ consonant letters and this consonant letters is pronounced [t]. The table below provides the summarized result of the students’ pronunciation.

Table 4: Summarized Result of the Elementary Level and the Advanced Level Students’ pronunciations

Elementary Level Student’s Advanced Level Students’ Pronunciation Pronunciation Words Correct Incorrect Correct Incorrect Pronunciation Pronunciation Pronunciation Pronunciation F % F % F % F % gn  [n] 39 78% 11 22% 44 88% 6 12% gh [] 3 6% 47 94% 26 52% 24 48% ght [t] 4 8% 46 92% 37 74% 13 26% TOTAL 46 30.7% 104 69.3% 107 71.3% 43 28.7% F = Frequency

The table above shows the overall summary of both the Elementary and

Advanced level students’ pronunciations in pronouncing the selected words containing silent letter “g”. It can be concluded that both for the Elementary and the Advanced level students’ pronunciation, the words containing silent letter “g” with /g,n/ consonant letters got the highest percentage of correct pronunciation and words with /g,h/ consonant letters got the lowest percentage of correct pronunciation. The total percentage of the Elementary level students’ which successfully silenced the silent letter “g” was 30.7% and the other 69.3% failed to silence the silent letter “g”. For the Advanced level students’ pronunciation, 71.3% successfully silenced the silent letter and 28.7% of the pronunciation failed to silence the silent letter “g”. Each part will be elaborated in the following section.

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1. The Pronunciations of Words Containing Silent Letter “g” by the

Elementary Level Students

Elementary level is the first level at English Made Easy (EME) English course and the level lasts for approximately two months. Therefore, the students from the Elementary level are considered new in learning English although some of them may have learned English at their schools/universities. Ten students from different classes of Elementary level were asked to read out the 15 selected English words containing silent letter “g”. The result was 30.7% of the students were able to pronounce the word by silencing the silent letter “g” and 69.3% of the students failed to silence the silent letter “g”. Even though the selected words are the words that are familiar to the Elementary level students since it was taken from their vocabulary lists, the percentage of students who pronounced the silent letter is higher than the percentage of students who successfully silenced the silent letter.

The pronunciations that are considered correct are the pronunciations which silenced the silent letter “g”. There are words which were pronounced incorrectly or which were not accurate as the intended pronunciation, but the main focus in this research is to find out whether the students were able to silence the silent letter or not. The words that were mispronounced, yet the silent letter “g” was successfully silenced is considered the correct pronunciation. The elaboration of the Elementary level students’ pronunciation will be discussed in the next sections.

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a. “gn”  [n]

The pronunciation of the Elementary level students’ in pronouncing the selected words containing silent letter “g” with /g,n/ consonant letters is going to be discussed in this section. The following table is the summarized result of the students’ pronunciations.

Table 5: Result of the Elementary Level Students’ Pronunciation “gn”  [n] Correct Pronunciation Incorrect Pronunciation Words Frequency Percentage Frequency Percentage design 9 90% 1 10% foreign 9 90% 1 10% assign 7 70% 3 30% campaign 7 70% 3 30% align 7 70% 3 40% TOTAL 39 78% 11 22%

The table above shows the general result of the Elementary level students’ pronunciation in pronouncing English words with silent letter “g” with /g,n/ consonant letters. The general result of the Elementary level students’ pronunciation in pronouncing English words containing silent letter “g” with /g,n/ consonant letters was 78% of the students pronounced the words by silencing the silent letter “g” and the other 22% of the students still pronounced the silent letter

“g”. The words “design” and “foreign” were the two words that got the highest percentage of correct pronunciations.

Nine students pronounced the two words correctly by silencing the silent letter and one student failed to silence the silent letter. All nine students who successfully silenced the silent letter “g” in the word “design” pronounced the word as the intended pronunciation. For the word “foreign”, seven students successfully pronounced the word as the intended pronunciation. However, two

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students failed to pronounce the word correctly as the intended pronunciation although they were able to silence the silent letter “g”. They both pronounced the word as [fɔrenʤ]. One student failed to silence the silent letter “g” in the two words, as seen in Appendix 3, EL 3 failed to silence the silent letter “g” for the words “design” and “foreign”. The two words were pronounced [dɪsaɪgən] and

[fɔrgən].

The next three words were “assign” “campaign” and “align”. 70% of the students successfully silenced the silent letter and 30% of the students still pronounced the silent letter. Some of the students’ pronunciations were not correct as the intended pronunciation. For instance, some students pronounced the word

“campaign” [kempeɪn] or [kempaɪn]. However, in this research, these two pronunciations are considered correct since the silent letter “g” is absent in the pronunciations.

Overall, the percentage of the correct pronunciation by the students in pronouncing English words with silent letter “g” with /g,n/ consonant letter was higher than the incorrect pronunciation. The words “design” and “foreign” got the most satisfying result, only one student failed to silence the silent letter “g” in this word. b. gh  []

The pronunciation of the Elementary level students’ in pronouncing the selected words containing silent letter “g” with /g,h/ consonant letters is going to be discussed in this section. The following table is the summarized result of the students’ pronunciations.

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Table 6: Result of the Elementary Level students’ Pronunciation “gh”  [] Correct Pronunciation Incorrect Pronunciation Words Frequency Percentage Frequency Percentage neighbor 0 0% 10 100% although 1 10% 9 90% thorough 1 10% 9 90% highjack 0 0% 10 100% outweigh 1 10% 9 90% TOTAL 3 6% 47 94%

From the table above, it can be concluded that the general result of the

Elementary level students’ pronunciation in pronouncing English word containing silent letter “g” with /g,h/ consonant letters was not as good as the previous section

(English words containing silent letter “g” with /g,n/ consonant letters: Table 5).

Only 6% of the students’ pronunciation successfully silenced the silent letter “g” and the other 94% still pronounced the silent letter “g”. From the result, it can be proven that although the selected words are words that are familiar to the students and words that have been discussed in their classes, they still mispronounce the word by pronouncing the silent letter “g” which is supposed to be silenced.

The words “neighbor” and “highjack” were the words that got the highest percentage of incorrect pronunciations. Out of ten students, none of the students correctly silenced the silent letter “g”. All of them pronounced the silent letter.

Hence, 100% of the students’ pronunciation in pronouncing the words “neighbor” and “highjack” were incorrect. In other words, the students were unable to silence the silent letters in the two selected words. Both the words “neighbor” and

“highjack” contain two syllables and the silent letter “g” with the /g,h/ consonant letters occur at the end of the first syllable.

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It can be concluded that these kinds of words are troublesome for the students to pronounce or troublesome for the students to silence the silent letter. As seen in the Appendices (Appendix 1 through Appendix 10), for the word

“neighbor” five students pronounced it as [neɪgbɔr], three students pronounced it as [neɪgbər] and two students pronounced it as [neɪghbɔr]. For the word

“highjack” the students tend to pronounce it as [haɪgʤek] or [heɪgʤek]. All of the Elementary level students have the tendency to pronounce the silent letter “g” which occurs at the end of the first syllable. They all failed to silence the silent letter.

The other three words containing silent letter “g” with /g,h/ consonant letters are “although”, “thorough” and “outweigh”. Unlike the first two words, the silent letter “g” with /g,h/ consonant letters in these words occur at the end of the second syllable. The general result of the students’ pronunciation was not satisfying as well. Only one student for each word successfully silenced the silent letter, while the other 9 students failed to silence the silent letter. Therefore, only

10% of the students silenced the silent letter on the words “although”, “thorough” and “outweigh”, and 90% of the students still pronounced the silent letter “g”.

90% of the students have the tendency to pronounce the silent letter “g” at the end of the second syllable. Therefore, instead of pronouncing “although” as

/ɔl’ðəʊ/, “thorough” as /’θʌroʊ/ and “outweigh” as /aʊt’weɪ/, the students insert the silent letter “g” at the end of each word. For instance, the pronunciation of EL

1, the student pronounced the three words as [æltɔʊg] for “although”, [tʊrɔg] for

“thorough” and [ɔʊtweɪg] for “outweigh”.

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Overall, the pronunciation of the correct pronunciation was much lower than the pronunciation of the incorrect pronunciation. Seven students failed to silence all of the selected words containing silent letter “g” with /g,h/ consonant letters. EL 7 only successfully silenced the silent letter on the word “although”, EL

8 only successfully silenced the silent letter on the word “thorough” and EL 10 only successfully silenced the silent letter on the word “outweigh”. They pronounced the rest of the words incorrectly by pronouncing the silent letter “g”. c. “ght”  [t]

The pronunciation of the Elementary level students’ in pronouncing the selected words containing silent letter “g” with /g,h, t/ consonant letters is going to be discussed in this section. The following table is the summarized result of the students’ pronunciations.

Table 7: Result of the Elementary Level Students’ Pronunciation “ght”  [t]

Correct Pronunciation Incorrect Pronunciation Words Frequency Percentage Frequency Percentage daughter 1 10% 9 90% naughty 1 10% 9 90% eyesight 2 20% 9 80% frighten 0 0% 10 100% eighteen 0 0% 10 100% TOTAL 4 8% 46 92%

As seen in the table above (Table 7), the general result of the Elementary level students’ pronunciation in pronouncing English word containing silent letter

“g” with /g,h,t/ consonant letters was almost the same as the previous section

(English words containing silent letter “g” with /g,h/ consonant letters: Table 6).

Almost all of the students from the Elementary level pronounced the silent letter

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“g” in the /g,h,t/ consonant letters. The same as the previous section, only 8% of the students’ pronunciation successfully silenced the silent letter “g” while the other 92% failed to silence the silent letter “g”.

The words “frighten” and “eighteen” were the two words that got the lowest percentage of correct pronunciation. Although the word “eighteen” is familiar for the students since it is the number 18, none of the students pronounced it correctly by silencing the silent letter “g”. The same thing also happened to the word

“frighten”. None of the students successfully silenced the silent letter “g” in the word “frighten”. Therefore, 0% of the students’ pronunciations in pronouncing the two words were correct and 100% of the students’ pronunciations were incorrect.

Similar to the previous section, these words also have the silent letter “g” with /g,h,t/ consonant letters at the end of the first syllable. For the word

“frighten”, five students pronounced the word as [fraɪgtɪn], three students pronounced it as [frɪgtɪn] and two students pronounced it as [fraɪgtən]. For the word “eighteen”, interestingly, nine students pronounced it as [eɪgtɪn] and one student pronounced it as [aɪgtiɪn]. Silent letters that occur at the end of the first syllable are difficult for the Elementary level students to leave it unpronounced.

All ten students from the Elementary level failed to silence the silent letter “g” in these two words.

The next two words containing silent letter “g” with /g,h,t/ consonant letters are “daughter” and “naughty”. The results of the students’ pronunciations for these two words were also dissatisfying. Similar to the two words that have been discussed earlier, the silent letter “g” with /g,h,t/ consonant letters in the

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words “daughter” and “naughty” also occur at the end of the first syllable. Only one student for each word was able to pronounce the word correctly by silencing the silent letter “g”. Hence, only 10% of the pronunciations of the words

“daughter” and “naughty” were correct and the other 90% of the students’ pronunciation was incorrect because they did not silence the silent letter “g”.

The students failed to pronounce the /g,h,t/ consonant letters as [t]. Most of the students pronounced the word “daughter” as [daʊgtər]. Although it is not exactly the same as the intended pronunciation, only one student, EL 1, successfully silenced the silent letter “g” and pronounced the word as [dɔʊtər]. For the word “naughty”, most of the students pronounced it as [næʊgtɪ] and [nɔgtɪ].

