THE INFLUENCE OF BANYUMAS ACCENT ON STUDENTS’ PRONUNCIATION ABILITY (in Pronouncing /d/ and /b/) INTHE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENTIN MUHAMMADIYAH UNIVERSITY OF PURWOREJO IN THE ACADEMIC YEAR OF 2011/2012
A THESIS
Submitted as a partial fulfillment of requirement for Getting Sarjana Pendidikan Degree in English Department
By:
IDA MAULUDINA NIM. 082120095
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2012
i
MOTTO
☺ I’m the key, map, fire and knife of myself. [ the researcher ] ☺ I can’t challenge my life, but challenge makes me alive. [ the researcher ]
☺ Never give up of my struggle, because God gives believe that I can pass it. [the researcher ]
☺ Always Thanks God, for everything I have and I get. [ the researcher ]
☺ Be lovely for someone else, so they will love you. [ the researcher ]
☺ Wake up, and built my dreams. [ the researcher ] ☺ Be honest, be daring, be unique, be different.[ the researcher ] ☺ Try to think, speak and act positive. [ the researcher ] ☺ Smile, is the best cure for someone’s hate and hurt. [ the researcher ]
☺ God never change fate, only if they trying to change themselves. [ Qur’ansuratAr – Rad : 11 ]
☺ Don’t delay what you can do today. [ quoted from Mr. Sudar, M.Pd speech ]
iv
DEDICATION
With proud, gratitude and love, my thesis is dedicated to :
1. My beloved father, Budi Pratisto and mother, Suwartiningsih thanks for your unlimited love, praying, support, motivation, advice, and patience. Thanks for making me from nothing to be something.
2. My beloved brother, DwiAnggoroDeskianto, thanks for never stop to motivate, make me laugh and your crazy acting. I will never forget every second and moment we have passed.
3. My beloved grandparents, H. Ahmad Yusman and Zaenab. Both of you becoming my inspirations. You have brilliant heart to face your struggle.
4. My beloved grandmother, Hj. SitiMartimah, thanks very much for every advice, motivation, and praying. Thanks for accompanying me to do this thesis all the night.
vi
ACKNOWLEDGEMENT
Firstly, the writer would like to express her gratitude to Allah the Almighty and the Merciful for blessing, health, ability and guidance, so that the researcher can complete and finish this thesis entitled “The Influence of Banyumas Accent on Students’ Pronunciation Ability ( in Pronouncing /d/ and /b/) in the Sixth Semester Students of English Department in Muhammadiyah University of Purworejo in the Academic Year 2011/2012”. Then, the researcher would like to thanks to:
1. Drs. H. Supriyono, M.Pd, as the rector of Muhammadiyah University of
Purworejo.
2. Drs. Hartono M.M, as the Dean of Teacher Training and Education Science
Faculty of Muhammadiyah University of Purworejo.
3. Semi Sukarni, M.Pd., the head of English Department of Teacher Training and
Education Science Faculty of Muhammadiyah University ofPurworejo.
4. Zulia Chasanah,S,S.,M.Pd, as my consultant Study Program of Teaching
Training and Education Science Faculty of PurworejoMuhammadiyah
University, who gives me suggestion, motivation, and guidance to do this
thesis.
5. All the lecturer of Muhammadiyah University of Purworejo, TitiRokhayati,
M.Pd, JunaediSetiyono, M.Pd, AndrianNuriza Johan, S.s., M.Pd, JuitaTriyana,
M.Pd, etc, who have given motivation to finish this thesis.
6. My beloved cousin, MbakIka, Mas Iyo’, Danti, Yuli, Ulis, MbakUpin, and her
energetic little daughter Azka. Thanks for never stop to make me smile.
vii
7. My best friend, Vita Ciput, WindaPratiwi, Marwiyah, Kiki, Fenicilik, Beti,
Emi, Eka Jo, NurmalitaSidik, Nurita, Inung, mbakTatah, thanks a lot for your
giving support and motivation for me.
8. All of my friends, the students of 2008 English department, thanks for giving
motivation to finish this thesis.
9. All of students in sixth semester who become my research object.
10. All beloved people who help me to do and finish this thesis.
Finally, the researcher realizes that this thesis is still far from being perfect. However, the researcher still hopes that this thesis will be useful for the improvement of English students, especially inMuhammadiyah University of
Purworejo. May Allah bless us.
viii
TABLE OF CONTENTS
PAGE OF TITLE ...... i
APPROVAL SHEET ...... ii
RATIFICATION SHEET ...... iii
MOTTO ...... iv
STATEMENT ...... v
DEDICATION ...... vi
ACKNOWLEDGEMT……………………………………………………..viii
TABLE OF CONTENTS………………………………………………..….ix
LIST OF TABLES…………………………………………………………...xi
ABSTRACT ...... xii
CHAPTER I. INTRODUCTION
A. Background of the study ...... 1
B. Reason for choosing the topic ...... 3
C. Statement of the problem ...... 4
D. The Objectives of the study ...... 4
E. Significance of the study ...... 5
F. Limitation of the study ...... 5
G. Definition of the term ...... 6
H. Organization of the thesis...... 6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Previous Study ...... 8
ix
B. Sociolinguistics ...... 9
C. Regional Dialect…………………………………………13
D. Accent……………………………………………………14
E. Pronunciation…………………………………………….16
F. Banyumas Accent………………………………………..21
G. Interlangauage Phonology……………………………….26
CHAPTER III.RESEARCH METHODOLOGY
1. Type of Research...... 31
2. Object of the Research...... 32
3. Subject of the Research………………………………….32
4. Place of Time of the Research...... 32
5. Research Instrument………...... 33
6. Technique of Collecting Data………………………...…..33
7. Technique of Analyzing Data…………………………….34
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. Research Finding...... 38
B. Discussion…………...... 51
CHAPTER V. CONCLUSION AND SUGESTION
A. Conclusion ...... 75
B. Suggestion ...... 76
BIBLIOGRAPHY
APPENDICES
x
List of Tables
Table 1…………………………………………………………………………22
Table 2……………………………………………………………...………….23
Table 3……………………………………………………………...….…..…..23
Table 4……………………………………………………………….…..…….24
Table 5…………………………………………………………………………24
Table6………………………………………………………………………….38
Table 7…………………………………………………………………...…..…51
Table 8………………………………………………………...…………….….53
Table 9……………………………………………………..…………..……….55
Table 10………………………………………………………………………...57
Table 11………………………………………………………………………...59
Table 12………………………………………………………………………...62
Table 13………………………………………………………………………...63
Table 14…………………………………………………...……………………65
Table 15………………………………………………………………………...69
Table 16...... 6
xi
ABSTRACT Mauludina, Ida. The Influence of Banyumas Accent on Students’ Pronunciation Ability (in Pronouncing /d/ and /b/) in the Sixth Semester of English Department in Muhammdiyah University of Purworejo in the Academic Year 2100/2012.
Key words : Accent, Pronunciation, Ability.
Learning English is very difficult. We have to master the language skills and components. Pronunciation is one of language component. The differences of first language pronunciation in one region can influence someone’s pronunciation in English. Because of their first language can influence and make error in their English pronunciation. Therefore, this thesis intent to describe the influence of the students’ first language pronunciation, which is Banyumasaccent to their English pronunciation ability (in pronouncing /d/ and /b/). The subject of the research is six semester students’ of English department in Muhammadiyah University of Purworejo who come from Banyumas region.
After analyzing the data, the researcher gets the conclusion that is, there is influence of Banyumasaccent on students’ ability in pronouncing /d/ and /b/. The influence of /d/ in the beginning of the words, the Banyumasaccent makes 100% of the students are influenced, and it is called positive transfer to the students in pronouncing /d/ in the beginning of English words.The influence of /d/ in the ending of the words, Banyumas accent makes positive transfer and negative transfer to the students in pronouncing /d/ in the ending of English words. The percentage is 12.5%, 12.5%, 12%, 12%, 15%. The positive transfer occurs when there is no sound which changes when pronouncing /d/ in the ending of English words. The negative transfer occurs when there is sound which changes when pronouncing /d/ in the ending of English words, /d/ is pronounced into /t/. The influence of /b/ in the beginning of the words, the Banyumasaccent makes positive transfer to the students in pronouncing /b/ in the beginning of English words, and the percentage is 100%.The influence of /b/ in the ending of the words, Banyumas accent makes positive transfer and negative transfer to the students in pronouncing /b/ in the ending of English words. The percentage is 22.5%, 22.5%, 22.5%, 22.5%, 22.5%. The positive transfer occurs when there is no sound which changes when pronouncing /b/ in the ending of English words. The negative transfer occurs when there is sound which changes when pronouncing /b/ in the ending of English words, /b/ is pronounced into /p/.
The researcher hopes that the students should be aware and careful in their pronunciation, and for the lecturer, should be sensitive to correct students’ pronunciation. To another researcher can take another influence of Banyumas accent, because this topic is very challenging and interesting.
xii
CHAPTER I INTRODUCTION
In this chapter, the discussion is divided into eight sections. The
section is about the background of the study, reason for choosing the topic,
statements of the problem, objectives of the study, significance of the study,
limitation of the study, definition of the terms and organization of the thesis.
A. Background of the Study
Language is the main tool of communication. People cannot
communicate to each other without language. Language plays an important
role in our life. Language also can be a form of art if we can arrange it very
well. People can interpret everything using language. On the other hand,
learning language is really important to do. Even the people master mother
tongue and national language, they need to learn foreign language. One of
language is English, as an international language.
English is one of the international languages used by many people in
the world. In the globalization era, the ability to use English is a must for
everyone, especially for students. In order to be fluent in English, the students
have to master the four language skills (reading, writing, listening and
speaking) in the language learning process. All these language skills are
related to each other. These language skills are developed by the language
components, such as grammar, vocabulary and pronunciation.
1
2
Learning foreign language is not easy as sometimes we imagine. The students find many difficulties in all skills and they need to solve them. They have to master well so they can be a good speaker
Foreign language learners are not easy to learn English as good as the native. They do not use English in a whole of communication. They use
English in limited time, situation and condition. Not all of people speak
English. It makes a problem to master English as good as native.
Speaking a language is difficult for foreign language learners because the effective oral communication requires the ability to use the language appropriately in social interactions. A large percentage of the world’s language learners study English in order to develop proficiency in speaking.
The ability to speak foreign language well is a very complex task if we try to understand the nature of what appears to be involved.
In terms of the stages of mental processing involved, there is probably not much different at all. Like L1 speakers, L2 speakers also produce speech through a process of conceptualizing, then formulating, and finally articulating, during which time they are also self-monitoring. At the same time, they will be attending to their interlocutors adjusting their message accordingly, and negotiating the management of conversational turns,
Thornbury (2005:8).
Knowledge of language alone does not adequately prepare learners for effective and appropriate use of the target language. Learners must have 3
competence which involves knowing what is expected socially and culturally
by users of target language; that is, learners must acquire the rules and norms
governing the appropriate timing and realization of speech acts.
Richards and Renandya (2002:175) states pronunciation (also know as
phonology) includes the role of individual sounds and sound segment, that is,
feature at the segmental level, as well as suprasegmental features, such as
stress, rhythm, and intonation. The fact that few second language learners are
able to speak a second language without showing evidence of the transfer of
pronunciation features of their native language is evidence of the difficulty of
acquiring a native like pronunciation, but also of the goal learners set for
them. Many learners are quite comfortable to show evidence of the native
language on their second language phonology, since it is sometimes viewed as
a part of their cultural identity.
Considering the differences of sociocultural background of the
students, the researcher wants to know their pronunciation ability influenced
by their origin language or their regional accent, especially Banyumasa accent.
This phenomenon happens in environment around the researcher’s life. So the
researcher chooses this topic to be researched.
B. Reason for Choosing the Topic
English is becoming a world-wide language. Many people in many
countries are very enthusiastic and serious to learn English. They must study 4
hard to master all the components of the skills, because they realize that
English is not their first language or their mother tongue.
In speaking English, their fluency of pronunciation is not good as the
native. There are some parts which are influenced by their origin accent. In
this study, the researcher is curious with the people from Banyumas region.
The researcher finds that Banyumas language is a part of Javanese language
which is has unique characteristics. How the Banyumas people that famous
with the Javanese speech called “ngapak-ngapak” speak English and the
researcher wants to know the influence of the Banyunmas accent appear in
their pronunciation.
C. Statements of the Problem
In order to analyze and specify this thesis, the researcher states the
problem as follow:
- How is the influence of Banyumas accent on students’
pronunciation ability (in pronouncing /d/ and /b/) in the six
semester students of English Department in Muhammadiyah
University of Purworejo in the academic year 2011/2012?
D. Objective of the Study
Based on the statement problem above, the researcher takes the
objective of the study as follow: 5
- To find out the influence of Banyumas accent on students’
pronunciation ability (in pronouncing /d/ and /b/) in the six
semester students of English Department in Muhammadiyah
University of Purworejo in the academic year 2011/2012/
E. Significance of the Study
The researcher hopes that this thesis would give knowledge to the
English learners. Good pronunciation as one of foundation for having a good
speaking, knowing the dominant problems in their pronunciation ability
influenced by their regional accent. Then, they can solve the problems and be
a good English speaker. The researcher wishes that her writing can inspire the
English learners, and be aware of their pronunciation. For the teachers or
lectures, they know how to teach them to be a good English speaker and to
correct the students’ mistake.