Only EL 7 did not fail to silence the silent “g” letter and pronounced the word correctly as the intended pronunciation: [nɔ:tɪ].

The last word which contains silent letter “g” with /g,h,t/ consonant letters is “eyesight”. Out of all five words, the word “eyesight” got the highest percentage of correct pronunciation, which is 20%. Therefore, two students successfully silenced the silent letter “g” and the other eight students failed to silence the silent letter. The two students were EL 2 who pronounced the word “eyesight” as

[eɪsaɪt] and EL 9 who pronounced the word correctly as the intended pronunciation [aɪsaɪt]. Overall, six students failed to pronounce all of the selected words containing silent letter silent letter “g” with /g,h,t/ consonant letters and the words that were pronounced exactly as the intended pronunciation was only the word “naughty” by EL 7 and the word “eyesight” by EL 9.

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2. The Pronunciations of Words Containing Silent Letter “g” by the

Advanced Level Students

Advanced level is the last level at English Made Easy (EME) English course. However, the Advance level is divided into two: Advanced 1 level and

Advanced 2 level. All of the participants in this research are students from the

Advanced 2 level since it is the highest level at English Made Easy (EME) English course. The same as the previous section, ten students from different classes of

Advanced 2 level students were selected to read out the 15 words containing silent letter “g”. The students of Advanced 2 level have taken the English course for about one to two years. Therefore, their knowledge about English vocabularies and pronunciations are expected to be better than the Elementary level students.

The overall result of the Advanced level students’ pronunciations were much better than the result of the Elementary level students’ pronunciations. 71.3% of the students’ pronunciations in pronouncing the selected words containing silent letter “g” successfully silenced the silent letter. The other 28.7% of the Advanced level students’ pronunciations failed to silence the silent letter “g”. Although the students of the Advanced level have learned English longer than the Elementary level students, some of the students still have the tendency to pronounce the silent letter “g”.

The words that have been selected for the Advanced level students to pronounce are the same as the Elementary level students. From the 15 words, the words are divided into three sections according to the consonant letters containing

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the silent letter “g”. The result of the Advanced level students’ pronunciation for each consonant cluster will be elaborated in the next section. a. “gn”  [n]

The pronunciation of the Advanced level students’ in pronouncing the selected words containing silent letter “g” with /g,n/ consonant letters is going to be discussed in this section. The following table is the summarized result of the students’ pronunciations.

Table 8: Result of the Advanced Level Students’ Pronunciation “gn”  [n] Correct Pronunciation Incorrect Pronunciation Words Frequency Percentage Frequency Percentage design 10 100% 0 0% foreign 9 90% 1 10% assign 8 80% 2 20% campaign 8 80% 2 20% align 9 90% 1 10% TOTAL 44 88% 6 12%

The table above provides the general result of the Advanced level students’ pronunciation in pronouncing the first five letters containing silent letter “g”. The general result of the Advanced level students’ pronunciation in pronouncing

English words containing silent letter “g” with /g,n/ consonant letters was satisfying. Almost all of the students successfully silenced the silent letter “g”. The result was 88% of the students’ pronunciations were correct. Although some of the pronunciations were not exactly the same as the intended pronunciation, most of the students successfully silenced the silent letter “g”. The other 22% of the pronunciations were incorrect. In other words, the students did not silence the silent letter “g”.

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The word “design” got the highest percentage of correct pronunciation. The percentage was 100% correct. It means that all ten students from the Advanced level successfully silenced the silent letter “g” on the word “design” and all ten students successfully pronounced the word correctly as the intended pronunciation.

The next two words that got the highest percentage of correct pronunciation are

“foreign” and “align”. 90% of the students’ pronunciation correctly silenced the silent letter “g” while the other 10% still pronounced the silent letter “g”. Only one student for each word still pronounced the silent letter “g”. AD 4 pronounced the word “foreign” as [fɔreɪgən] and AD 2 pronounced the word “align” as [əlaɪg].

The two students failed to silence the silent letter “g” in the two words but successfully silenced the silent letter on the rest of the selected words with /g,n/ consonant letters containing silent letter “g”. Some students still pronounced the word incorrectly for instance AD 4’s pronunciation on the word “align”, it was pronounced as [əlaɪnt] and AD 6’s pronunciation on the word “foreign”, it was pronounced as [fɔreinʤ]. In this research, these pronunciations are considered correct since the students successfully silenced the silent letter “g”.

The last two words with with /g,n/ consonant letters containing silent letter

“g” are “assign” and “campaign”. Out of the five words, these two words got the lowest percentage of correct pronunciation. 80% of the students pronunciations were correct and the other 20% of the pronunciations were incorrect. Eight students for each word successfully silenced the silent letter and two students for each word failed to silence the silent letter “g”. For the word “assign”, AD 4 and

AD 8 failed to silence the silent letter “g”. They pronounced the “assign” as

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[əseng] and [æsaɪg], the rest of the students successfully pronounced the word by silencing the silent letter “g”. For the word “campaign”, AD 2 and AD4 pronounced the word incorrectly without silencing the silent letter “g”. Both of the students pronounced the word “campaign” as [kempeɪg] and the other ten students were able to silence the silent letter.

Overall, the percentage of correct pronunciation by the Advanced level students in pronouncing the selected words containing silent letter “g” with /g,n/ consonant letters was higher than the percentage of incorrect pronunciation. Out of ten students, seven students successfully pronounced all of the selected words correctly by silencing the silent letter “g”. The other three students still pronounced several words without silencing the silent letter. b. “gh”  []

The pronunciation of the Advanced level students’ in pronouncing the selected words containing silent letter “g” with /g,h/ consonant letters is going to be discussed in this section. The following table is the summarized result of the students’ pronunciations.

Table 9: Result of the Advanced Level Students’ Pronunciation “gh”  [] Correct Pronunciation Incorrect Pronunciation Words Frequency Percentage Frequency Percentage neighbor 7 70% 3 30% although 7 70% 3 30% thorough 4 40% 6 60% highjack 7 70% 3 30% outweigh 1 10% 9 90% TOTAL 26 52% 24 48%

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As it can be seen on the table above (Table 9), The general result of the

Advanced level students’ pronunciation in pronouncing the selected word containing silent letter “g” with /g,h/ consonant letters was not as good as the previous section (the pronunciations of selected words containing silent letter “g” with /g,n/ consonant letters: Table 8). The result was 52% of the students’ pronunciation was correct and 48% of the pronunciations failed to silence the silent letter “g”. Although the selected words are familiar to the students, especially for the Advanced level students, many of them still pronounced the silent letter “g” which is supposed to be silenced.

The words that got the highest percentage of correct pronunciations are

“neighbor”, “although” and “highjack”. 70% of the students’ pronunciation successfully silenced the silent letter “g” and 30% of the students’ pronunciation still pronounced the silent letter. It means that seven students were able to pronounce the three words without pronouncing the silent letter “g” and three students failed to silence the silent letter “g” on their pronunciations. For the word

“neighbor”, two students pronounced the word as [neɪgbɔr] and one student pronounced it as [neɪgbər]. The rest of the students were able to silence the silent letter “g” although the pronunciations were not exactly the same as the intended pronunciation. For the word “although”, AD 2 pronounced the word as [ɔldɔg],

AD 6 pronounced it as [ælθɔʊg] and AD 10 pronounced it as [æltɔg]. Out of ten students, five students successfully pronounced “although” correctly as the intended pronunciation: [ɔlðəʊ] . Next is the word “highjack”. The same as the two words that have been discussed earlier, three students from the Advanced level

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failed to silence the silent letter “g” in this word. All three students who failed to silence the silent letter pronounced the word as [haɪgʤek].

The percentage of the Advanced level students’ pronunciation in pronouncing the word “thorough” was not as good as the words that have been discussed on the previous paragraph: “neighbor”, “although”, “highjack”. Only

40% of the pronunciation was correct and the other 60% of the students still pronounced the silent letter “g”. Six students failed to silence the silent letter.

Thus, the silent letter “g” was still present on their pronunciations. For instance,

AD 4 pronounced the word as [tʊrɔgh] and AD 5 pronounced it as [trʊgh]. The

/g,h/ consonant letters is not supposed to be pronounced but the two students still pronounced both the “g” and “h” in their pronunciations. Out of the four students who successfully silenced the silent letter “g” on their pronunciations, only one student was able to pronounce the word as the intended pronunciation.

The word that got the lowest percentage of correct pronunciation is

“outweigh”. Only 10% of the students’ pronunciations were correct, which means one student pronounced the word correctly by silencing the silent letter “g” and nine students did not silence the silent letter “g” on their pronunciation. AD 9 was the only student who silenced the silent letter and pronounced the word [ɔʊtweɪ].

Although it is not pronounced exactly the same as the intended pronunciation, it is considered correct since the silent letter “g” is silenced. The other students pronounced the word as [aʊtweɪg], [ɔtweɪg] and [aʊtweɪgh]. Although the percentage of the overall pronunciation was slightly higher than the incorrect pronunciation, the result was not as good as the previous section. Out of ten

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students of the Advanced level, none of them successfully pronounced all of the selected words containing silent letter “g” with /g,h/ consonant letters correctly. c. “ght”  [t]

The pronunciation of the Advanced level students’ in pronouncing the selected words containing silent letter “g” with /g,h,t/ consonant letters is going to be discussed in this section. The following table is the summarized result of the students’ pronunciations.

Table 10: Result of the Advanced Level Students’ Pronunciation (“ght”  [t])

Correct Pronunciation Incorrect Pronunciation Words Frequency Percentage Frequency Percentage daughter 10 100% 0 0% naughty 7 70% 3 30% eyesight 9 90% 1 10% frighten 5 50% 5 50% eighteen 6 60% 4 40% TOTAL 37 74% 13 26%

The table above provides the general result of the Advanced level students’ pronunciation in pronouncing the last five words containing silent letter “g”. The general result of the Advanced level students’ pronunciation in pronouncing the last five words: English words containing silent letter “g” with /g,h,t/ consonant letters was not as good as the first section (English words containing silent letter

“g” with /g,n/: Table 8) but it was not as dissatisfying as the second section

(English words containing silent letter “g” with /g,h/ consonant letters: Table 9).

The result was 74% of the students’ pronunciations were correct meaning the students were able to silence the silent letter “g”. The other 26% of the students’

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pronunciations were incorrect because the students did not silence the silent letter

“g”.

From the five words containing silent letter “g” with /g,h,t/ consonant letters, the word “daughter” got the highest percentage of correct pronunciation, which is 100% correct. It means all ten students from the Advanced level successfully silenced the silent letter in the word “daughter”. Only one student successfully pronounced the words as the intended pronunciation. The other students pronounced it slightly different from the intended pronunciation but successfully silenced the silent letter “g”. Six students pronounced the word as

[daʊtər], two students pronounced the word as [dɔtər] and one student pronounced it as [daʊdər].

The next word that got the second highest pronunciation is “eyesight”. Out of the ten participants from the Advanced level, only one student was unable to silence the silent letter “g”. AD 4, who failed to silence the silent letter “g” on the word “eyesight” pronounced the word as [aɪsaɪg]. 5 students succeeded to pronounce the word exactly as the intended pronunciation. The next word after

“eyesight” is “naughty”. Although “naughty” is a familiar word, especially for the

Advanced level student, only 70% of the students’ pronunciation was correct. It means that out of ten students, seven students successfully silenced the silent letter and three students still pronounced the silent letter. The three students who failed to silence the silent letter on the word “naughty” were AD 1, AD2 and AD 10: AD

1 and AD 10 pronounced the word “naughty” as [naʊgtɪ] and AD 2 pronounced the word as [nɔgtɪ]. Only one student was able to pronounce the word exactly as

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the intended pronunciation, the other six students were able to silence the silent letter “g” but were unable to pronounce the word as the intended pronunciation.