F. Limitation of the Study
Depend on sociolinguistics theory, the scopes of regional dialect are
distinguished by 3 elements, they are accent, grammar and vocabulary. In this
thesis, the researcher makes a specified object that is only focus on the accent
that refers to variation in pronunciation.
G. Definition of The Key Terms
In this part, the researcher presents the definition of the terms as
follow: 6
a. Influence
Effect that somebody or something has on the way somebody thinks or
behaves or on the way something develops (Oxford learner’s pocket
dictionary).
b. Accent
According to Fromkin and Rodman (1998,255) accent is only a part of
dialectal variation. This term refers to phonological variation, i.e. variation
in pronunciation.
c. Pronunciation
Pronunciation is way in which a language or a particular word or sound is
spoken (Oxford learner’s pocket dictionary).
d. Ability
Ability is skill or power (Oxford learner’s pocket dictionary).
H. Organization of the Thesis
This thesis consists of five chapters. Each chapter has a discussion and
explanation, they are:
Chapter I Introduction. In this chapter, the researcher tells about the
background of the thesis. It consists of several explanations to imagine what is
being researched, reasons why the researcher chooses this title, and the
statement problems made by the researcher. This chapter also states some
definitions related to the title. 7
Chapter II Review of Related Literature.It tells about many theories
which are used to do the thesis. The theories related to the title which is being
researched. The researcher looks for many sources to find the best theories
which can be used, so that the researcher can do this research easier.
Chapter III Research Methodology. In this chapter, the researcher
presents subject of the research, object of the research, place and time of the
research, technique of collecting and analyzing the data.
Chapter IV Research Findings and Discussion.This is the main
discussion of the thesis. All of the data, analysis, and result are written in this
chapter in detail. The researcher tries to make deeper explanation clearly and
understandable.
Chapter V Conclusion and Suggestion. This chapter is about the
conclusion, it tells the outline of the thesis. The suggestion is the hopes from
the researchers to teachers, students, and another researcher after reading this
thesis.
8
CHAPTER II
REVIEW OR RELATED LITERATURE
In this chapter, the researcher likes to describe more about some aspects
that have relationship with, sociolinguistic, regional dialect, accent, pronunciation
and Banyumas accent.
A. Previous study
This part is about results of some thesis which are similar with this thesis.
The first thesis titled “The Influence of Banyumas dialect in reading English text
(in pronouncing vowels e and o) of the eight grade students of MTs
Muhammadiyah Sirau-Banyumas in the academic year 2011/2012”. This thesis
was written by Fitriana, she was one of the students of English Department in
Muhammadiyah University of Purworejo. According to the result of the research,
she found the influence of students Banyumasdialect(in vowel e and o) as follow:
Most of the students are voicing font “k” in the end of the word. They are
voicing this font in many words. Such as:
1. The Æ/ðə/Æ/ðək/
2. IntoÆ/ˈɪntuː/Æ /ˈɪntok/ or /ˈɪntuk/
3. SeaÆ /siː/ Æ /siːk/
4. ToÆ: /tuː/ Æ /tuk/ or /tok/
8 9
The second is a form of little research by Bejo Sutisno titled “The
Microlingiustics Contrastive Analysis between Javanese Language of
Banyumasand English”. According to his research there are some differences
between phonemes in the Javanese language of Banyumas and English. The
Javanese language of Banyumas, there is no long vowel sound like the sound of
'I' long / i: /, 'u' long / u: /, 'o' long / ɔ : /, ' Ə 'long / Ə : / and' a 'long / ɑ : /. For the
sound of 'o' vowel is not found in English, because the 'o' vowel in English is a bit
open, the sound 'o' is pronounced as 'o' round, while the English sound is spoken
with a little bit open so that the use of symbols / ɔ /
Phoneme / f / and / v / rarely appear in the Javanese language of Banyumas
although in the Indonesian language, there are some words frequently
encountered, for example the word 'sofa'. Banyumas people often utter sounds / f /
with the sound / p / (though not all) such as your name is ‘Hanafi’, it will be
pronounced ‘hanapi’. The phonemes / z /, / ∫ /, / ʒ / are also not included in the
Javanese language sounds of Banyumas.
B. Sociolinguistics
Sociolinguistics is the descriptive study of the effect of any and all aspects
of society, including cultural norms, expectations, and context, on the way
language is used, and the effects of language use on society. Sociolinguistics
differs from sociology of language in that the focus of sociolinguistics is the effect
of the society on the language, while the latter's focus is on the language's effect
on the society. Sociolinguistics overlaps to a considerable degree with pragmatics. 10
It is historically closely related to linguistic anthropology and the distinction between the two fields has even been questioned recently.
According to http://logos.uoregon.edu/explore/socioling/, sociolinguistics is a term including the aspects of linguistics applied toward the connections between language and society, and the way we use it in different social situations.
It ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another.
Sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language.
It also studies how language varieties differ between groups separated by certain social variables, e.g., ethnicity, religion, status, gender, level of education, age, etc., and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place, language usage also varies among social classes, and it is pronounced these sociolects that sociolinguistics studies.
According to Holmes (2002:1) sociolinguistics studies the relationship between language and society. They are interested in explaining why we speak differently in different social contexts, and they are concerned with identifying the social functions of language and the ways it is used to convey the social meaning.
Examining the way people use language in different social contexts provides a wealth of information about the way language works, as well as about the social 11
relationships in a community, and the way people signal aspects of their social identity through the language.
In most languages, there are many different ways of addressing people.
What are the reasons for choosing particular form? Languages provide a variety of ways of saying the same thing- addressing and greeting others, describing things, paying compliments.
The choice of one linguistic form rather than another is a useful clue to non-linguistic information. Linguistic variation can provide social information.
Whenever we speak, we cannot avoid giving our listeners clues about our origins and the sort of person we are. Our accent and our speech generally show where we come from, and what sort of background we have. We may even give some indication of certain of our ideas and attitudes, and all of this information can be used by the people we are speaking with to help them formulate on opinion about us.
These two aspects of a language behavior are very important from a social point of view; first, the function of language in establishing social relationships; and second, the role played by language in conveying information about the speaker Trudgill (1995:2).
Sociolinguistic are also interested in the different types of linguistic variation. But linguistic variation occurs at other levels of linguistic analysis too: sound, word structure (or morphology), and grammar (or syntax) as well as vocabulary. Within each of these linguistic levels there is variation which offers 12
the speaker a choice of ways of expression. They provide us with different linguistic styles for use in different social contexts. Choices may even involve different dialects of a language or quite different languages, as we shall see.
The most obvious linguistic variation involves pronunciation. Just as vocabulary choices convey social information, so using different pronunciation conveys social information too. In other words, despite their common regional origins they have different social backgrounds and that is reflected in their speech.
The linguistic variation involves two dialects. In other words it is not just a matter of pronunciation differences, or vocabulary choices, or grammatical variation. All these levels of linguistic analysis are involved in the variation noted.
The reason for the choice of one dialect rather than another involve the same kind of social considerations- the participants, the social setting, and the topic or purpose of the interaction.
Because these similarities sociolinguistics uses the term variety (or sometimes code) to refer to any set of linguistic forms which patterns according to social factors. Variety is a sociolinguistic term referring to language in context. A variety is a set of linguistic forms used under specific social circumstances, i.e., with a distinctive social distribution. Variety is therefore a broad term which includes different accents, different linguistic styles, different dialects and even different languages which contrast with each other for social reasons. It has proved a very useful sociolinguistic term because it is linguistically neutral and 13
covers all the different realizations of the abstract concept ‘language’ in different
social contexts.
C. Regional Dialect
Fromkin and Rodman (1998; 253-255) state dialectal diversity develops
when people are separated from each other geographically and socially. The
changes that occur in the language spoken in one area or group do not necessarily
spread to another. Within a single group or speakers who are in regular contact
with one another, the changes are spread among the group and “relearned” by
their children. When some communication barrier separates groups of speakers,
be it a physical barrier such as an ocean or a mountain range, or social barriers of
a political, racial class, or religious kind, linguistics change are not easily spread
and dialectal differences are reinforced.
According to Corder (1993:54) dialect differences tend to increase
proportionately to the degree of communicative isolation between the groups.
Communicative isolation refers to a situation such as existed between America,
Australia, and England in the eighteenth century. There was some contact through
commerce and emigration, but an Australian was likely to talk to an Englishman
than another Australian. Today the isolation is less pronounced because the mass
media and travel by jet, but even within one country, regionalisms persist. In fact,
there is no evidence to show that any dialect leveling occurs due to the mass
media, and recent studies even suggest that dialect variation is increasing,
particularly in urban areas. 14
Changes in the grammar do not take place all at once within the speech
community. They take place gradually, often originating in one region and slowly
spreading to others, and often taking place throughout the lives of several
generations of speakers.
A change that occurs in one region and fails to spread to other regions of
the language community gives rise to dialect differences. When enough such
differences give the language spoken in a particular region, that version of the
language is referred to as a regional dialect.
According to Holmes (2002: 124) regional dialect is distinguished by 3
elements, they are accent, grammar, and vocabulary.
According to Accent is only a part of dialectal variation. Non-linguists
often think accents define a dialect (or that accents alone identify people as non-
native or foreign language speakers).
This term refers to phonological variation, i.e. variation in pronunciation
Thus, if we talk about a Southern Accent, we're talking about a generalized
property of English pronunciation in the Southern part of the US. But, Southern
dialects have more than particular phonological properties. Accent is thus about
pronunciation, while dialect is a broader term encompassing syntactic,
morphological, and semantic properties as well.
D. Accent
According to Frankin and Rodman (1998:255) regional phonological or
phonetic distinctions are often referred to as different accents. A person is said to 15
have a Boston accent, a Southern accent, a Brooklyn accent, a Midwestern drawl, and so on. Thus, accent refers to characteristics of speech that convey information about the speakers’ dialect, which may reveal in what country or what part of the country the speaker grew up or to which sociolinguistic group the speaker belongs.
The term accent is also used to refer to the speech of someone who speaks a language nonnatively. In this sense, accent refers to phonological differences or
“interference” from a different language spoken elsewhere. Unlike the regional dialectal accents, such “foreign” accents do not reflect differences in the language of the community where the language was acquired.
In linguistics, an accent is a manner of pronunciation peculiar to a particular individual, location, or nation. An accent may identify the locality in which its speakers reside (a geographical or regional accent), the socio-economic status of its speakers, their ethnicity, their caste or social class, their first language
(when the language in which the accent is heard is not their native language), and so on.
Accents typically differ in quality of voice, pronunciation of vowels and consonants, stress, and prosody. Although grammar, semantics, vocabulary, and other language characteristics often vary concurrently with accent, the word
'accent' refers specifically to the differences in pronunciation, whereas the word
'dialect' encompasses the broader set of linguistic differences. Often 'accent' is a subset of 'dialect'.
16
Accent has characteristic pronunciation, especially :
a. One determined by the regional or social background of the
speaker.
b. One determined by the phonetic habits of the speaker’s native
language carried over to his or her use of another language.
An accent is basically how a region pronounces the same language as is
spoken in another region, as in New York accent or Midwest accent : everybody
understands everybody because it is English, just with somewhat different ways of
saying certain things.
E. Pronunciation
1. Definition of pronunciation
Pronunciation (also known as phonology) includes the role of
individual sounds or sound segments, that is, feature at the segmental
level, as well as, suprasegmental features such as rhythm, and intonation,
Richards and Renandya (2002, 175) .
It is said that one of the most important aspects of learning a
second language is the aspects of learning a second language is the effort
to master system to pronounce the language. In addition, it is said that
purposes the definition of pronunciation as the act or the sound of speech
including or the producing the sound of speech, articulation, vowels
formation, accent, inflection, and intonation, often with reference to the 17
correctness or acceptability of speech sound. It means that the basic of pronunciation is not only the consonant and vowels, but also accent, inflection, and intonation.
Pronunciation is the way in which a language or particular word or sound is pronounced Hornby (2000:1257). Pronunciation is two fold processes. It involves the recognition of sound as production of sound.
1. Vowels
According to Kelly (2001:30-31) vowels are articulated when a voiced airstream is shapes using the tongue and the lips to modify the overall shape of the mouth. A vowel may be defined as a voiced sound during the production of which the air passes out freely and continuously through out the middle of the mouth without such narrowing as would cause any audible fiction. A vowels sound is said to be central because during the production of a vowels sound the air passes out along the middle part the tongue, and nor around the sides of the tongue, in which case the sound is called a lateral consonant in producing a vowel the air passes out freely through out the mouth, which implies that the air does not meet with any stoppage.
According to Dardjowodjodjo (2009:122) the English vowel are classified into :
a. The front vowel : /i/, /I/, /e/, /ɛ/, /ӕ/.
b. The back vowel : /u/, /ʊ/, /o/, /ɔ/, /ɑ/.
c. The mid central vowel : /ə/ 18
2. Consonants
The term ‘consonants’ is negatively defined, that is, sounds which are
not vowels are consonants. Consonants are formed by interrupting,
restricting of diverting the air low in a variety of ways. There are three
ways describing the consonants sound according to Kelly (2001:47-
53).
a. The manner of articulation
The manner of articulation refers to the interaction between the
various articulators and airstream. For example, with plosive
sounds, the articulators act in such way that the air is temporarily
trapped and then suddenly released. The manners of articulation
are :
1. Plosives
Plosives occur when a complete closure is made somewhere in
the vocal tract, and soft palate is also raised. Air pressure
increases behind the closure, and is the released ‘explosively’.
Plosive sounds are also sometimes referred to as stops. The
sounds are /p,b,t,d,k,g/.
2. Fricatives
Fricatives occur when two vocal organs come close enough
together for the movement of air to be heard between them.
The sounds are /f,v,ө,б,s,z,f, ,h,m,n,l/.
19
3. Approximants
Approximants occur when articulator moves close to another,
but not closes enough to cause friction or to stop airflow. All
three approximants are important linking sounds in connected
speech. The sounds are /r,w,j/.
4. Affricate
Affricate occurs when a complete closure is made somewhere
in the mouth, and the soft palate is raised. Air pressure
increases behind the closure, and is then released more slowly
than plosives. The sounds are /tf/ and /d/.
5. Nasal
Nasal occurs when a closure is made by the lips, or by the
tongue against the palate, the soft palate is lowered, and air
escape through the nose. The sounds are /m/,/n/ and /n/.
6. Lateral
Lateral occurs when a partial closure is made by the blade of
the tongue against the alveolar ridge. Air is able to flow around
the sides of the tongue. The sound is /I/. b. The place of articulation
Describing the consonant sounds in terms of the place of
articulation give more information about what the various
articulators actually do the term ‘bilabial’, for example, indicates 20
that both lips are used to form a closure. The place of articulation
is:
1. Bilabial : using closing movement of both lips. The sounds are
/p/ and /m/.
2. Labio-dental : using the lower lip and the upper teeth. The
sounds are /f/ and /v/.
3. Dental : the tongue tooth is used either between the teeth or
close to the upper teeth. The sounds are /Ɵ/ and /б/.
4. Alveolar : the blade of tongue is used close to alveolar ridge.
The sounds are /s/ and /t/.
5. Palato-alveolar : the blade (or tip) of the tongue is used just
behind the alveolar ridge. The sounds are /tf/ and /dᴈ/.
6. Palatal : the front of the tongue is used against the soft palate.
The sounds are /k/ and /n/.
7. Glottal : the gap between the vocal cords is used to make
audible friction. The sounds is /h/. c. The force of articulation
With regard to the force of articulation, the following terms are
used: Fortis or strong or lenis or weak. Fortis happens to equate
with unvoiced sounds, which require q more forcefully expelled
airstream than lenis sounds, which in English happen to be voiced.
An example pair is /p/ (unvoiced fortis) and /b/ (voiced and lenis). 21
Most teacher and students find the term ‘unvoiced’ and ‘voiced’
more memorable.
F. Banyumas Accent
According tohttp://chusnihadiati.wordpress.com/ the Banyumas language
is mainly spoken in the three areas of the island of Java: the Banyumas region,
located in westernmost Central Java Province and surrounding the Slamet
mountain and Serayu River; a neighboring area inside West Java Province; and
northern region of Banten Province. This area includes Majenang, Cilacap,
Gombong, Kebumen, Banjarnegara, Purbalingga, Purwokerto, Bumiayu, Slawi,
Pemalang, Tegal, andBrebes region.
Compared with the language of Yogyakarta and Surakarta Javanese
dialect, the dialect of Banyumas has lots of differences. The main difference that
the phoneme 'a' remains pronounced 'a' instead of 'o'.so if people eat in Solo 'sego
'/s Ə go/ (rice), in the region Banyumas people eat 'sega' /s Ə g ʌ /. In addition,
words ending in consonants fully read clearly. For example, the word ‘enak’ by
other dialects is pronunced ‘ena’, whereas in the dialect of Banyumas, the word
‘enak’ with the sound 'k' is read clearly, that is why the language known by the
language BanyumasNgapak or Ngapak-ngapak.
Javanese language is grouped into Proto Austronesian language. Proto
Austronesian is divided into two groups: west and east. The west proto 22
austronesian consists of: Malay language, Sundanese, Javanese, Balinese,
Maduranese, Bugis, and languages in North Sulawesi and Philippines archipelago
(Wedhawati,2006:9).
Banyumas is said as a dialect of standard Javanese. Standard Javanese is mainly spoken in Yogyakarta and Surakarta. Compared to standard Javanese spoken in Yogjakarta, Surakarta , Banyumas has some different features. Those differences due to phonological and lexical features. The lexical features can be found in some lexical item as shown by below table:
Table 1 Lexical Features Found in Banyumas and Standard Javanese
No Lexical Features Standard Javanese Banyumas 1 Cassava Tela Boled 2 Shopping Blonjo Becer 3 go home Manthuk Bali
The above table displays some examples of different lexical features found and used in Standard Javanese and Banyumas.
The differences between Standard Javanese and Banyumas, in phonological features can be classified into vowel and consonant features.
Wedhawati (2006:11) mentioned the characteristic of Banyumas vowels compared to Standard Javanese vowels are as follows :
1. Phoneme /i/
When /i/ occurs in a closed coda, it will be realized as [i] in Banyumas, and [I] in
Standard Javanese. 23
2. Phonem /u/
When /u/ occurs in a closed coda, it will be realized as [u] in Banyumas, and [U] in Standard Javanese.
3. phoneme /a/
When /a/ occurs in an open coda, it will be realized as [a] in Banyumas, and [ɔ] in
Standard Javanese.
Table2The Characteristic of Banyumas Vowels Compared to Standard Javanese Vowels
No Phoneme Orthography Standard Javanese Banyumas Meaning 1 /i/ Pitik [pitI?] [pitik] Chicken 2 /u/ Abuh [abUh] [abuh] Abscess 3 /a/ Lara [lɔrɔ ] [lara?] Ill
Table 3 The Comparison of English Vowel Sounds and Vowel Sounds of Javanese Language of Banyumasan
Javanese Language of No Phoneme English Banyumasan 1 /i:/ Sheep /∫i:p/ - 2 /I/ Ship /∫Ip/ Sapi /s ʌ pl/ 3 /e/ Pen /pen/ Meja /meʤʌ/ 4 / æ/ Bad /bæd/ - 5 /ɑ:/ Car /kɑ:(r) - 6 /ɔ/ Pot /pɔt/ -
/o/ - Pot /pot/ 7 /ɔ:/ Port /pɔ:t/ - 8 /ʊ/ Book /bʊk/ Buku /bʊkʊ / 9 /u:/ Food /fu:d/ - 10 /ʌ/ Cup /kʌp/ Cangkir / t∫ʌŋkir/ 11 /Ə:/ Skirt /skƏ:t/ - 12 /Ə/ Apple / æpƏl/ Apel /ʌpƏl/ 24
Regarding the differences in consonants between Standard Javanese and
Banyumas, Wedhawati (2006:18) further elaborate as follows: The characteristics
of Banyumsan consonants are reflected in phonemes /b, d, g, k, and ?/. If there are
compared to Standard Javanese, they will be realized as [p], [t], [k], [?], and [Ø].
Table 4The Characteristic of Banyumas Consisnants Compared to Standard Javanese Consonants
No Phoneme Orthography Standard Javanese Banyumas Meaning 1 /g/ Endhog Egg [əndʰɔ k] [əndʰog] 2 /b/ Ababe Mouth smell [abʰapʰe] [abʰabʰe] 3 /d/ Babat Part of meat [bʰabʰat] [bʰabʰ ad] 4 /k/ Bapak Father [bʰ apa?] [bʰapak] 5 /?/ Ora [ora] [ora?] No
Table 5 The Comparison of Consonant Sounds between English and Javanese Language of Banyumasan
Javanese language of No Phonemes English Banyumasan 1 /p/ Plate / pleit/ Piring /piriŋ/ (plate) 2 /b/ Book /bʊk/ Buku /bʊkʊ / (book) 3 /t/ Text /tekst/ Tuku /tʊkʊ/ (buy) 4 /d/ Desk /desk/ Dompet /dompet/ (wallet) 5 /k/ Cat /kæt/ Kucing /kʊt∫Iŋ/ (cat) 6 /g/ Good /gʊd/ Gede / gƏde/ (big) 7 /t ∫/ chin / t∫in/ Cangkir / t∫ʌŋkir/ (cup) 8 /ʤ/ Bridge /brɪʤ/ Jawa /ʤʌwʌ/ (Java) 9 /m/ Man /mæn/ Mangan /mʌŋʌn/ (eat) 10 /n/ Nine /nain/ Nemu /nƏmʊ/ (find) 11 /ŋ/(ng) Sing /sIŋ/ Ngantuk /ŋʌntʊk/ (sleepy) 12 /l/ Leave /li:v/ Lunga /lʊŋʌ/ (go) 13 /f/ Five /faiv/ - 14 /v/ Van /væn/ - 15 /θ/ (th) Think / θIŋk/ Wathuk /wʌθʊk/ (cough) 16 /ð/ (dh) Then / ð en/ Wedhi /wƏ ði/ (scary) 17 /s/ Sun /sʌn/ Sumur /sʊmʊr/ (well) 25
Javanese language of No Phonemes English Banyumasan 18 /z/ Zoo /zu:/ - 19 /r/ Ruler /rulƏ{r) Rokok /rokok/ (cigarette) 20 /∫/ Sheep /∫i:p/ - 21 /ʒ/ Measure /meʒƏ(r)/ - 22 /h/ Hen /hen/ Akeh /ʌkeh/ (many/much) 23 /w/ Wood /wu:d/ Wengi /wƏŋI/ (night) 24 /j/ Young /jʌŋ/ Yayuk /jʌjʊk/ (older sister)
From those tables above, it can be seen that the major differences in vowel is that Banyumas vowels tend to be front vowels and standard Javanese are tend to be back. As far as consonants are concerned, Banyumas consonants tend to be voiced consonants.
From linguistic features described above, it can be assumed that
Banyumasan tends to use front vowel compared to standard Javanese. It is then explained that Banyumas people tend to express what they have in their mind freely. They express it wholeartedly, meanwhile standard Javanese seems to express it half way. Banyumasan is also known as Ngapak-ngapak and standard
Javanese is recognized as Bandek/ Bandekan.
Bandek is derived from gandek, Gandek is a degree for soldier who always guarded the king. They stayed near the king all the time, hence, they had to speak soft and whispered. From this phenomenon, the language they used also influenced. The expressed their idea using half-way pronunciation so that their language sounded more soft. Poerwadarminta also mentioned that ‘ Bandek adalah istilah yang dipakai untuk menyebut bahasa Jawa baku, yaitu bahasa yang 26
pengucapan a dengan suara miring. In accordance with Poerwadarminta, it can
be summed up that Bandek is a term for standard Javanese.
Cablaka Journal. 2005. Vol 1/No 1, Banyumasan uses more front vowel
and more voiced consonants may be assumed that they tend to be more
expressive. From the way they express their language, they express it in hard
voice or cablaka. Cablaka is somehow different from blakasuta. From the ditorial
of CABLAKA journal, it stated that :
“ Cablaka berarti bersahaja, dengan terus terang mengatakan apa adanya. Cablaka bukannya hanya asal mengeluarkan isi hati tetapi tetap dalam koridor dan paradigma ‘bertanggung jawab’ atas kenyataan (adanya fakta) dari apa yang diucapkannya. Beda dengan blakasuta yang berarti ngomong dengan terus terang, bertalaran atau tanpa tedeng aling-aling berkata dengan terus terang, tidak sembunyi-sembunyi tanpa mengingat koridor dan paradigma sosial- budaya atau bahkan sekedar wacana atau ucapan, percakapan, kuliah (Vol.1/No 1/2005/vi-vii).
From this statement, cablaka as the ideology believed by Banyumas
people reflect their culture that is being honest and responsible in line with socio-
cultural background.
G. Interlanguage Phonology
According to Richards and Renandya (2002:181) interlanguage phonology
is a widely held belief that interference from learners’ first language affects the
acquisition of the second language sound system more than other systems (such as
grammar). This belief is reflected in the large number of pronunciation teaching
materials which include sections of contractive analysis. These sections, however
usually alerting teachers to ‘special problems’ likely to be encountered by 27
particular L1 speaker, are often simplistic and misleading, treating the production of specific sounds and sound contrast divorced from the natural stream of speech and usually ignoring suprasegmental features of non-native accents.
The extent to which interlanguage phonology is affected by L1 transfer, and the relative value of providing L1- specific pronunciation practice, are very in much debate. In Ellis (1997:51), L1 transfer refers to the influence that the learners’ L1 exerts over the acquisition of an L2. This influence is apparent in a number of ways, first is negative transfer. The term refers to the language transfer that result in errors. The second is positive transfer. The term refers to the language transfer that facilities the acquisition of target-language forms.
Several researchers claim that universal constraints of human speech production and perception and nonphonological developmental characteristics might be much more important than L1 interference. The phonological process such as substitution, assimilation, deletion and reduplication event in L1 acquisition are also present in L2 acquisition.