Five students pronounced the word as [naʊtɪ] and one student pronounced it as

[nɔʊtɪ].

The next two words are “eighteen” and “frighten”. For the word “eighteen”,

60% of the students’ pronunciation was correct and 40% of the pronunciation still failed to silence the silent letter “g”. All four students who failed to silence the silent letter “g” on the word “eighteen” pronounced the word as [eɪgtɪn]. Two students pronounced the word correctly as the intended pronunciation and the other students pronounced the word “eighteen” as [eɪtɪn] and [aɪtɪn]. The word that got the lowest percentage of correct pronunciation is “frighten”. Half of the students’ pronunciations were correct (50%) and the other half (50%) pronounced the word incorrectly without silencing the silent letter “g”. Two students pronounced the word as [fraɪgtɪn], two students pronounced it as [fraɪgtən] and one student pronounced it as [frɪgtɪnd]. The other five students who successfully silenced the silent letter “g” on the word “frighten” also successfully pronounced the word correctly as the intended pronunciation. From the students’ pronunciation in pronouncing these two words, it can be concluded that the students have hard time silencing the silent letter “g” that is present at the end of the first syllable.

Overall, although the percentage of the correct pronunciation was higher than the incorrect pronunciation, the result was not satisfying as the participants are students from the Advanced level. The correct pronunciations were also not satisfying since not all of the pronunciations were pronounced exactly as the

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intended pronunciation. For the this section (English words containing silent letter

“g” with /g,h,t/ consonant letters), only two students successfully pronounced all five words correctly by silencing the silent letter “g”.

B. The Phonological Processes Found in the Participants’ Pronunciations

The result of the participants’ pronunciations has been discussed in the previous section. In this section, the phonological processes found in the students’ pronunciations will be discussed. Phonological process, stated by Sahulata (1998), is a dynamic system in which units change as they come in contact with other units in the system. In other words, as second language learners, some of the students were not able to pronounce the 15 selected words properly as the intended pronunciations. There were some units that were changed when pronouncing the words. Therefore, all of the students’ pronunciations were analyzed thoroughly to discover the phonological processes that occur in their pronunciations.

On the previous section, the number of students who successfully silenced the silent letter “g” and the number of students who failed to silence the silent letter “g” has been mentioned. Furthermore, it has also been discovered that although some students successfully silenced the silent letter “g”, some of their pronunciations were not as accurate as the intended pronunciations of the selected words. In this section, all of the students’ pronunciations that were not pronounced accurately as the intended pronunciation will be discussed and the phonological processes found in their pronunciations will be elaborated.

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In brief, the phonological processes that were found in the students’ pronunciation include segment addition, segment deletion, vowel change and consonant change. Some segments, such as the silent letter “g” which are not supposed to be present on the pronunciation were added to their pronunciations. In other pronunciations, segments that are supposed to be present on the pronunciation were deleted. Besides adding and deleting segments, some students also changed the vowels and consonants from the intended pronunciations of the selected words. The detailed explanation about the phonological processes found in the students’ pronunciations are going to be discussed on the next sections. The table below shows the summary of the phonological processes found in the selected words containing silent letter “g”.

Table 11: Summary of Phonological Processes Found in the Students’ Pronunciations

No Phonological Process Silent Letter Words design, foreign, assign, campaign, “gn”  [n] align neighbor, although, thorough, 1 Segment Addition “gh”  [] highjack, outweigh daughter, naughty, eyesight, frighten, “ght”  [t] eighteen “gn”  [n] Foreign 2 Segment Deletion “gh”  [] Thorough “ght”  [t] - “gn”  [n] foreign, assign, campaign, align neighbor, although, thorough, “gh”  [] 3 Vowel Change highjack, outweigh daughter, naughty, eyesight, frighten, “ght”  [t] eighteen “gn”  [n] design, campaign, align 4 Consonant Change “gh”  [] although, thorough, highjack “ght”  [t] daughter, eyesight,

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From the table above, the words which have undergone a certain phonological process can be seen. Segment addition is the phonological process that occurred the most in the students’ pronunciation and segment deletion is the phonological process that occurred the least. All of the phonological processes will be discussed in the next section which is divided into four subparts: Segment

Addition in the Students’ Pronunciations, Segment Deletion in the Students’

Pronunciations, Vowel Change in the Students’ Pronunciations and Consonant

Change in the Students’ Pronunciations.

1. Segment Addition

Segment Addition is the phonological process that occurred the most in the

Students’ pronunciations. It is when a certain sound is added to the intended pronunciation. Most of the students added the sound /g/ since they were not aware of the silent letter “g” in the selected words. Besides adding the sound /g/, some students also had the tendency to insert schwa [ə] and other vowel or consonant sounds. All of which will be discussed in the following sections.

The first word containing silent letter “g” with /g, n/ consonant letters is

“design”. It has been mentioned earlier on the previous section that “design” is one of the words that got the highest percentage of correct pronunciation. For the

Elementary level students, nine students successfully silenced the silent letter and all nine students also pronounced the word accurately as the intended pronunciation. Surprisingly, for the Advanced level students pronunciation, all students pronounced the word accurately as the intended pronunciation which is

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pronounced as /dɪ’zaɪn/. Therefore, further analysis about the phonological process is not needed.

EL 3: /dɪ’zaɪn/  [dɪsaɪgən]

One student from the Elementary level, EL 3 failed to silence the silent letter “g” and added the sound [g] to the pronunciation. The reason is because

Indonesian people have the tendency to read out all the present sounds without considering whether there is a sound that should be silenced or not. Additionally, epenthesis or insertion of schwa is also found in the pronunciation. The consonant letters /g, n/ occurring at the end of the second syllable is never present in

Indonesian phonology. Therefore, the schwa [ə] was inserted between the consonant letters to ease the pronunciation. For example, the Indonesian word

“genting” which is pronounced as /gəntɪŋ/. The schwa is inserted between the sound /g/ and /n/ which forms CVC cluster since the consonant letters /g,n/ is never present in Indonesian words. Thus, whenever there is a word with /g,n/ consonant letters no matter it appears in the initial position, medial position or final position, Indonesian people have the tendency to add schwa [ə] between the unfamiliar consonant clusters.

The second word is “foreign”. For the Elementary level students, nine students successfully silenced the silent letter and one student failed to silence the silent letter “g”. However, from the nine students who successfully silenced the silent letter “g”, two students failed to pronounce the word accurately as the intended pronunciation and seven students successfully pronounced the word as the intended pronunciation. For the Advanced level students, only one student failed to

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silence the silent letter “g” and the other nine students successfully pronounced the word by silencing the silent letter. Out of the nine students who were able to leave the silent letter “g” unpronounced, three students did not pronounce it as the intended pronunciation. The intended pronunciation is /’fɒrɪn/ and below is the transcription of the students who failed to silence the silent letter “g”.

EL 3 : /’fɒrɪn/  [fɔrgən] AD 4 : /’fɒrɪn  [fɔreɪgən]

Failing to silence the silent letter “g”, both EL 3 and AD 4 added the sound

[g] because the letter “g” is present on the spelling and they were not aware that it was supposed to be silenced. Besides adding the sound [g], EL 3 and AD 4 also inserted schwa [ə] between the sounds /g/ and /n/ to ease the pronunciation since the /g,n/ consonant does not occur in Indonesian just like the previous discussion on the word “design”.

EL 5, EL 9 : /’fɒrɪn/  [fɔrenʤ] AD 6 : /’fɒrɪn/  [fɔreɪnʤ] AD 9 : /’fɒrɪn/  [fɒrɪnʤ] AD 10 : /’fɒrɪn/  [freɪnt]

Above are the pronunciations of the students’ who successfully silenced the silent letter “g” but failed to pronounce the word as the intended pronunciation.

Although they succeeded to silence the silent letter “g” they added other consonant sounds to their pronunciations. The sound [ʤ] was added by EL 5, AD 6 and AD 9 while AD 10 added the sound [t] to the pronunciations. Indonesians have the tendency to add these sounds whenever they see the letter “g” in English words.

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The third word is “assign”. The intended pronunciation is /ə’saɪn/. For the

Elementary level students, three students failed to silence the silent letter “g” and seven students were able to leave the silent letter “g” unpronounced. Out of the seven students who successfully silenced the silent letter “g”, four students pronounced the word accurately as the intended pronunciation while the other three students failed to pronounce the word accurately as the intended pronunciation. For this word, two students of the Advanced level still failed to silence the silent letter

“g” while the other eight students successfully silenced the silent letter and also pronounced the word correctly as the intended pronunciation.

EL 3 : /ə’saɪn/  [æsɪgən] EL 6 : /ə’saɪn/  [esɪng] AD 4 : /ə’saɪn/  [əseng]

The same as the previous discussion, the students failed to silence the silent letter “g”. Therefore, the sound [g] was added to their pronunciations. EL 3 also inserted schwa [ə] between the /g,n/ consonant letters like the previous discussions. On the previous paragraph, it has been mentioned that three students of the Elementary level and two students of the Advanced level failed to silence the silent letter. However, in this section, only two pronunciations from the Elementary level and one pronunciation from the Advanced level are discussed. The reason is because they failed to silence the silent letter “g” but the phonological process is not segment addition but it is consonant change.

EL 2 : /ə’saɪn/  [əksɪn]

The silent letter “g” was successfully silenced by EL 2. However, the sound

[k] was added in the pronunciation. The reason is because there is a consonant

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letter “g” which is pronounced /g/ in Indonesian is often mispronounced into /k/.

For example is the word “gudeg”. The actual pronunciation of the word is /gʊdəg/ but most of the time, the final sound which is supposed to be /g/ is changed into /k/ which results /gʊdək/. Therefore, since the letter “g” is present on the spelling and

EL 2 was not aware that the letter is supposed to be silenced, the sound [k] was added to the pronunciation.

The next word is “campaign” which is pronounced as /kæm’peɪn/. For this word, seven students from the Elementary level were able to silence the silent letter

“g” but out of seven students, only one student was able to pronounce it exactly as the intended pronunciation. The other six students still pronounced the words inaccurately and the remaining three students failed to silence the silent letter “g”.

The same as the previous word “assign”, two students from the Advanced level failed to silence the silent letter “g” and eight students successfully silenced the silent letter. From the eight students of the Advanced level, three students pronounced the word as the intended pronunciation and the other five students did not pronounce the word accurately as the intended pronunciation. Below are the pronunciations of the students who failed to silence the silent letter.

EL 3 : /kæm’peɪn/  [kempeɪgən] EL 10 : /kæm’peɪn/  [kempeɪgd]

The two students failed to silence the silent letter “g”. Therefore the sound

/g/ was present in their pronunciation. EL 3 inserted schwa [ə] in between the consonant letters /g,n/ like the other pronunciations that have been discussed earlier. Interestingly, EL 10 added the sound [d] on the final position after the

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sound [g]. According to Dardjowidjojo (2009), Indonesian learners of English have the tendency to release the sound /b/ and /d/ at the end of a word.

EL 5: /kæm’peɪn/  [kempeɪnʤ] EL 9: /kæm’peɪn/  [kempeɪnt]

EL 5 and EL 9 were able to silence the silent letter “g” in their pronunciation, but they failed to pronounce the word accurately as they added additional consonant sounds to their pronunciations. The same as the discussion in the word “foreign”, EL 5 added the sound [ʤ] and EL 9 added the sound [t]. They have the tendency to add those consonant sounds when seeing the letter “g” on the spelling of the word.