According to http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdfphonological process are include into :
1. Structural Simplifications
Structural simplifications involve some alteration to the structure of a particular word. We will consider three: 28
a. Reduplication
Reduplication and it occurs whenever the initial CV syllable in a
multisyllabic word is repeated.
b. Deletion
A simple way to alter the structure of a word is to omit particular speech
segments. There are two main speech segments that are typically deleted:
(1) consonants, and (2) weak syllables.
1) Consonant deletion
Consonant deletion and it occurs whenever a consonant in syllable0-initial
or syllable-final position is omitted.
2) Weak syllable deletion
Weak syllable deletion and it occurs whenever the unstressed or weak
syllable of a multi-syllabic word is omitted. c. Metathesis
Metathesis and it occurs when two consonants within a syllable are placed
in a different order. In sum, there is a reordering of the sequence of
consonants (C) and vowels (V) within a syllable.
29
d. Cluster reduction
Cluster reduction and it occurs when one or more consonants in a cluster is
omitted.
2. Systemic Simplifications
These phonological processes systematically vary a particular type of speech sound and replace it with another speech sound. We will discuss the two main categories:
a. Substitutions
Again, there are many different types of substitutions that can be made in typically developing speech. We will look at just three of these to get a flavor of how these phonological processes operate.
1) Fronting
Fronting and it occurs when any consonant that is made posterior to the alveolar ridge is substituted by another consonant that is made at or in front of the alveolar ridge.
2) Backing
Backing and it occurs whenever a non-velar or non-glottal consonant (i.e. a bilabial, labio-dental, dental, alveolar, post-alveolar or palatal consonant) is substituted by a velar /k ɡ ŋ/ or glottal /h ʔ/consonant. 30
3) Stopping
Stopping and it occurs when continuant consonants (nasals, fricatives, affricates and approximants) are substituted with a stop consonant /p b t d k g ʔ/.
b. Assimilations
Assimilation and it occurs when one speech segment is transformed into another owing to the influence of a neighbouring segment.
1) Word-final de-voicing
To understand this process we need to be clear about the distinction between a voiced consonant and a voiceless consonant. Simply, a voiced consonant is one which is made with the vocal folds (vocal cords) vibrating (e.g. ‘b’, ‘d’, ‘g’, ‘z’,
‘v’) and a voiceless consonant without vibration (e.g. ‘p’, ‘t’, ‘k’, ‘f’, ‘s’). It is relatively easy to determine which is which by simply placing your fingers on your voice box (larynx) whilst you say the sound. If the sound is voiced you will feel the vibrations caused by the moving vocal folds in your fingers. Of course, if it is voiceless you will not feel any vibrations.
People seem to find the production of voiceless consonants simpler than the production of voiced consonants when they occur at the ends of words. So, the word bed may be said as bet. Here the word-final voiced consonant‘d’ is assimilated into its voiceless counterpart ‘t’. Other examples include bag being said as bak, and lab being said as lap 31
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher presents how she conducts her study. She
explains the concept of the research method into eight parts. Those are type of
research, objects of the research, subject of the research, place and time of the
research, sampling technique, research instrument, technique of collecting data,
and technique of analyzing data.
A. Type of Research
This thesis is designed as descriptive qualitative. According to Sugiyono
(2009:13), the characteristic of qualitative research as follow :
a. Qualitative research has the natural setting as a direct source and data
and researcher is the key instrument.
b. Qualitative research is descriptive. The data collected is in the form of
words of pictures rather than number.
c. Qualitative research is concerned with process rather than simply with
outcomes or products.
d. Qualitative research tends to analyze their data inductively.
e. “Meaning” is of essential to the qualitative approach.
The study of the influence of Banyumas accent on students’pronunciation
ability (in pronouncing /d/ and /b/)in the six semester students of English
Department in Muhammadiyah University of Purworejo in the academic year
31 32
2011/2012 takes the form of a case study. The data collecting was conducted
on15thuntil 23rdof June 2012.
B. Object of the Research
According to Sugiyono (2009:215), object of the research is social
situation that the researcher wants to know what actually happens on it. The social
situation divided into 3 elements, they are; place, actors, and activity. The object
of the research in this thesis is actor. The actor is students’ pronunciation.
C. Subject of the Research
In this thesis, subject of the research is respondents. The respondents are
the students of sixth semester of English Education Department in
Muhammadiyah University of Purworejo who come from Banyumas region. The
researcher took 30 students as respondents.
D. Place and Time of the Research
The researcher elaborates the point of the place and time of the research
into two points : the place of the research and the time of the research.
1. The place of the research
The research conducted in the six semester in Muhammadiyah University
of Purworejo in the academic year 2011/2012.
2. The time of the research
The research was carried out on 15th until 23rd of June 2012. 33
E. Research Instrument
To carry out the research, there are some ways of collecting the data. To
collect the data, the researcher needs an instrument. According to Sugiyono
(2009:217), main instrument in qualitative research is the researcher.
Suharsimi (2006:160) states that instrument is the tools used by the
researcher when conducting a research method. Some kinds of instrument are test,
questionnaires, interview, observation, rating scale, and documentation.
In this research, the researcher uses observation in getting the data. The
researcher observed the pronunciation of Banyumasaccent used by the students.
F. Technique of Collecting Data
In this research, the researcher takes 30 students. The data collection is
carried out on 15th until 23rd of June 2012, cooperation with the students.
To make research, the researcher looked for the students in the six
semester of English Department in Muhammadiyah University of Purworejo in
the academic year 2011/2012. When researching and collecting the data, the
researcher only chooses the students who come from Banyumas region. The
researcher collected 30 students.
In this thesis, the researcher makes some steps using procedures, such as:
1. The first step, the researcher made to get the data by asking permission by the
students. 34
2. The next step was doing negotiation, whether they wanted to be the object of
the research or not.
3. The third step to get the natural data, the researcher collected the data by
recording their pronunciation based on the list of words.
4. When the research finished, the researcher was listening to the recording while
transcribing the words.
5. The researcher analyzed the data based on the recorded data and matched it
with the correct transcriptions.
6. Identifying the influence of Banyumas accent in students’ pronunciation
ability.
G. Technique of Analyzing Data
According to Sugiyono (2009:244) data analysis is the process of
systematically searching and arranging the interview transcripts, fieldnotes, and
other materials that you accumulate to increase your own understanding of them
and to enable you to present what you have discovered to others.
The data have been collected by using research instrument must be
analyzed. In analyzing the data, firstly, the recorded data was categorized by
student’s pronunciation, students’ pronunciation which is influenced or not
influenced. The how the students that use Banyumas accent in their daily speaking
habit can show the ability of English speaking when pronounce the words. The
researcher wants to find the influences which are shown by their Banyumas accent
to their pronunciation ability.
35
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this thesis the researscher compares the Banyumas words with English words when doing the research to find out the influence of Banyumas accent in students’ pronunciation ability in pronouncing /d/ and /b/. The researcher transcripts the words into phonetic form, for Banyumas words there is no phonetic transcription, so the researcher uses English phonetic to transcript the words. The purpose is to make easier when analyzing the data. For English words, the researcher matches with the Standard English Dictionary, named Oxford
Learner’s dictionary. There are 40 words, divided into 20 of Banyumas words, and 20 of English words. The words have recorded to find outwhether the
Banyumas accents influences or not in students’ pronunciation ability (in pronouncing /d/ and /b/).
In this part the researcher presents the words which are used as the comparison, between Banyumas words and English words .
a. Words begin with /d/.
Banyumas Phonetic English words Phonetic words transcription transcription Dagang /dᴧgᴧƞ/ Date /deIt/ Dalan /dᴧlᴧn/ Down /daʊn/ Duwe /due?/ Dessert /dI’zᴈ:t/ Durung /duruƞ/ Demand /dI’mɑ:nd/ Duit /duit/ Delete /dɪ’li:t/
35 36
b. Words end with /d/
Banyumas Phonetic English words Phonetic words transcription transcription Abad /ᴧbᴧd/ Bad /bæd/ Tekad /tekᴧd/ Sad /sæd/ Jilid /ʤilid/ Period /pIərIəd/ Ragad /rᴧgᴧd/ Red /red/ Mungkid /muƞkid/ Read /ri:d/ c. Words begin with /b/
Banyumas Phonetic English words Phonetic words transcription transcription Bali /bᴧli?/ Ball /bɔ:l/ Bungkus /buƞkus/ Big /bɪg/ Bojok /bɔjɔk/ Bounce /baʊns/ Balung /bᴧluƞ/ Black /blæk/ Beras /bərᴧs/ Bridge /brɪʤ/ d. Words end with /b/
Banyumas Phonetic English words Phonetic words transcription transcription Arab /ᴧrᴧb/ Cub /kᴧb/ Abab /ᴧbᴧb/ Tab /tæb/ Muntab /muntᴧb/ Rib /rIb/ Kebab /kəbᴧb/ Pub /pᴧb/ Sebab /səbᴧb/ Rob /rɔb/
37
A. Research Finding
In this section, the researcher presents the analyzing and description of students’s ability
in pronouncing /d/ and /b/.
1. Measuring students’ ability in pronouncing /d/ and /b/
Table 6 The Result of Analyzing the Students’ Ability in Pronouncing /d/ and /b/
Number Phonetic Correct Incorrect Phonetic Correct Incorrect Transcription (%) (%) Transcription (%) (%) of Banyumas of English Words Words 1 /dᴧgᴧƞ/ 100% 0% /deIt/ 100% 0% 2 /dᴧlᴧn/ 100% 0% /daʊn/ 100% 0% 3 /due?/ 100% 0% /dI’zᴈ:t/ 100% 0% 4 /duruƞ/ 100% 0% /dI’mɑ:nd/ 100% 0% 5 /duit/ 100% 0% /dɪ’li:t/ 100% 0% 6 /ᴧbᴧd/ 12.5% 87.5% /bæd/ 52.5.% 47.5% 7 /tekᴧd/ 12.5% 87.5% /sæd/ 55% 45% 8 /ʤilid/ 12% 88% /pIərIəd/ 62.5% 37.5% 9 /rᴧgᴧd/ 12% 88% /red/ 62.5% 37.5% 10 /muƞkid/ 15% 85% /ri:d/ 65% 35% 11 /bᴧli?/ 100% 0% /bɔ:l/ 100% 0% 12 /buƞkus/ 100% 0% /bɪg/ 100% 0% 13 /bɔjɔk/ 100% 0% /baʊns/ 100% 0% 14 /bᴧluƞ/ 100% 0% /blæk/ 100% 0% 15 /bərᴧs/ 100% 0% /brɪʤ/ 100% 0% 16 /ᴧrᴧb/ 22.5% 77.5% /kᴧb/ 40% 60% 17 /ᴧbᴧb/ 22.5% 77.5% /tæb/ 40% 60% 18 /muntᴧb/ 22.5% 77.5% /rIb/ 35% 65% 19 /kəbᴧb/ 22.5% 77.5% /pᴧb/ 42.5% 57.5% 20 /səbᴧb/ 22.5% 77.5% /rɔb/ 40% 60%
38
2. Description of Students’ Ability in Pronouncing /d/ and /b/
a. Description of Students’ Ability in Pronouncing /d/ in the Beginning Words
Banyumas words Phonetic Correct (%) Incorrect (%) transcription Dagang /dᴧgᴧƞ/ 100% 0% Dalan /dᴧlᴧn/ 100% 0% Duwe /due?/ 100% 0% Durung /duruƞ/ 100% 0% Duit /duit/ 100% 0%
From the table above it shows that the percentage of pronouncing /d/ in the beginning Banyumas words as follows:
1. In pronouncing the word “dagang”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
Banyumas word “dagang”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
2. In pronouncing the word “dalan”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
Banyumas word “dalan”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
3. In pronouncing the word “duwe”, such a word is pronounced by the
students100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of 39
Banyumas word “duwe”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
4. In pronouncing the word “durung”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
Banyumas word “durung”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
5. In pronouncing the word “duit”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
Banyumas word “duit”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
English words Phonetic Correct (%) Incorrect (%) transcription Date /deIt/ 100% 0% Down /daʊn/ 100% 0% Dessert /dI’zᴈ:t/ 100% 0% Demand /dI’mɑ:nd/ 100% 0% Delete /dɪ’li:t/ 100% 0%
From the table above it shows that the percentage of pronouncing /d/ in the beginning English words as follows:
1. In pronouncing the word “date”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of 40
English words “date”, and it occurs when there is no sound which changes
in pronouncing /d/ in the beginning word made by students.
2. In pronouncing the word “down”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
English word “down”, and it occurs when there is no sound which changes
in pronouncing /d/ in the beginning word made by students.
3. In pronouncing the word “dessert”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
English word “dessert”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
4. In pronouncing the word “demand”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning of
English word “demand”, and it occurs when there is no sound which
changes in pronouncing /d/ in the beginning word made by students.
5. In pronouncing the word “delete”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the beginning
word “delete”, and it occurs when there is no sound which changes in
pronouncing /d/ in the beginning word made by students.
41
b. Description of Students Ability in Pronouncing /d/ in the Ending Words.