The next word is “align”, the word “align” is pronounced as /ə’laɪn/. Out of ten students of the Elementary level, three students failed to silence the silent letter

“g” and seven students successfully silenced the silent letter. However, from the seven students who successfully silenced the silent letter, four students still failed to pronounce the word accurately as the intended pronunciations. Out of ten students of the Advanced level, only one student was not able to silence the silent letter “g” while the other nine students were able to silence the silent letter “g” in this word. From the nine students, only one student failed to pronounce the word accurately as the intended pronunciation and the other eight students succeeded to pronounce the word accurately. The students who failed to silence the silent letter

“g” pronounced the word as:

EL 2, EL3, EL 10 : /ə’laɪn/  [əlaɪgən]

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The three students were not aware that the letter “g” is supposed to be left unpronounced, therefore they still pronounced it. The same as the previous discussion about /g,n/ consonant letters appearing at the end of the second syllable, they also inserted schwa [ə] between the two consonants since Indonesian people tend to insert schwa between consonants that are unfamiliar to them. The students who successfully silenced the silent letter “g” but failed to pronounce the word as the intended pronunciation pronounced the word as:

EL 5 : /ə’laɪn/  [elɪnʤ] EL 9 : /ə’laɪn/  [əlaɪnʤ] AD 4 : /ə’laɪn/ [əlaɪnt]

The same as the previous discussion on the word “foreign” and

“campaign”, some of the students have the tendency to insert the sound [ʤ] and [t] when the letter “g” is present on the spelling.

The next words that will be discussed are English words with silent letter

“g” with /g,h/ consonant letters. The first word is “neighbor” which is pronounced as /’neɪbə(r)/. All ten students of the Elementary level failed to silence the silent letter “g” in this word and three students of the Advanced level failed to silence the silent letter. They pronounced the word as:

EL 1, EL 2, EL 4, EL 6, EL 7, AD 1, AD 2 : /’neɪbə(r)/  [neɪgbɔr] EL 3, EL 8, EL 10, AD 10 : /’neɪbə(r)/  [neɪgbər] EL 5, EL 9 : /’neɪbə(r)/  [neɪghbɔr]

All ten students of the Elementary level and three students of the Advanced level failed to silence the silent letter “g” and added the sound [g] at the end of the first syllable. The students are familiar to this word, yet, they were unable to

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silence the letter “g” since it is present on the spelling. Additionally, EL 5 and EL

9 pronounced both /g/ and /h/ which is not supposed to be pronounced []. The reason is simply because they pronounced the word according to the letters that are present on the spelling without considering the silent letter or how to pronounce the /g,h/ consonant cluster correctly.

The word is “although” which is pronounced as /ɔl’ðəʊ/. Only one student

(EL 7) of the Elementary level was able to silence the silent letter “g”, but unfortunately the pronunciation was not accurate as the intended pronunciation.

For the Advanced level students’ pronunciation, three students failed to leave the silent letter “g” unpronounced and seven students succeeded to leave the silent letter unpronounced. From the seven students, five students successfully pronounced the word as the intended pronunciation while two students still pronounced the word inaccurately. Below is the transcription of the students who failed to silence the silent letter “g”.

EL 2, EL 6 : /ɔl’ðəʊ/  [ɔltɔʊg] EL 8, EL 9 : /ɔl’ðəʊ/  [ɔlðɔʊg] EL 1 : /ɔl’ðəʊ/  [æltɔʊg] EL 3 : /ɔl’ðəʊ/  [æltʊg] EL 4, AD 10 : /ɔl’ðəʊ/  [æltɔg] EL 5 : /ɔl’ðəʊ/ [ɔltɔg] EL 10 : /ɔl’ðəʊ/  [ælðɔʊg] AD 2 : /ɔl’ðəʊ/  [ɔldɔg] AD 6 : /ɔl’ðəʊ/  [ælθɔʊg]

The students failed to silence the silent letter “g”. Therefore, the sound /g/ was added to their pronunciation. The students successfully omitted the sound /h/

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although the letter “h” is present on the spelling. The same as /g,n/ consonant letters, /g,h/ consonant cluster never appears at the end of the second syllable. It is also uncommon to pronounce the sound /gh/ for Indonesians, therefore, the students pronounced it as [g] since the letter “g” is present on the spelling.

The third word is “thorough” and the intended pronunciation of this word is

/’θʌroʊ/. The same as the word “although”, only one student of the Elementary level (EL 8) successfully silenced the silent letter “g” while the other nine students still pronounced the silent letter. For the Advanced level students, six students failed to silence the silent letter “g” and four people successfully silenced the silent letter, one of which successfully pronounced the word as the intended pronunciation. The pronunciations of the students who still pronounced the silent letter “g” is provided below.

EL 1, EL 2, EL 3, EL 7 : /’θʌroʊ/  [tʊrɔg] EL 4 : /’θʌroʊ/  [θrog] EL 5 : /’θʌroʊ/  [θɔrɔgʤ] EL 6 : /’θʌroʊ/  [tɔrɔʊg] EL 9 : /’θʌroʊ/  [trɔʊgʤ] EL 10, AD 4, AD 10 : /’θʌroʊ/  [tʊrɔgh] AD 2 : /’θʌroʊ/  [trɔg] AD 5 : /’θʌroʊ/  [trʊgh] AD 6 : /’θʌroʊ/ [tʊrɔʊg] AD 9 : /’θʌroʊ/  [θʊrɔʊgh]

The silent letter “g” which is supposed to be left unpronounced was still pronounced by the nine students, so, the sound [g] was added to their pronunciations. Additionally, several students also added the sounds [ʤ] and [h] at

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the end of their pronunciations. They added the two sounds to pronounce the unfamiliar consonant cluster /g,h/.

The next word is “highjack” which is pronounced as /’haɪʤæk/. The same as the word, “neighbor”, all students of the Elementary level failed to silence the silent letter in this word. For the Advanced level students, seven students successfully pronounced the word by silencing the silent letter “g”. Six of them were able to pronounce the letter accurately as the intended pronunciation and only one student failed to pronounce the word as the intended pronunciation. The remaining three students still pronounced the silent letter “g” which is not supposed to be present on the pronunciation. Below are the transcribed pronunciations of the students.

EL 2, EL 4, EL 8, EL 9, AD 2, AD 6, AD 10 : /’haɪʤæk/  [haɪgʤek] EL 6, EL 7, EL 10 : /’haɪʤæk/  [haɪgʤæk] EL 1, EL 3 : /’haɪʤæk/  [heɪgʤek] EL 5 : /’haɪʤæk/  [hegʤeʤ]

Occurring at the end of the first syllable, the students were not aware that the consonant letters /g,h/ was supposed to be left unpronounced. Consequently, the students added the sound [g] to their pronunciations at the end of the first syllable.

The next word is “outweigh” which is pronounced as /aʊt’weɪ/. For the

Elementary level students’ pronunciations, only one student (EL 10) succeeded to pronounce the word accurately as the intended pronunciation. Contrary to EL 10, the other nine students failed to pronounce the word correctly and still pronounced the silent letter “g”. For the Advanced level students, the word “outweigh” got the

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worse result: nine students of the Advanced level failed to silence the silent letter in this word and only one student (AD 9) was able to pronounce the word by silencing the silent letter. Nevertheless, AD 9 did not pronounce the word accurately as the intended pronunciation. The students’ transcribed pronunciation can be seen below.

EL 1, EL 2, EL 6 : /aʊt’weɪ/  [ɔʊtweɪg] EL 7, EL 8, AD 2, AD 6 : /aʊt’weɪ/  [ɔtweɪg] EL 4, EL 9, AD 1, AD 3, AD 4, AD 7 : /aʊt’weɪ/  [aʊtweɪg] EL 3 : /aʊt’weɪ/  [ɔʊtwegh] EL 5 : /aʊt’weɪ/  [ɔtwegʤ] AD 5, AD 8, AD 10 : /aʊt’weɪ/ [aʊtweɪgh]

Since the nine students failed to silence the silent letter “g”, the sound [g] was added to their pronunciation at the final position to replace the /g,h/ consonant cluster. In addition, EL 3, AD 5, AD 8 and AD 10 added the sound [h] after the additional sound /g/ and EL 5 added the sound [ʤ] after the additional sound /g/.

The sound [h] was added because the letter is present on the spelling. This proves that some students still have the tendency to read out all of the letters that are present on the spelling. EL 5 added the sound [ʤ] in the final position because of his/her own tendency to insert the sound in the pronunciation.

The next words that are going to be discussed are English words with silent letter “g” with /g,h,t/ consonant letters. The first word is “daughter”. The Intended pronunciation of this word is /’dɔ:tə(r)/. Out of ten students of the Elementary level, nine students failed to silence the silent letter “g” and only one student successfully silenced the silent letter but still failed to pronounce the word

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accurately as the intended pronunciation. Contrary to the Elementary level students’ pronunciations, all ten students of the Advanced level successfully silenced the silent letter, however, only one student was able to pronounce the word as the intended pronunciation. The students who failed to silence the silent letter “g” pronounced the word as:

EL 2, EL 6 : /’dɔ:tə(r)/ [dɔʊgtər] EL 3, EL 4, EL 8, EL 9 : /’dɔ:tə(r)/  [daʊgtər] EL 5 : /’dɔ:tə(r)/  [dɔgtɔr] EL 7 : /’dɔ:tə(r)/  [dɔgtə] EL 10 : /’dɔ:tə(r)/  [daʊgtə]

The sound /g/ was added at the end of the first syllable in the students’ pronunciations. The students were not aware that the consonant letters /g,h,t/ is pronounced as /t/. Therefore, the silent letter “g” which supposed to be left unpronounced is still present in the pronunciation.

The second word is “naughty”. The intended pronunciation of the word

“naughty” is /’nɔ:ti/. Nine students of the Elementary level failed to pronounce the word by silencing the silent letter and one student successfully silenced the silent letter “g”. EL 7 was the only student who successfully silenced the silent letter “g” and pronounced the word correctly as the intended pronunciation. For the

Advanced level students, three students still pronounced the silent letter “g” and seven succeeded to silence the silent letter “g”. The transcribed pronunciations are below.

EL 1, EL 3, EL 4, EL 5, EL 9, EL 10 , AD 1, AD 10: /’nɔ:ti/  [naʊgtɪ] EL 2, EL 8 , AD 2 : /’nɔ:ti/  [nɔgtɪ] EL 6 : /’nɔ:ti/  [nɔʊgtɪ]

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The same as the word “daughter”, the students failed to silence the silent letter “g” and added the sound /g/ at the end of the first syllable because they were not aware that the “g” is supposed to be silenced.

The third word is “eyesight” which is pronounced as /’aɪsaɪt/. Slightly better than the previous two words, two students of the Elementary level were able to silence the silent letter “g” in this word and eight students still pronounced the silent letter “g” which is supposed to be left unpronounced. For the Advanced level students, only one student failed to silence the silent letter “g” while the other nine students were able to silence the silent letter. From the nine students, five students successfully pronounced the word as the intended pronunciation. Below are the students’ transcribed pronunciations.

EL 3 : /’aɪsaɪt/  [egseɪt] EL 5 : /’aɪsaɪt/  [eɪseɪgʤ] EL 10 : /’aɪsaɪt/  [eɪgsaɪt]

Different from the two words that have been discussed earlier, the /g,h,t/ consonant letters in this word appears at the end of the second syllable. Therefore, instead of pronouncing the /g,h,t/ consonant letters as /t/, most of the students pronounced it as [g] which is not considered as segment addition, but consonant change which will be discussed in the next sections. EL 3 and EL 10 did not change the consonant /t/ into [g], however, they added the sound [g] at the end of the first syllable. The two students knew that the /g,h,t/ consonant letters is pronounced as /t/ but they still added the sound /g/ to their pronunciation since the letter “g” is present on the spelling of the word. They did not leave the letter out so

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they inserted the sound [g] at the end of the second syllable. Additionally, EL 5 who has the tendency to add the sound [ʤ] added it to the pronunciation.