Banyumas words Phonetic Correct (%) Incorrect (%) transcription Abad /ᴧbᴧd/ 12.5% 87.5% Tekad /tekᴧd/ 12.5% 87.5% Jilid /ʤilid/ 12% 88% Ragad /rᴧgᴧd/ 12% 88% Mungkid /muƞkid/ 15% 85%
From the table above it shows that the percentage of pronouncing /d/ in the
ending of Banyumas words as follows:
1. In pronouncing the word “abad”, such a word is pronounced by the
students 12.5% correctly and it is pronounced 87.5% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the ending of
Banyumas word “abad” the students pronounce with /ᴧbᴧd/. The
incorrectness occurs when pronouncing /d/ in the ending of word “abad”,
such a word is pronounced by the students into /ᴧbᴧt/.
2. In pronouncing the word “tekad”, such a word is pronounced by the
students 12.5% correctly and it is pronounced 87.5% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the ending of
Banyumas word “tekad” the students pronounce with /tekᴧd/. The
incorrectness occurs when pronouncing /d/ in the ending of word “tekad”,
such a word is pronounced by the students into /tekᴧt/.
3. In pronouncing the word “jilid”, such a word id pronounced by the
students 12% correctly and it is pronounced 88% incorrectly. The
researcher describes the correctness in pronouncing /d/ in the ending of
Banyumas word “jilit” the students pronounce with /ʤilid/. The 42
incorrectness occurs when pronouncing /d/ in the ending of word “jilid”,
such a word is pronounced by the students into /ʤilit/.
4. In pronouncing the word “ragad”, such a word is pronounced the students
12% correctly and it is pronounced 88% incorrectly. The researcher
describes the correctness in pronouncing /d/ in the ending of Banyumas
word “ragad” the students pronounce with /rᴧgᴧd/. The incorrectness
occurs when pronouncing /d/ in the ending of word “ragad”, such a word
is pronounced by the students into/rᴧgᴧt/.
5. In pronouncing the word “mungkid”, such a word is pronounced by the
students pronounce the word 15% correctly and it is pronounced 85%
incorrectly. The researcher describes the correctness in pronouncing /d/ in
the ending of Banyumasword “mungkid” the students pronounce with
/muƞkid/. The incorrectness occurs when pronouncing /d/ in the ending of
word “mungkid”, such a word is pronounced by the students into /muƞkit/.
English words Phonetic Correct (%) Incorrect (%) transcription Bad /bæd/ 52.5.% 47.5% Sad /sæd/ 55% 45% Period /pIərIəd/ 62.5% 37.5% Red /red/ 62.5% 37.5% Read /ri:d/ 65% 35%
From the table above it shows that the percentage of pronouncing /d/ in the ending of English words as follows: 43
1. In pronouncing the word “bad”, such a word is pronounced by the students
52.5% correctly and it is pronounced 47.5% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /d/ in the ending of
English word in pronouncing word “bad”, the students pronounce with /d/.
The incorrectness occurs when pronouncing /d/ in the ending word “bad”,
the students pronounce into /t/.
2. In pronouncing the word “sad”, such a word is pronounced by the students
55% correctly and it is pronounced 45% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /d/ in the ending of
English word in pronouncing word “sad”, the students pronounce with /d/.
The incorrectness occurs when pronouncing /d/ in the ending word “sad”,
the students pronounce into /t/.
3. In pronouncing the word “period”, such a word is pronounced by the
students 62.5% correctly and it is pronounced 37.5% incorrectly. The
researcher describes the correctness pronunciation in pronouncing /d/ in
the ending of English word in pronouncing word “period”, the students
pronounce with /d/. The incorrectness occurs when pronouncing /d/ in the
ending word “period”, the students pronounce into /t/.
4. In pronouncing the word “red”, such a word is pronounced by the students
62.5% correctly and it is pronounced 37.5% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /d/ in the ending of
English word in pronouncing word “red”, the students pronounce with /d/. 44
The incorrectness occurs when pronouncing /d/ in the ending word “red”,
the students pronounce into /t/.
5. In pronouncing the word “read”, such a word is pronounced by the
students 65% correctly and it is pronounced 35% incorrectly. The
researcher describes the correctness pronunciation in pronouncing /d/ in
the ending of English word in pronouncing word “read”, the students
pronounce with /d/. The incorrectness occurs when pronouncing /d/ in the
ending word “read”, the students pronounce it into /t/. c. Description of Students’ ability in Pronouncing /b/ in the Beginning Words
Banyumas Phonetic Correct (%) Incorrect (%) words transcription Bali /bᴧli?/ 100% 0% Bungkus /buƞkus/ 100% 0% Boyok /bɔjɔk/ 100% 0% Balung /bᴧluƞ/ 100% 0% Beras /bərᴧs/ 100% 0%
From the table above it shows that the percentage of pronouncing /b/ in the
beginning of the Banyumas words as follows:
1. In pronouncing the word “bali”, such a word is pronounced by the students
100% correctly and it is pronounced 0% incorrectly. The researcher
describes the correctness in pronouncing /b/ in the beginning of Banyumas
word “bali”, and it occurs when there is no sound which changes in
pronouncing /b/ in the beginning word made by students.
2. In pronouncing the word “bungkus”, such a word is pronounced by the
student 100% correctly and it is pronounced 0% incorrectly. The 45
researcher describes the correctness in pronouncing /b/ in the beginning of
Banyumas word “bungkus”, and it occurs when there is no sound which
changes in pronouncing /b/ in the beginning word made by students.
3. In pronouncing the word “boyok”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the beginning of
Banyumas word “boyok”, and it occurs when there is no sound which
changes in pronouncing /b/ in the beginning word made by students.
4. In pronouncing the word “balung”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correct in pronouncing /b/ in the beginning of
Banyumas word “balung”, and it occurs when there is no sound which
changes in pronouncing /b/ in the beginning word made by students.
5. In pronouncing the word “beras”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the beginning of
Banyumas word “beras”, and it occurs when there is no sound which
changes in pronouncing /b/ in the beginning word made by students.
English word Phonetic Correct (%) Incorrect (%) Transcription Ball /bɔ:l/ 100% 0% Big /bɪg/ 100% 0% Bounce /baʊns/ 100% 0% Black /blæk/ 100% 0% Bridge /brɪʤ/ 100% 0%
46
From the table above it shows that the percentage of pronouncing /b/ in the beginning o English words as follows :
1. In pronouncing the word “ball”, such a word is pronounced by the students
100% correctly and it is pronounced 0% incorrectly. The researcher
describes the correctness in pronouncing /b/ in the beginning of English
word “ball”, and it occurs when there is no sound which changes in
pronouncing /b/ in the beginning word made by students.
2. In pronouncing the word “big”, such a word is pronounced by the students
100% correctly and it is pronounced 0% incorrectly. The researcher
describes the correctness in pronouncing /b/ in the beginning of English
word “big”, and it occurs when there is no sound which changes in
pronouncing /b/ in the beginning word made by students.
3. In pronouncing the word “bounce”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the beginning of
English word “bounce”, and it occurs when there is no sound which
changes in pronouncing /b/ in the beginning word made by students.
4. In pronouncing the word “black”, such a word is pronounced by the
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the beginning of
English word “black”, and it occurs when there is no sound which changes
in pronouncing /b/ in the beginning word made by students. 47
5. In pronouncing the word “bridge”, such a word is pronounced bythe
students 100% correctly and it is pronounced 0% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the beginning of
English word “bridge”, and it occurs when there is no sound which
changes in pronouncing /b/ in the beginning words made by students.
d. Description of Students’ Ability in Pronouncing /b/ in the Ending of the
Words.
Banyumas words Phonetic Correct (%) Incorrect (%) transcription Arab /ᴧrᴧb/ 22.5% 77.5% Abab /ᴧbᴧb/ 22.5% 77.5% Muntab /muntᴧb/ 22.5% 77.5% Kebab /kəbᴧb/ 22.5% 77.5% Sebab /səbᴧb/ 22.5% 77.5%
From the table above it shows that the percentage of pronouncing /b/ in the
ending of Banyumas words as follows:
1. In pronouncing the word “arab”, such a word is pronounced by the
students 22.5% correctly and it is pronounced 77.5% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the ending of
Banyumas word “arab” the students pronounce with /ᴧrᴧb/. The
incorrectness occurs when pronouncing /b/ in the ending of word “arab”,
such a word is pronounced by the students into /ᴧrᴧp/.
2. In pronouncing the word “abab”, such a word is pronounced by the
students 22.5% correctly and it is pronounced 77.5% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the ending of 48
Banyumasword “abab” the students pronounce with /ᴧbᴧb/. The
incorrectness occurs when pronouncing /b/ in the ending of word “abab”,
such a word is pronounced by the students into /ᴧbᴧp/.
3. In pronouncing the word “muntab”, such a word is pronounced by the
students 22.5% correctly and it is pronounced 77.5% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the ending of
Banyumas word “muntab” the students pronounce with /muntᴧb/. The
incorrectness occurs when pronouncing /b/ in the ending of word
“muntab”, such a word is pronounced by the students into /muntᴧp/.
4. In pronouncing the word “kebab”, such a word is pronounced by the
students 22.5% correctly and it is pronounced 77.5% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the ending of
Banyumas word “kebab” the students are pronounce with /kəbᴧb/. The
incorrectness occurs when pronouncing /b/ in the ending of word
“kebab”,such a word is pronounced by the students into /kəbᴧp/.
5. In pronouncing the word “sebab”, such a word is pronounced bythe
students 22.5% correctly and it is pronounced 77.5% incorrectly. The
researcher describes the correctness in pronouncing /b/ in the ending of
Banyumas word “sebab” the students are pronounce with /səbᴧb/. The
incorrectness occurs when pronouncing /b/ in the ending of word “sebab”,
such a word is pronounced by the students into /səbᴧp/.
English words Phonetic Correct (%) Incorrect (%) transcription Cub /kᴧb/ 40% 60% 49
Tab /tæb/ 40% 60% Rib /rIb/ 35% 65% Pub /pᴧb/ 42.5% 57.5% Rob /rɔb/ 40% 60% From the table above it shows that the percentage of pronouncing /d/ in the ending of English words as follows:
1. In pronouncing the word “cub”, such a word is pronounced bythe students
40% correctly and it is pronounced 60% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /b/ in the ending of
English word in pronouncing word “cub”, the students pronounce with /b/.
The incorrectness occurs when pronouncing /b/ in the ending word “cub”,
the students pronounce into /p/.
2. In pronouncing the word “tab”, such a word is pronounced bythe students
40% correctly and it is pronounced 60% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /b/ in the ending of
English word in pronouncing word “tap”, the students pronounce with /b/.
The incorrectness occurs when pronouncing /b/ in the ending word “tab”,
the students pronounce into /p/.
3. In pronouncing the word “rib”, such a word is pronounced bythe students
35% correctly and it is pronounced 65% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /b/ in the ending of
English word in pronouncing word “rib”, the students pronounce with /b/.
The incorrectness occurs when pronouncing /b/ in the ending word “rib”,
the students pronounce into /p/. 50
4. In pronouncing the word “pub”, such a word is pronounced bythe students
42.5% correctly and it is pronounced 57.5% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /b/ in the ending of
English word in pronouncing word “pub”, the students pronounce with /b/.
The incorrectness occurs when pronouncing /b/ in the ending word “pub”,
the students pronounce into /b/.
5. In pronouncing the word “rob”, such a word is pronounced bythe students
40% correctly and it is pronounced 60% incorrectly. The researcher
describes the correctness pronunciation in pronouncing /b/ in the ending of
English word in pronouncing word “rob”, the students pronounce with /b/.
The incorrectness occurs when pronouncing /b/ in the ending word “rob”,
the students pronounce it into /p/.
B. Discussion In this part the researcher shows the influence of Banyumas accent in
students’ pronunciation ability in pronouncing /d/ and /b/.
1. The influence of Banyumas accent in pronouncing /d/
a. The Influence of /d/ in the beginning of the words
Table 7 The Result of Analyzing the Influence of Banyumas accent in
Pronouncing /d/ in the beginning words.
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Dagang /dᴧgᴧƞ/ Date /deIt/ 100% 51
Dalan /dᴧlᴧn/ Down /daʊn/ 100% Duwe /due?/ Dessert /dI’zᴈ:t/ 100% Durung /duruƞ/ Demand /dI’mɑ:nd/ 100% Duit /duit/ Delete /dɪ’li:t/ 100%
From the table above it can be described : 1. The researcher interprets in pronouncing Banyumas word “dagang”
then pronouncing English word “date”, 100% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the beginning of words made by
students between words “dagang” and word “date”. This phenomenon
called positive transfer, and does not result an error.
2. The researcher interprets in pronouncing Banyumas word “dalan” then
pronouncing English word “down”, 100% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the beginning of words made by
students between words “dalan” and “date”. This phenomenon called
positive transfer, and does not result an error.
3. The researcher interprets in pronouncing Banyumas word “duwe” then
pronouncing English word “dessert”, 100% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the beginning of words made by
students between words “duwe” and “dessert”. This phenomenon
called positive transfer, and does not result an error.
4. The researcher interprets in pronouncing Banyumas word “durung”
then pronouncing English word “demand”, 100% of the students are 52
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the beginning of words made by
students between words “durung” and “demand”. This phenomenon
called positive transfer, and does not result an error.
5. The researcher interprets in pronouncing Banyumas word “duit” then
pronouncing English word “delete”, 100% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the beginning of words made by
students between words “duit” and “delete”. This phenomenon called
positive transfer, and does not result an error.
b. The influence of Pronouncing /d/ in the Ending Words
Table 8 The Result of Students who Pronounce /d/ in the Ending of
Banyumas Words Correctly and English Words Correctly
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Abad /ᴧbᴧd/ Bad /bæd/ 10% Tekad /tekᴧd/ Sad /sæd/ 10% Jilid /ʤilid/ Period /pIərIəd/ 6.7% Ragad /rᴧgᴧd/ Red /red/ 3.3% Mungkid /muƞkid/ Read /ri:d/ 6.7%
From the table above it can be seen:
1. The researcher describes in pronouncing Banyumas word “abad”
then pronouncing English word “bad”, 10% of the students are
influenced. The influence occurs because there is no sound which 53
changes in pronouncing /d/ in the ending of words made by
students between words “abad” and “bad”. This phenomenon
called positive transfer, and does not result an error. It can be seen
on students number 3, 4 and 27.
2. The researcher describes in pronouncing Banyumas word “tekad”
then pronouncing English word “sad”, 10% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the ending of words made by
students between words “abad” and “bad”. This phenomenon
called positive transfer, and does not result an error. It can be seen
on students number 3, 4 and 27.
3. The researcher describes in pronouncing Banyumas word “jilid”
then pronouncing English word “period”, 6.7% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the ending of words made by
students between words “jilid” and “period”. This phenomenon
called positive transfer, and does not result an error. It can be seen
on students number 3 and 4.
4. The researcher describes in pronouncing Banyumas word “ragad”
then pronouncing English word “red”, 3.3% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the ending of words made by
students between words “ragad” and “red”. This phenomenon 54
called positive transfer, and does not result an error. It can be seen
on students number 4.
5. The researcher describes in pronouncing Banyumas word
“mungkid” then pronouncing English word “read”, 3.3% of the
students are influenced. The influence occurs because there is no
sound which changes in pronouncing /d/ in the ending of words
made by students between words “mungkid” and “read”. This
phenomenon called positive transfer, and does not result an error. It
can be seen on students number 3 and 4.
Table 9 The Result of Students who pronounce /d/ in the ending words
of Banyumas words correctly and English words incorrectly.
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Abad /ᴧbᴧd/ Bad /bæt/ 6.7% Tekad /tekᴧd/ Sad /sæt/ 6.7% Jilid /ʤilid/ Period /pIərIət/ 3.3% Ragad /rᴧgᴧd/ Red /ret/ 6.7 Mungkid /muƞkid/ Read /ri:t/ 3.7%
From the table above it shows:
1. The researcher describes in pronouncing Banyumas word “abad”
then pronouncing English word “bad”, 6.7% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of English word made by
students. The students pronounce /t/ in the ending word “red”, 55
whereas it should be pronounced /d/. This phenomenon called
negative transfer and results an error namely word final de-voicing.
It can be seen on students number 22 and 24.
2. The researcher describes in pronouncing Banyumas word tekad”
then pronouncing English word “sad”, 6.7% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of English word made by
students. The students pronounce /t/ in the ending word “sad”,
whereas it should be pronounced /d/. This phenomenon called
negative transfer and results an error namely word final de-voicing.
It can be seen on students number 22 and 24.
3. The researcher describes in pronouncing Banyumas word “jilid”
then pronouncing English word “period”, 3.3% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of English word made by
students. The students pronounce /t/ in the ending word “period”,
whereas it should be pronounced /d/. This phenomenon called
negative transfer and results an error namely word final de-voicing.
It can be seen on students number 24.
4. The researcher describes in pronouncing Banyumas word “ragad”
then pronouncing English word “red”, 6.7% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of English word made by 56
students. The students pronounce /t/ in the ending word “red”,
whereas it should be pronounced /d/. This phenomenon called
negative transfer and results an error namely word final de-voicing.
It can be seen on students number 3 and 24.
5. The researcher describes in pronouncing Banyumas word
“mungkid” then pronouncing English word “read”, 3.3% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /d/ in the ending of English
word made by students. The students pronounce /t/ in the ending
word “read”, whereas it should be pronounced /d/. This
phenomenon called negative transfer and results an error namely
word final de-voicing. It can be seen on students number 24.
Table 10 The Result of Students who pronounce /d/ in the ending of Banyumas
words incorrectly and English words correctly.
Banyumas Phonetic English Phonetic Influenced Not Words Transcription Words Transcription (%) Influenced Abad /ᴧbᴧt/ Bad /bæd/ 0% 16.7% Tekad /tekᴧt/ Sad /sæd/ 0% 26.7% Jilid /ʤilit/ Period /pIərIəd/ 0% 40% Ragad /rᴧgᴧt/ Red /red/ 0% 36.7% Mungkid /muƞkit/ Read /ri:d/ 0% 40%
From the table above it can be seen:
1. The researcher describes in pronouncing Banyumas word “abad” then
pronouncing English word “bad”, 16.7% of the students are not 57
influenced. It occurs when the students pronounce word “abad” in the
ending of Banyumas word, /d/ is pronounced into /t/. In pronouncing
word “bad” the students do not make a sound which changes. It can be
seen on students number 2, 6, 12, 18, 19
2. The researcher describes in pronouncing Banyumas word “tekad” then
pronouncing English word “sad”, 26.7% of the students are not
influenced. It occurs when the students pronounce word “tekad” in the
ending of Banyumas word, /d/ is pronounced into /t/. In pronouncing
word “sad” the students do not make a sound which changes. It can be
seen on students number 6, 7, 12, 15, 18, 19, 29, 30.
3. The researcher describes in pronouncing Banyumas word “jilit” then
pronouncing English word “period”, 40% of the students are not
influenced. It occurs when the students pronounce word “jilit” in the
ending of Banyumas word /d/ is pronounced into /t/. In pronouncing
word “period” the students do not make a sound which changes. It can
be seen on students number 1, 6, 7, 8, 12, 13, 15, 18, 19, 27, 29, 30.
4. The researcher describes in pronouncing Banyumas word “ragad” then
pronouncing English word “red”, 36.7% of the students are not
influenced. It occurs when the students pronounce word “ragad” in the
ending of Banyumas word, /d/ is pronounced into /t/. In pronouncing
word “red” the students do not make a sound which changes. It can be
seen on students number 1, 6, 7, 8, 15, 18, 19, 23, 27, 28, 29, 30. 58
5. The researcher describes in pronouncing Banyumas word “mungkid”
then pronouncing English word “read”, 16.7% of the students are not
influenced. It occurs when the students pronounce word “mungkid” in
the ending of Banyumas word /d/ is pronounced into /t/. In
pronouncing word “read” the students do not make a sound which
changes. It can be seen on students number 1, 6, 7, 8, 12, 13, 15, 18,
19, 27, 28.
Table 11 The Result of Students who pronounce /d/ in the ending of
Banyumas words incorrectly and English words incorrectly
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Abad /ᴧbᴧt/ Bad /bæt/ 56.7% Tekad /tekᴧt/ Sad /sæt/ 53.3% Jilid /ʤilit/ Period /pIərIət/ 46.7% Ragad /rᴧgᴧt/ Red /ret/ 40% Mungkid /muƞkit/ Read /ri:t/ 36.7%
From the table above it can be described:
1. The researcher describes in pronouncing Banyumas word “abad”
and pronouncing English word “bad ”, 56.7% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of Banyumas word and
English made by students. The students pronounce /t/ in the ending
word “abad”, whereas it should be pronounced /d/. The students
pronounce /t/ in the ending of word “bad”, whereas it should be 59
pronounced /d/. This phenomenon called negative transfer and
results an error namely word final de-voicing. It can be seen on
students number 2, 5, 7, 8, 9, 10, 11, 13, 14, 16, 17, 20, 21, 25, 26,
28.
2. The researcher describes in pronouncing Banyumas word “tekad”
and pronouncing English word “sad ”, 53.3% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of Banyumas word and
English made by students. The students pronounce /t/ in the ending
word “tekad”, whereas it should be pronounced /d/. The students
pronounce /t/ in the ending of word “sad”, whereas it should be
pronounced /d/. This phenomenon called negative transfer and
results an error namely word final de-voicing. It can be seen on
students number 2, 5, 8, 9, 10, 11, 13, 14, 16, 17, 20, 21, 23, 25,
26, 28.
3. The researcher describes in pronouncing Banyumas word “jilid”
and pronouncing English word “period”, 46.7% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of Banyumas word and
English made by students. The students pronounce /t/ in the ending
word “jilid”, whereas it should be pronounced /d/. The students
pronounce /t/ in the ending of word “period”, whereas it should be
pronounced /d/. This phenomenon called negative transfer and 60
results an error namely word final de-voicing. It can be seen on
students number 2, 5, 9, 10, 11, 13, 14, 16, 17, 20, 21, 25, 26, 28.
4. The researcher describes in pronouncing Banyumas word “ragad”
and pronouncing English word “red”, 40% of the students are
influenced. The influence occurs because there is sound which
changes in pronouncing /d/ in the ending of Banyumas word and
English made by students. The students pronounce /t/ in the ending
word “ragad”, whereas it should be pronounced /d/. The students
pronounce /t/ in the ending of word “red”, whereas it should be
pronounced /d/. This phenomenon called negative transfer and
results an error namely word final de-voicing. It can be seen on
students number 5, 9, 10, 11, 14, 16, 17, 20, 21, 23, 25, 26.
5. The researcher describes in pronouncing Banyumas word
“mungkid” and pronouncing English word “read”, 36.7% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /d/ in the ending of
Banyumas word and English made by students. The students
pronounce /t/ in the ending word “mungkid”, whereas it should be
pronounced /d/. The students pronounce /t/ in the ending of word
“read”, whereas it should be pronounced /d/. This phenomenon
called negative transfer and results an error namely word final de-
voicing. It can be seen on students number 2, 5, 9, 10, 16, 17, 20,
21, 24, 25, 26. 61
c. The Influence of /b/ in the beginning of the words
Table 12 The Result of Analyzing the Influence of Banyumas accent in
Pronouncing /6/ in the beginning words.
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Bali /bᴧli?/ Ball /bɔ:l/ 100% Bungkus /buƞkus/ Big /bɪg/ 100% Bojok /bɔjɔk/ Bounce /baʊns/ 100% Balung /bᴧluƞ/ Black /blæk/ 100% Beras /bərᴧs/ Bridge /brɪʤ/ 100%
From the table above it can be described :
1. The researcher interprets in pronouncing Banyumas word “bali”
then pronouncing English word “ball”, 100% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /b/ in the beginning of words made by
students between words “bali” and word “ball”. This phenomenon
called positive transfer, and does not result an error.
2. The researcher interprets in pronouncing Banyumas word
“bungkus” then pronouncing English word “big”, 100% of the
students are influenced. The influence occurs because there is no
sound which changes in pronouncing /b/ in the beginning of words
made by students between words “bungkus” and “big”. This
phenomenon called positive transfer, and does not result an error.
3. The researcher interprets in pronouncing Banyumas word “boyok”
then pronouncing English word “bounce”, 100% of the students are
influenced. The influence occurs because there is no sound which 62
changes in pronouncing /b/ in the beginning of words made by
students between words “boyok” and “bounce”. This phenomenon
called positive transfer, and does not result an error.
4. The researcher interprets in pronouncing Banyumas word “balung”
then pronouncing English word “black”, 100% umbers of the
students are influenced. The influence occurs because there is no
sound which changes in pronouncing /b/ in the beginning of words
made by students between words “balung” and “black”. This
phenomenon called positive transfer, and does not result an error.
5. The researcher interprets in pronouncing Banyumas word “beras”
then pronouncing English word “bridge”, 100% of the students are
influenced. The influence occurs because there is no sound which
changes in pronouncing /d/ in the beginning of words made by
students between words “duit” and “delete”. This phenomenon
called positive transfer, and does not result an error. d. The influence of Pronouncing /b/ in the Ending Words
Table 13 The Result of Students who Pronounce /b/ in the Ending of
Banyumas Words Correctly and English Words Correctly
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Arab /ᴧrᴧb/ Cub /kᴧb/ 16.7% Abab /ᴧbᴧb/ Tab /tæb/ 13.3% Muntab /muntᴧb/ Rib /rIb/ 6.7% Kebab /kəbᴧb/ Pub /pᴧb/ 13.3% Sebab /səbᴧb/ Rob /rɔb/ 13.3%
63
From the table above it can be seen:
1. The researcher describes in pronouncing Banyumas word
“arab” then pronouncing English word “cub”, 16.7% of the
students are influenced. The influence occurs because there is
no sound which changes in pronouncing /b/ in the ending of
words made by students between words “arab” and “cub”. This
phenomenon called positive transfer, and does not result an
error. It can be seen on students number 15, 18, 19, 27, 29.