The next word is “frighten” which is pronounced as /’fraɪtn/. All 10 students of the Elementary level failed to silence the silent letter “g” in this word.

Five students of the Advanced level successfully silenced the silent letter “g” and pronounced the word accurately as the intended pronunciation while the remaining five students still pronounced the silent letter “g” in their pronunciation. The students’ transcribed pronunciations are provided below.

EL 1, EL 3, EL 6, EL 8, EL 9 , AD2, AD6 : /’fraɪtn/  [fraɪgtɪn] EL 2, EL 5, EL 7 : /’fraɪtn/ [frɪgtɪn] EL 4, 10, AD 8, AD 10 : /’fraɪtn/ [fraɪgtən] AD 5 : /’fraɪtn/  [frɪgtɪnd]

The students added the sound [g] to their pronunciations at the end of the first syllable. They were not aware that the /g,h,t/ consonant letters is pronounced as /t/ without pronouncing the /g/. Besides adding the sound [g], the student added either [ə] or [ɪ] to their pronunciation. Since Indonesians have to tendency to pronounce all of the words that are present on the spelling, they pronounced all of the words in the word “frighten” including the “e” between “t” and “n” which is actually pronounced /tn/. Moreover, in Indonesian phonology, the sound /tn/ never exists, so the vowels [ə] or [ɪ] is added. Additionally, AD 5 added the sound [d] in the final position. The reason is because AD 5 mistaken the word between the verb

“frighten” and the adjective “frightened”. Therefore the sound [d] was added to the pronunciation.

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The last word is “eighteen”. The intended pronunciation of the word is

/eɪ’ti:n/, the same as the previous word, all of the students of the Elementary level failed to silence the silent letter “g” in this word. For the Advanced level students,

Six students of the pronounced the word by silencing the silent letter “g” but only two students were able to pronounce the word as the intended pronunciation. The other three students failed to silence the silent letter “g”. Below are the phonetic transcriptions of the students’ pronunciations.

EL 1, EL 2, EL 3, EL 4, EL 5, EL 6, EL 7, EL 9, EL 10, AD 2, AD 4 AD 6, AD 10 : /eɪ’ti:n/  [eɪgtɪn] EL 8 : /eɪ’ti:n/  [aɪgtɪn]

The silent letter “g” was inserted at the end of the first syllable because the letter “g” is present on the spelling. Therefore, all ten students failed to silence the silent letter “g” because the letter which is not supposed to be pronounced was still pronounced by the students.

In conclusion, most of the students, especially the Elementary level students, still pronounced the silent letter “g” because it is present on the spelling.

They were not aware that the sound /g/ is supposed to be absent on the pronunciation. The main reason is because silent letters do not appear in any

Indonesian vocabularies. Therefore, the students tend to pronounce all of the sounds that are present on the spelling. Some vowels such as [ə] and [ɪ] are also added by the students when they encounter unfamiliar consonant letters appearing together. Lastly, some additional consonants were also added to the pronunciation because of the influence on the Indonesian phonological system.

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2. Segment Deletion

Segment Deletion is another phonological process found in the students’ pronunciations. Opposite to segment addition, segment deletion is when a certain sound is deleted from pronunciation which makes the pronunciation of a word different from the intended pronunciation. Although this phonological process did not occur as much as segment addition, some sound segments were deleted by the students when pronouncing the selected words containing silent letter “g”. The words are “foreign” and “thorough”. The first word is “foreign”.

AD 10: /’fɒrɪn/  [freɪnt]

AD 10 deleted the sound /ɒ/ and pronounced the word “foreign” as [freɪnt].

AD 10 was able to silence the silent letter “g” but the sound /ɒ/ which is supposed to be pronounced was deleted. The student focused more on pronouncing the second syllable, therefore, the vowel sound in the first syllable was deleted.

EL 4 : /’θʌroʊ/  [θrog] EL 9 : /’θʌroʊ/  [trɔʊgʤ] AD 2 : /’θʌroʊ/  [trɔg] AD 5 : /’θʌroʊ/  [trʊgh] AD 1 : /’θʌroʊ/  [trɔʊ] AD 7 : /’θʌroʊ/  [θrʊ]

AD 1 and AD 7 were able to silence the silent letter “g” but they failed to pronounce the word as the intended pronunciation. The intended pronunciation of the word “thorough” is /’θʌroʊ/. However, the students deleted the sound /ʌ/ and directly pronounced the following consonant. The reason is because Indonesian people have difficulty to distinguish the pronunciation of “thorough” and

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“through” which is pronounced as /θru:/. Since the spelling is similar and the word

“through” is more common than the word “thorough”, the students omitted the sound /ʌ/ and directly proceeded to the next consonant just like the pronunciation of the word “through”. AD 1 and AD 7 were able to silence the silent letter “g” but they failed to pronounce the word as the intended pronunciation.

Overall, the students deleted the sound because they did not pay attention thoroughly to the words that they were asked to pronounce. They ignored the vowels that are supposed to be pronounced in the pronunciation.

3. Vowel Change

The previous phonological processes were the addition and deletion of segments. Besides adding and deleting segments, some students changed the pronunciations of several vowels. This kind of phonological process is called vowel change. Mainly, the process occurred because of the influence of Indonesian phonological system since Indonesian is the student’ first language.

EL 3 : /’fɒrɪn/  [fɔrgən] AD 4 : /’fɒrɪn  [fɔreɪgən] EL 5, EL 9 : /’fɒrɪn/  [fɔrenʤ] AD 6 : /’fɒrɪn/  [fɔreɪnʤ]

For the word “foreign, the students changed the vowel sound /ɒ/ into [ɔ], it can be seen from the transcription above. The word is written with an “o” and in

Indonesian phonology, the letter “o” is always pronounced /ɔ/. Therefore, the students had the tendency to pronounce the vowel /ɒ/ as [ɔ] because of the influence of the Indonesian phonology.

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Besides changing the vowel /ɒ/ into [ɔ], AD 4, and AD 6 changed the vowel

/ɪ/ into [eɪ] and EL 5 and EL 9 changed it into [e]. It happened because of the influence of Indonesian phonological system as well. Since the sound /ɪ/ is represented by the letter “e”, the vowel /ɪ/ was changed into [eɪ] and [e]. In

Indonesian phonology, the letter “e” is pronounced either /e/ as in the word “elok” which is pronounced as /elok/ or /ə/ as in the word “elang” which is pronounced as

/əlæŋ/. The letter “e” is never pronounced as /ɪ/, therefore, the students have the tendency to pronounce the letter according to the Indonesian phonological system.

Moreover AD 4 and AD 6 changed the vowel /ɪ/ into the diphthong [eɪ] instead of

[e] because in the spelling, the letter “i” is present after the letter “e”, they pronounced all the vowels that are present in the spelling.

EL 3 : /ə’saɪn/  [æsɪgən] EL 6 : /ə’saɪn/  [esɪng] AD 8 : /ə’saɪn/  [æsaɪg] AD 4 : /ə’saɪn/  [əseng] EL 2 : /ə’saɪn/  [əksɪn] EL 7 : /ə’saɪn/ [əseɪn] EL 8 : /ə’saɪn/  [əsɪn].

The next word is “assign”. The intended pronunciation and the students’ transcribed pronunciations are provided above. First of all, three students changed the initial vowel sound /ə/ into [æ] and [e]. The initial vowel /ə/ which is represented by the letter “a” was changed into [æ] since in Indonesian, the letter

“a” is pronounced /æ/. For example, the Indonesian word “apa”, it is pronounced as /æpæ/: the letter “a” is never pronounced into different sounds. Therefore,

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Indonesians are not aware when to pronounce the English letter “a” /e/, /ə/ or /æ/.

For instance, the word “age” /eɪʤ/, “ago” /əgoʊ/ and “ask” /æsk/ , all three words have the letter “a” at the initial position, however, for Indonesian English learners especially the beginners, it will be difficult for them to distinguish which one is pronounced /e/, which one is pronounced /ə/ and which one is pronounced

/æ/. Consequently, the vowel change in pronouncing the initial sound occurred.

Furthermore, EL2, EL 3, EL 6 and EL 8 changed the diphthong /aɪ/ into [ɪ] for the letter “i” in “assign” because the letter “i” is never pronounced /aɪ/ in

Indonesian, but it is pronounced [ɪ]. Interestingly, EL 7 also changed the diphthong

/aɪ/, but it was changed into [eɪ] and AD 4 changed into [e]. Indonesians often pronounce the English letter “i” as /e/. Therefore, the two students changed the diphthong /aɪ/ into [eɪ] and [e].

EL 1, EL 7, EL 8, AD 5, AD 7, AD 8, AD 9 : kæm’peɪn/ [kempeɪn] EL 4, AD 2, AD 4 : /kæm’peɪn/  [kempeɪg] EL 3 : /kæm’peɪn/  [kempeɪgən] EL 10 : /kæm’peɪn/  [kempeɪgd] EL 5 : /kæm’peɪn/  [kempeɪnʤ] EL 9 : /kæm’peɪn/  [kempeɪnt] EL 2 : /kæm’peɪn/  [kempaɪn] AD 10 : /kæm’peɪn/  [kæmpaɪn].

The next word is “campaign”, it can be seen from the transcription above that most of the students changed the vowel /æ/ which is represented by the letter

“a” into [e]. The reason is because of the inconsistency of the pronunciation of the letter “a” in English. It has been stated on the previous section that the letter “a” in

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English can be pronounced /e/, /ə/ or /æ/. In this case, the students pronounced the letter “a” as [e] because the actual pronunciation of the first letter of the alphabet

“a” is /eɪ/.

Furthermore, EL 2 and AD 10 changed the diphthong /eɪ/ in the second syllable into [aɪ]. The reason is because it is written as “ai” in the word

“campaign”, therefore, it was pronounced directly according to how the word is written. The students have the tendency to pronounce the letters that are present in the spelling because in some Indonesian words, sounds that are represented by “a” and “i” are pronounced as /aɪ/. For example is the Indonesian words “ramai”

/ræmaɪ/ and “santai” /sæntaɪ/. The diphthong /aɪ/ in the final position is represented by “a” and “i”, thus, the students pronounced the “a” and “i” in the word “campaign” just like the words “ramai” and “santai”.

EL 5 : /ə’laɪn/  [elɪnʤ] EL 7 : /ə’laɪn/  [əleɪn] EL 8 : /ə’laɪn/  [ælɪen]

The next word is “align”. The vowel change was found in the pronunciations of EL 5, EL 7 and EL 8. Again, the students faced difficulty to distinguish the pronunciation of the letter “a” at the beginning of the word. The correct pronunciation of the letter “a” at the beginning of the word is /ə/ but EL 5 pronounced it as [e] and EL 8 pronounced it as [æ]. Besides that, EL 5, EL 7 and

EL 8 changed the diphthong /aɪ/ into [ɪ], [eɪ] and [ɪe]. Similar to the letter “a”, the letter “i” is also problematic for Indonesian English learners. In English, it is pronounced as /aɪ/, however, in Indonesian, the letter “i” is pronounced /ɪ/.

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Therefore, the students have the tendency to change the vowel sounds, especially the vowels “a, i, and e”.