2. The researcher describes in pronouncing Banyumas word
“abab” then pronouncing English word “tab”, 13.3% of the
students are influenced. The influence occurs because there is
no sound which changes in pronouncing /b/ in the ending of
words made by students between words “abab” and “tab”. This
phenomenon called positive transfer, and does not result an
error. It can be seen on students number 15, 18, 19, 19.
3. The researcher describes in pronouncing Banyumas word
“muntab” then pronouncing English word “rib”, 6.7% of the
students are influenced. The influence occurs because there is
no sound which changes in pronouncing /b/ in the ending of
words made by students between words “muntab” and “rib”.
This phenomenon called positive transfer, and does not result
an error. It can be seen on students number 15, 18. 64
4. The researcher describes in pronouncing Banyumas word
“kebab” then pronouncing English word “pub”, 13.3% of the
students are influenced. The influence occurs because there is
no sound which changes in pronouncing /b/ in the ending of
words made by students between words “kebab” and “pub”.
This phenomenon called positive transfer, and does not result
an error. It can be seen on students number 18, 19, 27, 29.
5. The researcher describes in pronouncing Banyumas word
“sebab” then pronouncing English word “rob”, 13.3% of the
students are influenced. The influence occurs because there is
no sound which changes in pronouncing /b/ in the ending of
words made by students between words “sebab” and “kebab”.
This phenomenon called positive transfer, and does not result
an error. It can be seen on students number 15, 18, 19, 27.
Table 14 The Result of Students who pronounce /b/ in the ending
words of Banyumas words correctly and English words incorrectly.
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Arab /ᴧrᴧb/ Cub /kᴧp/ 16.7% Abab /ᴧbᴧb/ Tab /tæp/ 23.3% Muntab /muntᴧb/ Rib /rIp/ 23.3% Kebab /kəbᴧb/ Pub /pᴧp/ 30% Sebab /səbᴧb/ Rob /rɔp/ 23.3%
From the table above it shows: 65
1. The researcher describes in pronouncing Banyumas word
“arab” then pronouncing English word “cub”, 16.7% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
English word made by students. The students pronounce /p/ in
the ending word “cub”, whereas it should be pronounced /b/.
This phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 3, 4, 7, 22, 27.
2. The researcher describes in pronouncing Banyumas word
“abab” then pronouncing English word “tab”, 23.3% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
English word made by students. The students pronounce /p/ in
the ending word “abab”, whereas it should be pronounced /b/.
This phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 3, 4, 7, 12, 22, 24, 27.
3. The researcher describes in pronouncing Banyumas word
“muntab” then pronouncing English word “rib”, 23.3% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
English word made by students. The students pronounce /p/ in 66
the ending word “rib”, whereas it should be pronounced /b/.
This phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 4, 7, 12, 19, 22, 24, 27, 29.
4. The researcher describes in pronouncing Banyumas word
“kebab” then pronouncing English word “pub”, 30% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
English word made by students. The students pronounce /p/ in
the ending word “pub”, whereas it should be pronounced /b/.
This phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 3, 4, 7, 12, 15, 22, 24, 27, 29.
5. The researcher describes in pronouncing Banyumas word
“sebab” then pronouncing English word “rob”, 23.3% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
English word made by students. The students pronounce /p/ in
the ending word “rob”, whereas it should be pronounced /b/.
This phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 3, 4, 7, 12, 22, 4, 29. 67
Table 15 The Result of Students who pronounce /b/ in the ending of Banyumas
words incorrectly and English words correctly
Banyumas Phonetic English Phonetic Influenced Not Words Transcription Words Transcription (%) Influenced Arab /ᴧrᴧp/ Cub /kᴧb/ 0% 3.3% Abab /ᴧbᴧp/ Tab /tæb/ 0% 6.7% Muntab /muntᴧp/ Rib /rIb/ 0% 10% Kebab /kəbᴧp/ Pub /pᴧb/ 0% 10% Sebab /səbᴧp/ Rob /rɔb/ 0% 6.7%
From the table above it can be seen:
1. The researcher describes in pronouncing Banyumas word “arab”
then pronouncing English word “cub”, 3.3% of the students are not
influenced. It occurs when the students pronounce word “arab” in
the ending of Banyumas, word /b/ is pronounced into /p/. In
pronouncing word “cub” the students do not make a sound
changes. It can be seen on students number 30.
2. The researcher describes in pronouncing Banyumas word “abab”
then pronouncing English word “tab”, 6.7% of the students are not
influenced. It occurs when the students pronounce word “abab” in
the ending of Banyumas word /b/ is pronounced into /p/. In
pronouncing word “tab” the students do not make a sound changes.
It can be seen on students number 1 and 30.
3. The researcher describes in pronouncing Banyumas word
“muntab” then pronouncing English word “rib”, 10% of the 68
students are not influenced. It occurs when the students pronounce
word “muntab” in the ending of Banyumas word /b/ is pronounced
into /p/. In pronouncing word “rib” the students do not make a
sound changes. It can be seen on students number 1, 30.
4. The researcher describes in pronouncing Banyumas word “kebab”
then pronouncing English word “pub”, 10% of the students are not
influenced. It occurs when the students pronounce word “kebab” in
the ending of Banyumas word /b/ is pronounced into /p/. In
pronouncing word “pub” the students do not make a sound
changes. It can be seen on students number 1, 5, 30.
5. The researcher describes in pronouncing Banyumas word “sebab”
then pronouncing English word “rob”, 6.7% of the students are not
influenced. It occurs when the students pronounce word “sebab” in
the ending of Banyumas word /b/ is pronounced into /p/. In
pronouncing word “rob” the students do not make a sound
changes. It can be seen on students number 1, 30.
Table 16 The Result of Students who pronounce /b/ in the ending of
Banyumas words incorrectly and English words incorrectly
Banyumas Phonetic English Phonetic Influenced Words Transcription Words Transcription (%) Arab /ᴧrᴧp/ Cub /kᴧp/ 60% Abab /ᴧbᴧp/ Tab /tæp/ 56.7% Muntab /muntᴧp/ Rib /rIp/ 56.7% Kebab /kəbᴧp/ Pub /pᴧp/ 56.7% Sebab /səbᴧp/ Rob /rɔp/ 56.7% 69
From the table above it can be described:
1. The researcher describes in pronouncing Banyumas word
“abab” and pronouncing English word “cub ”, 60% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
Banyumas word and English made by students. The students
pronounce /p/ in the ending word “arab”, whereas it should be
pronounced /b/. The students pronounce /p/ in the ending of
word “cub”, whereas it should be pronounced /b/. This
phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 1, 2, 3 5, 6 7, 8, 9, 10, 11, 13, 14, 16, 17, 20, 21, 23, 25,
26, 28.
2. The researcher describes in pronouncing Banyumas word
“abab” and pronouncing English word “tab”, 56.7% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
Banyumas word and English made by students. The students
pronounce /p/ in the ending word “abab”, whereas it should be
pronounced /b/. The students pronounce /p/ in the ending of
word “tab”, whereas it should be pronounced into /b/. This
phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students 70
number 2, 5, 6, 8, 9, 10, 11, 13, 14, 16, 17, 20, 21, 23, 25, 26,
28
3. The researcher describes in pronouncing Banyumas word
“muntab” and pronouncing English word “rib”, 56.7% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
Banyumas word and English made by students. The students
pronounce /p/ in the ending word “muntab”, whereas it should
be pronounced /b/. The students pronounce /p/ in the ending of
word “rib”, whereas it should be pronounced /b/. This
phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 2, 5, 6, 7, 8, 9 10, 11, 13, 14, 16, 17, 20, 21, 25, 26, 28.
4. The researcher describes in pronouncing Banyumas word
“kebab” and pronouncing English word “rib”, 56.7% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
Banyumas word and English made by students. The students
pronounce /p/ in the ending word “kebab”, whereas it should be
pronounced /b/. The students pronounce /p/ in the ending of
word “rib”, whereas it should be pronounced /b/. This
phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students 71
number 2, 6, 8, 9, 10, 11, 13, 14, 16, 17, 20, 21, 23, 25, 26, 28,
30
5. The researcher describes in pronouncing Banyumas word
“sebab” and pronouncing English word “rob”, 56.7% of the
students are influenced. The influence occurs because there is
sound which changes in pronouncing /b/ in the ending of
Banyumas word and English made by students. The students
pronounce /p/ in the ending word “sebab”, whereas it should be
pronounced /b/. The students pronounce /p/ in the ending of
word “rob”, whereas it should be is pronounced /b/. This
phenomenon called negative transfer and results an error
namely word final de-voicing. It can be seen on students
number 2, 5, 6, 8, 9, 10, 11, 13, 14, 16, 17, 20, 21, 23, 25, 26,
28.
The researcher interprets :
1. The influence of /d/ in the beginning of the words, the Banyumas
accent makes positive transfer to the students in pronouncing /d/ in the
beginning of English words.
2. The influence of /d/ in the ending of the words, Banyumas accent
makes positive transfer and negative transfer to the students in
pronouncing /d/ in the ending of English words. The positive transfer
and it occurs when there is no sound which changes when pronouncing
/d/ in the ending of English words. The negative transfer and it occurs 72
when there is sound which changes when pronouncing /d/ in the
ending of English words, /d/ is pronounced into /t/
3. The influence of /b/ in the beginning of the words, the Banyumas
accent makes positive transfer to the students in pronouncing /b/ in the
beginning of English words.
4. The influence of /b/ in the ending of the words, Banyumas accent
makes positive transfer and negative transfer to the students in
pronouncing /b/ in the ending of English words. The positive transfer
and it occurs when there is no sound which changes when pronouncing
/b/ in the ending of English words. The negative transfer and it occurs
when there is sound which changes when pronouncing /b/ in the
ending of English words, /b/ is pronounced into /p/.
In this research, the researcher found phonological process made by the students when pronouncing some words. The phonological process namely word final de- voicing. So, the researcher mentions words final de-voicing, such as :
a. Words ending with /d/
- In pronouncing /d/ in the ending word “bad”, such a word is
pronounced into /bӕt/, whereas it should be pronounced /bӕd/.
- In pronouncing /d/ in the ending word “ sad”, such a word is
pronounced into /sӕt/, whereas it should be pronounced /sӕd/.
- In pronouncing /d/ in the ending word “period”, such a word is
pronounced into /pIərIət/, whereas it should be pronounced
/pIərIəd/. 73
- In pronouncing /d/ in the ending word “red”, such a word is
pronounced into /ret/, whereas it should be pronounced /red/
- In pronouncing /d/ in the beginning word “read”, such a word is
pronounced into /ri:t/, whereas is should be pronounced /ri:d.
The researcher concludes in pronouncing /d/ in the ending words is
pronounced into /t/ by the students.
b. Word ending with /b/
- In pronouncing /b/ in the ending word “cub”, such a word is
pronounced is pronounced into /kᴧp/, whereas it should be
pronounced into /kᴧb/.
- In pronouncing /b/ in the ending word “tab”, such a word is
pronounced into /tӕp/, whereas it should be pronounced /tӕb/.
- In pronouncing /b/ in the ending word “rib”, such a word is
pronounced into /rIp/, whereas it should be pronounced /rIb/.-
- In pronouncing /b/ in the ending word “pub”, such a word is
pronounced into /pᴧp/, whereas it should be pronounced /pᴧb/.
- In pronouncing /b/ in the ending word “rob”, such a word is
pronounced into /rɔp/, whereas it should be pronounced /rɔb/.
The researcher concludes in pronouncing /b/ in the ending words is pronounced into /p/ by the students
74
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher would like to conclude the study and give
suggestion to the students, lecturer or teacher and another researcher.
A. Conclusion
Based on the research finding and discussion on the data in the previous
chapter, the researcher, the researcher draws the conclusion as follow :
- The influence of /d/ in the beginning of the words, the Banyumas accent
makes positive transfer to the students in pronouncing /d/ in the beginning
of English words.
- The influence of /d/ in the ending of the words, Banyumas accent makes
positive transfer and negative transfer to the students in pronouncing /d/ in
the ending of English words. The positive transfer occurs when there is no
sound which changes when pronouncing /d/ in the ending of English
words. The negative transfer occurs when there is sound which changes
when pronouncing /d/ in the ending of English words, /d/ is pronounced
into /t/
- The influence of /b/ in the beginning of the words, the Banyumas accent
makes positive transfer to the students in pronouncing /b/ in the beginning
of English words.
74 75
- The influence of /b/ in the ending of the words, Banyumas accent makes
positive transfer and negative transfer to the students in pronouncing /b/ in
the ending of English words. The positive transfer occurs when there is no
sound which changes when pronouncing /b/ in the ending of English
words. The negative transfer occurs when there is sound which changes
when pronouncing /b/ in the ending of English words, /b/ is pronounced
into /p/
B. Suggestion
To the students :
- Be aware and careful of your pronunciation.
- Keep attention to the lecturer’s explanation.
- Practicing English often to improve your pronunciation ability.
- Do not be shy to speak English.
To the lecturer :
- Be sensitive of each student’s weakness in their pronunciation.
- Never give up correcting the student’s error.
To another researcher :
- Please, find out another influence of Banyumas accent, because this topic
is very challenging and interesting.
THE EVIDENT
The Result Of Students' Pronunciation
1. Student number 1
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due?/ Dessert /dizᴈ:t/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bed/ 2 Tekad /tekᴧt/ Sad /sed/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkid/ Read /rId/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /baʊns 4 Balung /bᴧlʊƞ/ Black /blӕk/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kep/ 2 Abab /ᴧbᴧp/ Tab /teb/ 3 Muntab /muntᴧp/ Rib /rib/ 4 Kebab /kəbᴧp/ Pub /pub/ 5 Sebab /səbᴧp/ Rob /rͻb/
2. Studentnumber 2
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due/ Dessert /disərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /dʊet/ Delete /delet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkIt/ Read /rit/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkʊs/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bᴧns/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rͻp/
3. Student number 3
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duet/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧd/ Bad /bed/ 2 Tekad /tekᴧd/ Sad /sed/ 3 Jilid /ʤilid/ Period /periəd/ 4 Ragad /rᴧgᴧd/ Red /ret/ 5 Mungkid /muƞkid/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /boʊns/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /braIʤ/
d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pup/ 5 Sebab /səbᴧp/ Rob /rͻp/
4. Student number 4
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /duek/ Dessert /disərt/ 4 Durung /duruƞ/ Demand /dmen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧd/ Bad /beId/ 2 Tekad /tekᴧd/ Sad /seId/ 3 Jilid /ʤilid/ Period /periəd/ 4 Ragad /rᴧgᴧd/ Red /rid/ 5 Mungkid /muƞkid/ Read /ri:d/ c. Words begin with /b/
Number Banyumas Phonetic Engish Phonetic Words Transcription Words Transcription 1 Bali /bᴧli?/ Ball /bͻ:l/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧp/ 2 Abab /ᴧbᴧb/ Tab /tep/ 3 Muntab /muntᴧb/ Rib /rip/ 4 Kebab /kəbᴧb/ Pub /pᴧp/ 5 Sebab /səbᴧb/ Rob /rͻp/
5. Students number 5
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimᴧn/ 5 Duit /duet/ Delete /dileIt/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /mƞkit/ Read /ri:t/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkʊs/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧlʊƞ/ Black /blӕk/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rʊp/
6. Student number 6
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /disərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /delet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /beId/ 2 Tekad /tekᴧt/ Sad /seId/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /ri:d/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /teIp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rͻp/
7. Students number 7
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /dɔn/ 3 Duwe /due/ Dessert /diset/ 4 Durung /duruƞ/ Demand /dimᴧn/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /sed/ 3 Jilid /ʤilit/ Period /periɔd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧp/ 2 Abab /ᴧbᴧb/ Tab /tep/ 3 Muntab /muntᴧb/ Rib /rip/ 4 Kebab /kəbᴧb/ Pub /pup/ 5 Sebab /səbᴧb/ Rob /rʊp/
8. Student number 8
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /de:t/ 2 Dalan /dᴧlᴧn/ Down /dɔ:n/ 3 Duwe /due/ Dessert /disə:rt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tᴧp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rʊp/
9. Student number 9
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /dIset/ 4 Durung /duruƞ/ Demand /dImᴧn/ 5 Duit /duet/ Delete /dIlet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilet/ Period /periɔt/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /rit/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkʊs/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔns/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /braIʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧrᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rͻp/
10. Student number 10
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /dɔn/ 3 Duwe /due/ Dessert /dis’ət/ 4 Durung /durʊƞ/ Demand /dm’en/ 5 Duit /duit/ Delete /dilit/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /re:t/ 5 Mungkid /muƞkit/ Read /ri:t/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pup/ 5 Sebab /səbᴧp/ Rob /rͻp/
11. Student number 11
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /rit/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Bojok /bͻjɔk/ Bounce /bɔnʒ/ 4 Balung /bᴧlƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /breʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rͻp/
12. Student number 12
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /diset/ 4 Durung /duruƞ/ Demand /dimᴧn/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /beId/ 2 Tekad /tekᴧt/ Sad /seId/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /red/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bʊn/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧp/ 2 Abab /ᴧbᴧb/ Tab /teIp/ 3 Muntab /muntᴧb/ Rib /rIp/ 4 Kebab /kəbᴧb/ Pub /pᴧp/ 5 Sebab /səbᴧb/ Rob /rʊp/
13. Student number 13
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /dʊe/ Dessert /disərt/ 4 Durung /durʊƞ/ Demand /dimen/ 5 Duit /duet/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /təkᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔʊns/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
14. Student number 14
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /durʊƞ/ Demand /dimen/ 5 Duit /dʊet/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periɔt/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /rit / c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /bʊƞkʊs/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔʊn/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
15. Student number 15
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due?/ Dessert /dIse:rt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dileIt/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bӕd/ 2 Tekad /tekᴧt/ Sad /sed/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /ri:d/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧluƞ/ Black /blӕk/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧb/ 2 Abab /ᴧbᴧb/ Tab /tᴧb/ 3 Muntab /muntᴧb/ Rib /rIb/ 4 Kebab /kəbᴧb/ Pub /pᴧb/ 5 Sebab /səbᴧb/ Rob /rɔb/
16. Student number 16
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /ndᴧlᴧn/ Down /daɔn/ 3 Duwe /ndʊe/ Dessert /dIsert/ 4 Durung /duruƞ/ Demand /dImen/ 5 Duit /dʊIt/ Delete /dIlet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /perIɔt/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /re:t/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /bʊƞkʊs/ Big /bIg/ 3 Boyok /bͻjͻk/ Bounce /boʊnʒ/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /breʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kup/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pup/ 5 Sebab /səbᴧp/ Rob /rɔp/
17. Student number 17
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /dɔ:n/ 3 Duwe /due/ Dessert /desərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /dʊet/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /təkᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkIt/ Read /rit/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /bʊƞkʊs/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /baʊn/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tᴧp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
18. Student number 18
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due?/ Dessert /disət/ 4 Durung /durʊƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bed/ 2 Tekad /tekᴧt/ Sad /sᴧd/ 3 Jilid /ʤilit/ Period /periɔd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkʊs/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧlʊƞ/ Black /blӕk/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kjub/ 2 Abab /ᴧbᴧb/ Tab /teb/ 3 Muntab /muntᴧb/ Rib /rib/ 4 Kebab /kəbᴧb/ Pub /pub/ 5 Sebab /səbᴧb/ Rob /rɔb/
19. Student number 19
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /dzərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duet/ Delete /dileIt/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /beId/ 2 Tekad /tekᴧt/ Sad /seId/ 3 Jilid /ʤilit/ Period /perəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli?/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧb/ 2 Abab /ᴧbᴧb/ Tab /teb/ 3 Muntab /muntᴧb/ Rib /rip/ 4 Kebab /kəbᴧb/ Pub /pᴧb/ 5 Sebab /səbᴧb/ Rob /rɔb/
20. Student number 20
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /disərt/ 4 Durung /dʊrʊƞ/ Demand /di:mən/ 5 Duit /dʊet/ Delete /delet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /rit/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /bʊƞkʊs/ Big /bg/ 3 Boyok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tᴧp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
21. Student number 21
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧƞ/ Down /dɔn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /dʊet/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periɔt/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /rit/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /braIʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
22. Student number 22
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due/ Dessert /dizərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧd/ Bad /bet/ 2 Tekad /tekᴧd/ Sad /set/ 3 Jilid /ʤilid/ Period /periəd/ 4 Ragad /rᴧgᴧd/ Red /red/ 5 Mungkid /muƞkid/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /bIg/ 3 Boyok /bͻjͻk/ Bounce /bɔʊns/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic Banyumas Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
23. Student number 23
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /dɑʊn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimən/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periɔt/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /bʊƞkʊs/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧliƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /breIʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tᴧp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔʊp/
24. Student number 24
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due?/ Dessert /disərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧd/ Bad /bet/ 2 Tekad /tekᴧd/ Sad /set/ 3 Jilid /ʤilid/ Period /periɔt/ 4 Ragad /rigᴧd/ Red /rit/ 5 Mungkid /muƞkid/ Read /ret/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bͻl/ 2 Bungkus /buƞkʊs/ Big /big/ 3 Boyok /bͻnjͻk/ Bounce /bɔ:nʒ/ 4 Balung /bᴧlʊƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tᴧp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
25. Student number 25
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /dɔn/ 3 Duwe /due/ Dessert /dizət/ 4 Durung /durʊƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /tekᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /ret/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli?/ Ball /bͻl/ 2 Bungkus /buƞkus/ Big /bIg/ 3 Boyok /bͻjͻk/ Bounce /bʊnʒ/ 4 Balung /bᴧluƞ/ Black /bleIk/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
26. Students number 26
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /daɔn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimən/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧd/ Bad /bet/ 2 Tekad /tekᴧd/ Sad /set/ 3 Jilid /ʤilit/ Period /periɔt/ 4 Ragad /rᴧgᴧt/ Red /ret/ 5 Mungkid /muƞkit/ Read /ret/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bᴧl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kup/ 2 Abab /ᴧrᴧp/ Tab /tep/ 3 Muntab /muntᴧp/ Rib /reIp/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
27. Student number 27
a. . Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /deIt/ 2 Dalan /dᴧlᴧn/ Down /dɔ:n/ 3 Duwe /due/ Dessert /disərt/ 4 Durung /duruƞ/ Demand /dimᴧn/ 5 Duit /duit/ Delete /dileIt/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧd/ Bad /bed/ 2 Tekad /tekᴧd/ Sad /sed/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bɔl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔnʒ/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧb/ 2 Abab /ᴧbᴧb/ Tab /tᴧb/ 3 Muntab /muntᴧb/ Rib /rip/ 4 Kebab /kəbᴧb/ Pub /pᴧb/ 5 Sebab /səbᴧb/ Rob /rɔb/
28. Student number 28
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /dɔn/ 3 Duwe /due/ Dessert /disərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /delet/ b. Words end with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Abad /ᴧbᴧt/ Bad /bet/ 2 Tekad /təkᴧt/ Sad /set/ 3 Jilid /ʤilit/ Period /periət/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rid/ c. Words begin with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Bali /bᴧli/ Ball /bɔl/ 2 Bungkus /buƞkus/ Big /big/ 3 Boyok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /breIʤ/ d. Words end with /b/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧp/ 2 Abab /ᴧbᴧp/ Tab /tᴧp/ 3 Muntab /muntᴧp/ Rib /rip/ 4 Kebab /kəbᴧp/ Pub /pᴧp/ 5 Sebab /səbᴧp/ Rob /rɔp/
29. Student number 29
a. Words begin with /d/
Number Banyumas Phonetic English Phonetic Words Transcription Words Transcription 1 Dagang /dᴧgᴧƞ/ Date /det/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due/ Dessert /disət/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Number Words Phonetic Words Phonetic Transcription Transcription 1 Abad /ᴧbᴧt/ Bad /bed/ 2 Tekad /tekᴧt/ Sad /sed/ 3 Jilid /ʤilit/ Period /periɔd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkit/ Read /rit/ c. Words begin with /b/
Number Words Phonetic Words Phonetic Transcription Transcription 1 Bali /bᴧli/ Ball /bɔl/ 2 Bungkus /bʊƞkʊs/ Big /bIg/ 3 Boyok /bͻjͻk/ Bounce /bɔn/ 4 Balung /bᴧluƞ/ Black /blek/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Words Phonetic Words Phonetic Transcription Transcription 1 Arab /ᴧrᴧb/ Cub /kᴧb/ 2 Abab /ᴧbᴧb/ Tab /tep/ 3 Muntab /muntᴧb/ Rib /rip/ 4 Kebab /kəbᴧb/ Pub /pᴧb/ 5 Sebab /səbᴧb/ rob /rɔp/
30. Student number 30
a. Words begin with /d/
Number Words Phonetic Words Phonetic Transcription Transcription 1 Dagang /dᴧgᴧƞ/ Date /delet/ 2 Dalan /dᴧlᴧn/ Down /daʊn/ 3 Duwe /due/ Dessert /desərt/ 4 Durung /duruƞ/ Demand /dimen/ 5 Duit /duit/ Delete /dilet/ b. Words end with /d/
Words Phonetic Words Phonetic Number Transcription Transcription 1 Abad /ᴧbᴧt/ Bad /bed/ 2 Tekad /tekᴧt/ Sad /sed/ 3 Jilid /ʤilit/ Period /periəd/ 4 Ragad /rᴧgᴧt/ Red /red/ 5 Mungkid /muƞkid/ Read /rid c. Words begin with /b/
Number Words Phonetic Words Phonetic Transcription Transcription 1 Bali /bᴧli/ Ball /bɔl/ 2 Bungkus /buƞkus/ Big /bIg/ 3 Boyok /bͻjͻk/ Bounce /bᴧnʒ/ 4 Balung /bᴧluƞ/ Black /blӕk/ 5 Beras /bərᴧs/ Bridge /briʤ/ d. Words end with /b/
Number Words Phonetic Words Phonetic Transcription Transcription 1 Arab /ᴧrᴧp/ Cub /kᴧb/ 2 Abab /ᴧbᴧp/ Tab /teIb/ 3 Muntab /muntᴧp/ Rib /rib/ 4 Kebab /kəbᴧp/ Pub /pᴧb/ 5 Sebab /səbᴧp/ rob /rɔb/