EL 1, EL 2, EL 4, EL 6, EL 7, AD 1, AD 2 : /’neɪbə(r)/  [neɪgbɔr] EL 5, EL 9 : /’neɪbə(r)/  [neɪghbɔr] AD 5, AD 6 : /’neɪbə(r)/ [neɪbɔr]

For the word “neighbor”, the students changed the vowel /ə/ into [ɔ]. In the spelling of the word “neighbor”, the letter “o” is used to represent the sound /ə/.

However, in Indonesian phonology, the letter “o” is pronounced /ɔ/. Having the tendency to pronounce English letters using the Indonesian pronunciation, the students changed the vowel which is actually pronounced /ə/ into [ɔ].

EL 3 : /ɔl’ðəʊ/  [æltʊg] EL 4, AD 10 : /ɔl’ðəʊ/  [æltɔg] EL 1 : /ɔl’ðəʊ/  [æltɔʊg] EL 7 : /ɔl’ðəʊ/  [ældɔʊ] EL 10 : /ɔl’ðəʊ/  [ælðɔʊg] AD 6 : /ɔl’ðəʊ/  [ælθɔʊg] EL 2, EL 6 : /ɔl’ðəʊ/  [ɔltɔʊg] EL 8, EL 9 : /ɔl’ðəʊ/  [ɔlðɔʊg] AD 9 : /ɔl’ðəʊ/  [ɔlðɔʊ] EL 5 : /ɔl’ðəʊ/ [ɔltɔg] AD 2 : /ɔl’ðəʊ/  [ɔldɔg] AD 7 : /ɔl’ðəʊ/  [ælðɔ]

For the word “although”, several vowel sounds were changed by the students. It has been mentioned earlier that the letter “a” is problematic for the students. Hence, the letter “a” at the beginning of the word which is supposed to be pronounced /ɔ/, was changed into [æ] by seven students.

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The diphthong /əʊ/ was also problematic for the students. Nine students changed it into [ɔʊ], five students changed it into [ɔ] and one student changed it into [ʊ]. Commonly, “ou” is pronounced as /ɔʊ/ by Indonesians. Therefore, nine of the students changed the diphthong /əʊ/ into [ɔʊ]. The vowels “o” and “u” sticking together may also cause confusion for Indonesians whether to pronounce the “o” or the “u”. As a result, the remaining six students changed the diphthong into [ɔ] and

[ʊ].

EL 1, EL 2, EL 3, EL 7 : /’θʌroʊ/  [tʊrɔg] EL 10, AD 4, AD 10 : /’θʌroʊ/  [tʊrɔgh] AD 6 : /’θʌroʊ/ [tʊrɔʊg] AD 8 : /’θʌroʊ/  [θʊrɔʊ] AD 9 : /’θʌroʊ/  [θʊrɔʊgh] EL 5 : /’θʌroʊ/  [θɔrɔgʤ] EL 6 : /’θʌroʊ/  [tɔrɔʊg] EL 8 : /’θʌroʊ/  [tɔrɔs] EL 4 : /’θʌroʊ/  [θrog] EL 9 : /’θʌroʊ/  [trɔʊgʤ] AD 1 : /’θʌroʊ/  [trɔʊ] AD 2 : /’θʌroʊ/  [trɔg] AD 5 : /’θʌroʊ/  [trʊgh] AD 7 : /’θʌroʊ/  [θrʊ]

Similar to the word “although”, the students faced difficulty to pronounce the vowels in the word “thorough”. It has been discussed in the segment deletion section that some students deleted the sound /ʌ/ in the word “thorough”. The other students who did not delete the sound /ʌ/ changed the vowel into [ʊ] and [ɔ] instead. Besides that, the diphthong /oʊ/ was changed into [ɔ], [ɔʊ] and [ʊ]. The

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reason is because when the letter “o” and “u” appear together, it causes confusion for Indonesian students just like the word which has been discussed earlier

“although”.

EL 2, EL 4, EL 8, EL 9, AD 2, AD 6, AD 10 : /’haɪʤæk/  [haɪgʤek] AD 9 : /’haɪʤæk/ [haɪʤek] EL 1, EL 3 : /’haɪʤæk/  [heɪgʤek] EL 5 : /’haɪʤæk/  [hegʤeʤ]

For the word “highjack”, the vowel “i” and “a” were troublesome for the students. The letter “i” is pronounced /aɪ/, but two students pronounced it as [eɪ] and one student pronounced it as [e]. The three students were aware that the “i” is not pronounced as /ɪ/ like the Indonesian pronunciation, but they failed to pronounce it accurately as /aɪ/, thus, pronounced it as [eɪ] and [e]. The rest of the students successfully pronounced the letter “i” as /aɪ/. Again, the inconsistency of the pronunciation of the English letter “a” was problematic for the students. The letter “a” in the word “highjack” is supposed to be pronounced [æ], but the students changed the vowel and pronounced it as [e].

EL 1, EL 2, EL 6 : /aʊt’weɪ/  [ɔʊtweɪg] AD 9 : /aʊt’weɪ/ [ɔʊtweɪ] EL 3 : /aʊt’weɪ/  [ɔʊtwegh] EL 5 : /aʊt’weɪ/  [ɔtwegʤ] EL 7, EL 8, AD 2, AD 6 : /aʊt’weɪ/  [ɔtweɪg]

For the word “outweigh”, the initial sound of the word is /aʊ/. However, as the sound is represented by the letters “o” and “u”: five students changed the diphthong /aʊ/ into [ɔʊ]. Both the letter “o” and “u” were pronounced. The other five students changed it into the [ɔ] since the word “outweigh” starts with the letter

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“o” which is pronounced as /ɔ/ in Indonesian phonological system. Besides the diphthong /aʊ/, two students (EL 3 and EL 5) changed the diphthong /eɪ/ which is represented as “ei” on the spelling into [e]. The students ignored the letter “i” and just pronounced the letter “e” which is pronounced as /e/ in Indonesian phonology.

AD 3, AD5, AD6, AD7, AD 8, AD 9 : /’dɔ:tə(r)/ [daʊtər] EL 3, EL 4, EL 8, EL 9 : /’dɔ:tə(r)/  [daʊgtər] EL 10 : /’dɔ:tə(r)/  [daʊgtə] AD 10 : /’dɔ:tə(r)/  [daʊdər] EL 2, EL 6 : /’dɔ:tə(r)/  [dɔʊgtər] EL 1 : /’dɔ:tə(r)/  [dɔʊtər] EL 5 : /’dɔ:tə(r)/  [dɔgtɔr] EL 7 : /’dɔ:tə(r)/  [dɔgtə] AD 2, AD 4 : /’dɔ:tə(r)/  [dɔtər]

For the word “daughter”, the letter “a” is followed by “u” which will produce the sound /ɔ:/. The students changed the vowel /ɔ:/ into [ɔ] and [aʊ]. The first reason is because the students were not aware that the vowel is pronounced as a tense vowel, therefore they pronounced it as the lax vowel [ɔ]. Besides that, the students also change the vowel sound /ɔ:/ into the diphthong [aʊ] and [ɔʊ] since the sound is represented with the letters “a” and “u”. Both sounds were pronounced and that is why the diphthong [aʊ] and [ɔʊ] were produced by the students.

Additionally, EL 5 changed the sound /ə/ which occurs at the medial position of the second syllable into [ɔ]. The reason is because some Indonesians have the tendency to repeat the same vowel sound which was produced in the first syllable.

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EL 1, EL 3, EL 4, EL 5, EL 9, EL 10 , AD 1, AD 10: /’nɔ:ti/  [naʊgtɪ] AD 4, AD 6, AD 7, AD 8, AD 9 : /’nɔ:ti/ [naʊtɪ] EL 6 : /’nɔ:ti/  [nɔʊgtɪ] AD 5 : /’nɔ:ti/ [nɔʊtɪ] EL 2, EL 8 , AD 2 : /’nɔ:ti/  [nɔgtɪ] The vowel change found in the word naughty is the same as the word

“daughter”. The letter “a” and “u” which is pronounced /ɔ:/ were changed into three different vowel sounds. 13 students changed the sound into [aʊ], two students changed the sound into [ɔʊ] and three students changed the sound into[ɔ].

EL 3 : /’aɪsaɪt/  [egseɪt] EL 10 : /’aɪsaɪt/  [eɪgsaɪt] AD 6 : /’aɪsaɪt/  [eɪsɪt] AD 9, 10 : /’aɪsaɪt/  [eɪsaɪt] EL 5 : /’aɪsaɪt/  [eɪseɪgʤ] EL 7, EL 8 : /’aɪsaɪt/ [aɪseɪg] For the word “eyesight”, the letter “e” and “i” were changed into different sounds of vowels by the students. The initial vowel sound is pronounced as the diphthong /aɪ/ but four students changed it into [eɪ] and one student changed it into [e] because in Indonesian phonology, “e” is pronounced as /e/. Moreover, the vowel “i” in this word is pronounced as /aɪ/ as well. Four students changed the vowel into [eɪ] because of the tendency to repeat the same vowel that has been produced in the first syllable and one student changed the vowel into [ɪ] since it is represented by the letter “i” which is pronounced as /ɪ/ in Indonesian.

EL 2, EL 5, EL 7 : /’fraɪtn/ [frɪgtɪn] AD 5 : /’fraɪtn/  [frɪgtɪnd]

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The vowel change that occurred in the word “frighten” is in the letter “i”, just like the previous discussion. The vowel “i”, pronounced as /aɪ/ in this word, was changed into [ɪ] by the students. It is because of the influence of their

Indonesian phonological system. The letter “i” is pronounced as [ɪ], therefore, they changed the diphthong /aɪ/ into [ɪ].

EL 1, EL 2, EL 3, EL 4, EL 5, EL 6, EL 7, EL 9, EL 10, AD 2, AD 4 AD 6, AD 10 : /eɪ’ti:n/  [eɪgtɪn] AD 5, AD 7, AD 9 : /eɪ’ti:n/  [eɪtɪn] EL 8 : /eɪ’ti:n/  [aɪgtɪn] AD 1 : /eɪ’ti:n/  [aɪtɪn] For the word “eighteen”, the tense vowel /i:/ occurring at the second syllable was changed into the lax vowel [ɪ] because there is no tense and lax vowel in Indonesian phonology. Although the students were aware that the double “e” in the word “eighteen” is not pronounced as /e/, the students could not distinguish when to pronounce it as tense vowel or lax vowel. Consequently, all of the students changed the tense vowel /i:/ into lax vowel [ɪ]. EL 8 and AD 1 changed the initial vowel into the diphthong [aɪ] as the vowels “a”, “e” and “i” are often mistaken by

Indonesian learners of English.

Overall, most students changed the pronunciations of several English vowels because they applied their knowledge of Indonesian phonology when pronouncing English vowels.

4. Consonant Change

The last phonological process found in the students’ pronunciation was consonant change. Not only did the students changed several vowel sounds, but

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also some consonant sounds were changed. The same as the previous analysis, consonant change also occurred because of the influence of Indonesian phonological system.

EL 3: /dɪ’zaɪn/  [dɪsaɪgən]

The first word is “design” all the other students pronounced the word correctly as the intended pronunciation except EL 3. Besides adding the silent letter “g”, EL 3 also changed the consonant sound /z/ into [s]. The reason is because it is spelled with the letter “s” and not “z”, therefore, EL 3 pronounced the consonant as [s] instead of /z/.

EL 4, AD 2, AD 4 : /kæm’peɪn/  [kempeɪg] EL 10 : /kæm’peɪn/  [kempeɪgd] AD 2 : /ə’laɪn/  [əlaɪg] For the words “campaign” and “align”, it can be seen that EL 4, EL 10,

AD2 and AD 4 failed to silence the silent letter “g” on their pronunciation.

However, although the sound [g] is present in the pronunciation, it is not considered as segment addition. It is considered as vowel change since the final consonant sound of the intended pronunciation is /n/ but in the students’ pronunciation, the final consonant is /g/ instead of /n/.

EL 3 : /ɔl’ðəʊ/  [æltʊg] EL 4, AD 10 : /ɔl’ðəʊ/  [æltɔg] EL 1 : /ɔl’ðəʊ/  [æltɔʊg] EL 2, EL 6 : /ɔl’ðəʊ/  [ɔltɔʊg] EL 5 : /ɔl’ðəʊ/ [ɔltɔg] EL 7 : /ɔl’ðəʊ/  [ældɔʊ] AD 2 : /ɔl’ðəʊ/  [ɔldɔg] AD 6 : /ɔl’ðəʊ/  [ælθɔʊg]

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The consonant sound /ð/ in the word “although” was changed into three different consonant sounds by the students. Seven students changed it into [t], two students changed it into [d] and one student changed it into [θ]. Indonesians have difficulty in pronouncing and differentiating the consonant sounds /θ/ and /ð/ which is written as “th” as those two sounds do not exist in Indonesian phonology.

They tend to change it into [t] or [d] because they have hard time producing the sounds the /θ/ and /ð/.

EL 1, EL 2, EL 3, EL 7 : /’θʌroʊ/  [tʊrɔg] EL 10, AD 4, AD 10 : /’θʌroʊ/  [tʊrɔgh] AD 6 : /’θʌroʊ/ [tʊrɔʊg] EL 6 : /’θʌroʊ/  [tɔrɔʊg] EL 8 : /’θʌroʊ/  [tɔrɔs] EL 9 : /’θʌroʊ/  [trɔʊgʤ] AD 1 : /’θʌroʊ/  [trɔʊ] AD 2 : /’θʌroʊ/  [trɔg] AD 5 : /’θʌroʊ/  [trʊgh]

The same as the previous discussion about the sounds /θ/ and /ð/, for the word “thorough” the students also changed the consonant sound /θ/. The initial consonant which is represented by the letters “t” and “h” should be pronounced as

/θ/. However, the students pronounced it as [t] the reason is because not all

Indonesian people can produce the consonant sound /θ/

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EL 5: /’haɪʤæk/  [hegʤeʤ]

For the word “highjack”, EL 5 changed the sound consonant /k/ into [ʤ].

This student has the tendency to add the sound [ʤ] or to change the final consonant sound into [ʤ].

AD 10: /’dɔ:tə(r)/  [daʊdər]

AD 10 was the only student who changed the consonant sound /t/ in the word “daughter” into [d]. For Indonesians, the English consonant sounds /t/ and /d/ sound similar especially if the letter “t” occurs in the middle of the word. Thus, sometimes, Indonesians pronounce the sound /t/ into [d] and the sound /d/ into [t].

EL 1, EL 4, EL 6, AD 4 : /’aɪsaɪt/ [aɪsaɪg] EL 5 : /’aɪsaɪt/ [eɪseɪgdƷ] EL 7, EL 8 : /’aɪsaɪt/  [aɪseɪg]

The /g,h,t/ consonant cluster in the word “eyesight” appears at the end of the second syllable. Therefore, instead of pronouncing the /g,h,t/ consonant cluster as /t/, the students pronounced it as [g] which is not considered as segment addition, but consonant change. As a result, the phonological process is considered consonant change from /t/ into [g].

It can be concluded that some consonant sounds such as /θ/ and /ð/ is difficult for the students to pronounce and differentiate. Therefore, the sounds are changed into simpler sounds such as /t/ and /d/. Besides that, the silent letter “g” was still present in some of the students’ pronunciations but the phonological process was considered consonant change instead of segment addition. It happened

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because the sounds /g/ replaced the actual consonant sound as in the words

“campaign”, “align” and “eyesight”.

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CHAPTERR V

CONCLUSION

The aim of this research is to discover how the students of English Made

Easy (EME) English course pronounce the selected English words containing silent letter “g” and what phonological processes are found in the students’ pronunciation. There were 15 selected words which were then divided into three categories according to the consonant letters. The participants were ten students of the Elementary level (the lowest level) and ten students of the Advanced level (the highest level).

From the discussion and analysis, it can be concluded that for the

Elementary level students’ pronunciation, the percentage of pronunciation which silenced the silent letter “g” was much lower than the pronunciation which failed to silence the silent letter “g”. The words with /g,n/ consonant letters got the highest percentage of correct pronunciation, 78%, and the words with /g,h,t/ consonant letters got the lowest percentage of correct pronunciation, 6%. To be particular, out of the 15 words, the words “design” and “foreign” were the two words that got the highest percentage of correct pronunciation, 90%. Only one student failed to silence the silent letter in these two words. The words

“neighbor”, “highjack”, “frighten” and “eighteen” on the other hand, got the lowest percentage of correct pronunciation, 0%. All ten students failed to silence the silent letter “g” in the four words. Words with /g,h/ and /g,h,t/ consonant

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letters occurring at the end of the first syllable was problematic for the Elementary level students.

For the Advanced level students’ pronunciations, the percentage of pronunciations which successfully silenced the silent letter “g” was higher than the percentage of pronunciations which failed to silence the silent letter “g”. The same as the Elementary level students’ pronunciation, the selected words with

/g,n/ consonant letters got the highest percentage of correct pronunciation, 88% and the selected words with /g,h,t/ consonant letters got the lowest percentage of correct pronunciation, 52%. The words “design” and “daughter” got the highest percentage of correct pronunciation, 100%. All ten students of the advanced level successfully silenced the silent letter “g” in the two words. On the contrary, the word “outweigh” got the lowest percentage of correct pronunciation, 10%. Only one student was able to silence the silent letter “g” in this word.

Although the selected words are familiar words for the students, many of them were still unaware of the silent letters. This happens because some English phonology rules do not exist in Indonesian phonology, especially silent letters. In

Indonesian, silent letters do not occur in any words. All of the letters that are present in the spelling are pronounced. Generally, the phonological processes found in the students’ pronunciation were segment addition, segment deletion, vowel change and consonant change. Some sounds such as /g/ for the silent letter

“g” and schwa [ə] were added, some vowel sounds such as /ɒ/ and /ʌ/ were deleted and some vowel and consonant sounds were changed into different sounds

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according to the students’ phonological knowledge of English and Indonesian phonology such as /ɔ/ into [æ], /æ/ into [e], /n/ into [g] and /ð/ into [t]

From this research, it is suggested for the future researchers to select words that are familiar to the participants. It is proven from this research that although the selected words are the words that have been discussed in their classes, not all of the students were aware of the silent letter “g” and many of them still pronounced it in their pronunciations. Not only did they fail to silence the silent letter “g” but also some students were still unable to cue certain English vowels and consonants correctly. Therefore, conducting research about

Indonesian English learners is necessary.

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REFERENCES

Akinjobi, Adenike. (2013). English Silent Letter in Nigerian English: How Silent?. 1–11. http://www.adenikeakinjobi.com/sites/default/files/publications/ENGLISH %20SILENT%20LETTERS%20%20HOW%20SILENT%20IN%20NIGER IAN%20ENGLISH.pdf (Downloaded on 8 September, 2017)

Carr, Philip. (2008). A Glossary of Phonology. Edinburgh: Edinburgh University Press Ltd.

Carr, Philip. (1993). Modern Linguistics Phonology. Edinburgh: The Macmilan Press Ltd.

Carney, Edward. (1994). A Survey of English Spelling. Oxon: Routledge Inc.

Corder, S. P. (1982). Error Analysis and Interlanguage. Oxford: Oxford University Press

Creswell, John. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston: Pearson

Crystal, David. (2003). The Cambridge Encyclopedia of The English Language. Cambridge: Cambridge University Press

Dardjowidjojo, Soenjono. (2009). English Phonetics & Phonology for Indonesians. Jakarta: Yayasan Obor Indonesia.

Fromkin, Victoria, Robert Rodman, & Nina Hyams. (2014). An Introduction to Language Tenth Edition. Wadsworth: Michael Rosenberg.

Habibi, Wildan. (2016). English Pronunciation Problems Encountered by Indonesian Advanced Students (Undergraduate Thesis). Universitas Islam Negeri Maulana Malik Ibrahim, Malang.

Lee, Chang and M Turvey. (2003). Silent Letters and Phonological Priming. 32(3), 314 – 332. https://link.springer.com/article/10.1023/A:1023595619040 (Downloaded on 8 September, 2017)

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Lu, Lanfeng. (2010). Language Transfer: From Topic Prominence to Subject Prominence (Master’s Thesis). University of Leeds, Leeds. https://www.linguistics-journal.com/wp- content/uploads/2015/09/TLJ_MA-thesis_Lanfeng-Lu.pdf (Downloaded on 27 March, 2018)

Odden, David. (2005). Introducing Phonology. Cambridge: Cambridge University Press.

Rahardjosidhi, Kris. (2016). Mispronunciation of English Alveolar-Alveolar and Velar-Alveolar Consonant Clusters by the Students of SMA Santa Maria Yogyakarta (Undergraduate Thesis). Universitas Sanata Dharma, Yogyakarta.

Roach, Peter. (2004). Phonetics. Oxford: Oxford University Press.

Shak, Priscilla, Chang Siew, & Jeannet Stephen. (2016). Pronunciation Problems: A Case Study on English Pronunciation Errors of Low Proficient Students. 5, 25 – 35. http://journals.ump.edu.my/index.php/ijleal/article/view/109 (Downloaded on 8 September, 2017)

Sahulata, Daniel. (1988). An Introduction to Sounds and Sound Systems of English. Jakarta:Departemen Pendidikan Dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi Proyek Pengembangan Lembanga Pendidikan Tenaga Kependidikan.

Smokotin, Vladimir, Anna Alexseyenko, & Galina Petrova. (2014). The Phenomenon of Linguistic Globalization: English as the Global Lingua Franca (EGLF), 154, 509 – 513. https://latrobe.rl.talis.com/items/E5DBFC7F-2C27-27FB-3B0F- 731EB411423E.html (Downloaded on 21 September, 2017)

Yule, George. (2006). The Study of Language Third Edition. Cambridge: Cambridge University Press.

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Appendices:

Appendix 1: Phonetic Transcription of EL 1’s Pronunciation EL 1 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 Design /dɪ’zaɪn/ [dɪzaɪn]  2 Foreign /’fɒrɪn/ [fɒrɪn]  3 Assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪn] 

5 Align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [æltɔʊg]  8 thorough /’θʌroʊ/ [tʊrɔg]  9 highjack /’haɪʤæk/ [heɪgʤek]  10 outweigh /aʊt’weɪ/ [ɔʊtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔʊtər]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪg]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 2: Phonetic Transcription of EL 2’s Pronunciation EL 2 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əksɪn]  4 campaign /kæm’peɪn/ [kempaɪn]  5 align /ə’laɪn/ [əlaɪgen]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [ɔltɔʊg]  8 thorough /’θʌroʊ/ [tʊrɔg]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [ɔʊtweɪg]  C ght  [t]

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11 daughter /’dɔ:tə(r)/ [dɔʊgtər]  12 naughty /’nɔ:ti/ [nɔgtɪ]  13 eyesight /’aɪsaɪt/ [eɪsaɪt]  14 frighten /’fraɪtn/ [frɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 3: Phonetic Transcription of EL 3’s Pronunciation

EL 3

Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n]

1 design /dɪ’zaɪn/ [dɪsaɪgən] 

2 foreign /’fɒrɪn/ [fɔrgən]  3 assign /ə’saɪn/ [ æsɪgən]  4 campaign /kæm’peɪn/ [kempeɪgən]  5 align /ə’laɪn/ [əlaɪgən]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbər]  7 although /ɔl’ðəʊ/ [æltʊg]  8 thorough /’θʌroʊ/ [tʊrɔg]  9 highjack /’haɪʤæk/ [heɪgʤek]  10 outweigh /aʊt’weɪ/ [ɔʊtwegh]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊgtər]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [egseɪt]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

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Appendix 4: Phonetic Transcription of EL 4’s Pronunciation

EL 4

Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsaɪg]  4 campaign /kæm’peɪn/ [kempeɪg]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [æltɔg]  8 thorough /’θʌroʊ/ [θrog]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [aʊtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊgtər]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪg]  14 frighten /’fraɪtn/ [fraɪgtən]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 5: Phonetic Transcription of EL 5’s Pronunciation EL 5 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɔrenʤ]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪnʤ]  5 align /ə’laɪn/ [elɪnʤ]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪghbɔr]  7 although /ɔl’ðəʊ/ [ɔltɔg]  8 thorough /’θʌroʊ/ [θɔrɔgʤ]  9 highjack /’haɪʤæk/ [hegʤeʤ]  10 outweigh /aʊt’weɪ/ [ɔtwegʤ] 

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C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔgtɔr]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [eɪseɪgʤ]  14 frighten /’fraɪtn/ [frɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 6: Phonetic Transcription of EL 6’s Pronunciation EL 6 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn] 

2 foreign /’fɒrɪn/ [fɒrɪn] 

3 assign /ə’saɪn/ [əsɪng] 

4 campaign /kæm’peɪn/ [kæmpeɪn] 

5 align  /ə’laɪn/ [əlaɪn] B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [ɔltɔʊg]  8 thorough /’θʌroʊ/ [tɔrɔʊg]  9 highjack /’haɪʤæk/ [haɪgʤæk]  10 outweigh /aʊt’weɪ/ [ɔʊtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔʊgtər]  12 naughty /’nɔ:ti/ [nɔʊgtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪg]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

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Appendix 7: Phonetic Transcription of EL 7’s Pronunciation EL 7 Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n]

1 design /dɪ’zaɪn/ [dɪzaɪn] 

2 foreign /’fɒrɪn/ [fɒrɪn] 

3 assign  /ə’saɪn/ [əseɪn] 4 campaign /kæm’peɪn/ [kempeɪn]  5 align /ə’laɪn/ [əleɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [ældɔʊ]  8 thorough /’θʌroʊ/ [tʊrɔg]  9 highjack /’haɪʤæk/ [haɪgʤæk]  10 outweigh /aʊt’weɪ/ [ɔtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔgtə]  12 naughty /’nɔ:ti/ [nɔ:tɪ]  13 eyesight /’aɪsaɪt/ [aɪseɪg]  14 frighten /’fraɪtn/ [frɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 8: Phonetic Transcription of EL 8’s Pronunciation EL 8 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsɪn]  4 campaign /kæm’peɪn/ [kempeɪn]  5 align /ə’laɪn/ [ælɪen]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbər]  7 although /ɔl’ðəʊ/ [ɔlðɔʊg]  8 thorough /’θʌroʊ/ [tɔrɔs]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [ɔtweɪg] 

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C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊgtər]  12 naughty /’nɔ:ti/ [nɔgtɪ]  13 eyesight /’aɪsaɪt/ [aɪseɪg]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [aɪgtɪn] 

Appendix 9: Phonetic Transcription of EL 9’s Pronunciation

EL 9

Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n]

1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɔrenʤ]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪnt]  5 align /ə’laɪn/ [əlaɪnʤ]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪghbɔr]  7 although /ɔl’ðəʊ/ [ɔlðɔʊg]  8 thorough /’θʌroʊ/ [trɔʊgʤ]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [aʊtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊgtər]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪt]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

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Appendix 10: Phonetic Transcription of EL 10’s Pronunciation

EL 10

Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n]

1 design /dɪ’zaɪn/ [dɪzaɪn] 

2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪgd]  5 align /ə’laɪn/ [əlaɪgən]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbər]  7 although /ɔl’ðəʊ/ [ælðɔʊg]  8 thorough /’θʌroʊ/ [tʊrɔgh]  9 highjack /’haɪʤæk/ [haɪgʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪ]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊgtə]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [eɪgsaɪt]  14 frighten /’fraɪtn/ [fraɪgtən]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 11: Phonetic Transcription of AD 1’s Pronunciation AD 1 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kæmpeɪn]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [ɔlðəʊ]  8 thorough /’θʌroʊ/ [trɔʊ]  9 highjack /’haɪʤæk/ [haɪʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪg] 

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C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔ:tər]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪk]  14 frighten /’fraɪtn/ [fraɪtn]  15 eighteen /eɪ’ti:n/ [aɪtɪn] 

Appendix 12: Phonetic Transcription of AD 2’s Pronunciation

AD 2

Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪg]  5 align /ə’laɪn/ [əlaɪg]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbɔr]  7 although /ɔl’ðəʊ/ [ɔldɔg]  8 thorough /’θʌroʊ/ [trɔg]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [ɔtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔtər]  12 naughty /’nɔ:ti/ [nɔgtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪt]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

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Appendix 13: Phonetic Transcription of AD 3’s Pronunciation AD 3 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n]

1 design /dɪ’zaɪn/ [dɪzaɪn] 

2 foreign /’fɒrɪn/ [fɒrɪn] 

3 assign /ə’saɪn/ [əsaɪn] 

4 campaign /kæm’peɪn/ [kæmpeɪn] 

5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪbə]  7 although /ɔl’ðəʊ/ [ɔlðəʊ]  8 thorough /’θʌroʊ/ [θʌroʊ]  9 highjack /’haɪʤæk/ [haɪʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊtər]  12 naughty /’nɔ:ti/ [nɔ:tɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪt]  14 frighten /’fraɪtn/ [fraɪtn]  15 eighteen /eɪ’ti:n/ [eɪti:n] 

Appendix 14: Phonetic Transcription of AD 4’s Pronunciation AD 4 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɔreɪgən]  3 assign /ə’saɪn/ [əseng]  4 campaign /kæm’peɪn/ [kempeɪg]  5 align /ə’laɪn/ [əlaɪnt]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪbər]  7 although /ɔl’ðəʊ/ [ɔlðəʊ]  8 thorough /’θʌroʊ/ [tʊrɔgh]  9 highjack /’haɪʤæk/ [haɪʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪg] 

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C ght  [t] 11 daughter /’dɔ:tə(r)/ [dɔtər]  12 naughty /’nɔ:ti/ [naʊtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪg]  14 frighten /’fraɪtn/ [fraɪtn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 15: Phonetic Transcription of AD 5’s Pronunciation

AD 5

Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n]

1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪn]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪbɔr]  7 although /ɔl’ðəʊ/ [ɔlðəʊ]  8 thorough /’θʌroʊ/ [trʊgh]  9 highjack /’haɪʤæk/ [haɪʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪgh]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊtər]  12 naughty /’nɔ:ti/ [nɔʊtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪt]  14 frighten /’fraɪtn/ [frɪgtɪnd]  15 eighteen /eɪ’ti:n/ [eɪtɪn] 

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

100

Appendix 16: Phonetic Transcription of AD 6’s Pronunciation AD 6 Intended Participant’s No Words C IC Pronunciation Pronunciation

A gn  [n]

1 design /dɪ’zaɪn/ [dɪzaɪn] 

2 foreign /’fɒrɪn/ [fɔreɪnʤ] 

3 assign  /ə’saɪn/ [əsaɪn] 4 campaign /kæm’peɪn/ [kæmpeɪn]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪbɔr]  7 although /ɔl’ðəʊ/ [ælθɔʊg]  8 thorough /’θʌroʊ/ [tʊrɔʊg]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [ɔtweɪg]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊtər]  12 naughty /’nɔ:ti/ [naʊtɪ]  13 eyesight /’aɪsaɪt/ [eɪsɪt]  14 frighten /’fraɪtn/ [fraɪgtɪn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 

Appendix 17: Phonetic Transcription of AD 7’s Pronunciation AD 7 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪn]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪn]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪbər]  7 although /ɔl’ðəʊ/ [ælðɔ]  8 thorough /’θʌroʊ/ [θrʊ]  9 highjack /’haɪʤæk/ [haɪʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪg] 

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

101

C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊtər]  12 naughty /’nɔ:ti/ [naʊtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪt]  14 frighten /’fraɪtn/ [fraɪtn]  15 eighteen /eɪ’ti:n/ [eɪtɪn] 

Appendix 18: Phonetic Transcription of AD 8’s Pronunciation AD 8 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn] 

2 foreign /’fɒrɪn/ [fɒrɪn] 

3 assign /ə’saɪn/ [æsaɪg] 

4 campaign /kæm’peɪn/ [kempeɪn] 

5 align  /ə’laɪn/ [əlaɪn] B gh  [] 6 neighbor /’neɪbə/ [neɪbər]  7 although /ɔl’ðəʊ/ [ɔlðəʊ]  8 thorough /’θʌroʊ/ [θʊrɔʊ]  9 highjack /’haɪʤæk/ [haɪʤæk]  10 outweigh /aʊt’weɪ/ [aʊtweɪgh]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊtər]  12 naughty /’nɔ:ti/ [naʊtɪ]  13 eyesight /’aɪsaɪt/ [aɪsaɪt]  14 frighten /’fraɪtn/ [fraɪgtən]  15 eighteen /eɪ’ti:n/ [eɪti:n] 

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

102

Appendix 19: Phonetic Transcription of AD 9’s Pronunciation

AD 9 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [fɒrɪnʤ]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kempeɪn]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪbər]  7 although /ɔl’ðəʊ/ [ɔlðɔʊ]  8 thorough /’θʌroʊ/ [θʊrɔʊgh]  9 highjack /’haɪʤæk/ [haɪʤek]  10 outweigh /aʊt’weɪ/ [ɔʊtweɪ]  C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊtər]  12 naughty /’nɔ:ti/ [naʊtɪ]  13 eyesight /’aɪsaɪt/ [eɪsaɪt]  14 frighten /’fraɪtn/ [fraɪgtən]  15 eighteen /eɪ’ti:n/ [eɪtɪn] 

Appendix 20: Phonetic Transcription of AD 10’s Pronunciation AD 10 Intended Participant’s No Words C IC Pronunciation Pronunciation A gn  [n] 1 design /dɪ’zaɪn/ [dɪzaɪn]  2 foreign /’fɒrɪn/ [freɪnt]  3 assign /ə’saɪn/ [əsaɪn]  4 campaign /kæm’peɪn/ [kæmpaɪn]  5 align /ə’laɪn/ [əlaɪn]  B gh  [] 6 neighbor /’neɪbə(r)/ [neɪgbər]  7 although /ɔl’ðəʊ/ [æltɔg]  8 thorough /’θʌroʊ/ [tʊrɔgh]  9 highjack /’haɪʤæk/ [haɪgʤek]  10 outweigh /aʊt’weɪ/ [aʊtweɪgh] 

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

103

C ght  [t] 11 daughter /’dɔ:tə(r)/ [daʊdər]  12 naughty /’nɔ:ti/ [naʊgtɪ]  13 eyesight /’aɪsaɪt/ [eɪsaɪt] 

14 frighten /’fraɪtn/ [fraɪtn]  15 eighteen /eɪ’ti:n/ [eɪgtɪn] 