The English Sound Changes Among Javanese Students of the English Language Education Study Program of Sanata Dharma University
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE ENGLISH SOUND CHANGES AMONG JAVANESE STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain a Sarjana Pendidikan Degree in English Language Education
By Rafael Marion Galley Margana Student Number: 111214171
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE ENGLISH SOUND CHANGES AMONG JAVANESE STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain a Sarjana Pendidikan Degree in English Language Education
By Rafael Marion Galley Margana Student Number: 111214171
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016
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ASarjana Pmdidilan Ttesis on
TIIE ENGLISH SOUND CIIANGES AMONG JAVANESE STUI}ENTS OT'TIIE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM OF'SANATA DHAR]VIA UNTVERSITY
By Rafael lv{arion Galley Margana Studert Ntrmber: l1l2l4l7 I
Approved by
Date
FX. Ouda Teda Ena, S.Pd., M.pd., Ed.D. 14 Octobsr2016
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THE ENGLISH SOUND CHANGES AMONG JAVANESE STUDENTS OF'THE ENGLISH LANGUAGE EDUCATION STUI}Y PROGRAM OF'SANATA DHARMA UI{IVEBSITY
By RAFAEL MARION GALLEY MARGANA Student Number: lll2l4l7 I
Defended before the Board of Examiners on November 8e 2016 and Declared Acceptable
Board of Examiners Chairperson : Yohana Venirand4 S.pd., M.Hum., ph.D. Secretary : Christina Lhaksmita Anmldtri, S.pd., Ed.M. Me,mhr : FX. Ouda TedaEna S.pd., M.pd., Ed.D. Member : Paulus Kuswandono, ph.D.
Member : Christina Lhaksmita Anandari, S.pd., Ed.M.
Yogyakarta, November 8ft ZO16
Faculty of Teachers Training and Education Smata Dharma Uaiversity
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“As long as there are games to play, it is not over.”
-Sir Alex Ferguson-
Former Manchester United Coach
I DEDICATE THIS THESIS FOR MY LITTLE SISTER AND BROTHER
CATHERINE ARQUETA GLENDA MARGANA & BORROMEUS BRAVE GRADY MARGANA
I know life is getting harder and harder as we grow up. Wherever you are, whatever happens, I would not stop to finish this game of my life to see you again.
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STATEMENT OF WORK'S ORIGINALITY
Ihestly declare that this thesis, which I have written, does not contain the work E ptrts of the work of other people, except those cited in the quotations and the ftftrtnces, as a scientific paper should.
Yogyakart4 14 October 2016
ley Margana ttt2t4t7t PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PER}IYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Rafael Marion Galley Margana Nomor Mahasiswa : lll2l4l7l
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
.IIIE ENGLISH SOTIND CIIANGES AMONG JAVANESE STUDENTS OF ENGLISH LAIIGUAGE EDUCATION STT'DY PROGRAM OF SANATA DHARMA UNIVERSITY"
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan daa mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. ..
Demikan pernyataan ini yang saya buat dengan sebenamya.
Dibuat di Yogyakarta Pada tanggal: 14 Oktober 2016
Rafael Nlarion Galley Margana
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ABSTRACT
Margana, R. M. G. (2016). The English Sound Changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
People need language to interact with one another. Language can be expressed by writing or speaking. In speaking, pronunciation plays a role in articulating sounds. Accurate pronunciation certainly helps people to understand the information spoken by the speaker. Unfortunately, many speakers mispronounce the words, especially second language words, for example, Javanese people who mispronounce English words in speaking. This condition causes misunderstanding when they interact with English native speakers, and is caused by some sounds of English not existing in their native language. Therefore, they tend to pronounce the words by changing the original sounds to the nearest equivalence that they know. This research was conducted to observe the occurrence of sound changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. There are two formulated problems in this study: 1) what are the types of the English sound changes which occurred among Javanese students of the English Language Education study program of Sanata Dharma University? and 2) what are the distributions of the occurring sound changes among Javanese English learners of English Language Education study program? This study is classified as a qualitative research. The participants of this research were the English Language Education Study Program 2015 students whose first language is the Javanese language. The researcher used document analysis method in analyzing data in form of audio recordings of Javanese Learners of English Language Education Study Program of Sanata Dharma University Yogyakarta. Based on the research, the researcher found seven types of sound changes observed in participants‟ pronunciation. They are lenition and fortition, sound addition, fusion, unpacking, vowel breaking, assimilation, and abnormal sound changes. From those seven types, the researcher also found that the dominant sound change occurrence among the participants belonged to lenition and fortition, while the least dominant occurrence belonged to sound addition and fusion.
Keywords: sound change, pronunciation, Javanese students of English Language Education Study Program
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ABSTRAK
Margana, R. M. G. (2016). The English Sound Changes among Javanese Students of the English Language Education Study Program of Sanata Dharma University. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Manusia memerlukan bahasa dalam berinteraksi dengan manusia lainnya. Dalam interaksi, bahasa menjadi media dalam menjembatani informasi antara penutur dan mitra tutur. Bahasa dapat diekspresikan dalam tulisan maupun ujaran. Dalam berujar atau berbicara, pengucapan berperan penting dalam mengartikulasikan bunyi. Pengucapan secara akurat tentu memudahkan mitra tutur untuk memahami kata yang diucapkan penutur. Namun, masih banyak penutur mengucapkan kata secara tidak akurat terutama dalam mengucapkan kata dalam tuturan menggunakan bahasa kedua. Contohnya adalah penutur bahasa Inggris berbahasa ibu bahasa Jawa yang dapat menyebabkan kesalahpahaman dalam bertutur dengan penutur bahasa Inggris asli. Mereka cenderung mengucapkan bunyi yang tidak lazim diucapkan oleh penutur bahasa Inggris asli akibat ketersediaan bunyi dalam sistem kebahasaannya. Penelitian ini dilakukan untuk melihat perubahan bunyi yang terjadi dalam pengucapan bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa yang tergabung dalam prodi Pendidikan Bahasa Inggris angkatan 2015 di Universitas Sanata Dharma Yogyakarta. Ada dua rumusan masalah dalam penelitian ini yakni 1) apa saja jenis perubahan bunyi dalam pengucapan kata bahasa Inggris yang dilakukan oleh mahasiswa berbahasa ibu bahasa Jawa prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma? dan 2) bagaimana distribusi perubahan bunyi yang dilakukan oleh para partisipan? Penelitian ini tergolong sebagai penelitian kualitatif. Partisipan atau responden dari penelitian ini adalah mahasiswa prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta dengan bahasa Jawa sebagai bahasa ibu mereka. Peneliti menggunakan metode analisis dokumen untuk menganalisis data yang berupa rekaman suara para partisipan. Dari penelitian yang dilakukan, peneliti menemukan tujuh tipe perubahan bunyi yang terjadi yakni lenition dan fortition, sound addition, fusion, unpacking, vowel breaking, assimilation, dan abnormal sound changes. Dari ketujuh jenis tersebut, peeliti juga menemukan bahwa lenition dan fortition menjadi jenis perubahan suara yang paling dominan terjadi dan sound addition serta fusion menjadi jenis perubahan suara yang paling sedikit terjadi dalam penemuan penelitian yang telah dilakukan.
Keywords: sound change, pronunciation, Javanese students of English Language Education Study Program
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ACKNOWLEDGEMENTS
I know that conducting this research was not easy and simple. Therefore, in this page, I am keen to express gratitude and appreciation for all individuals or groups who had sincerely helped and supported me.
First of all, I would express my gratitude to God Almighty for His great love, gift, and blessing to me. I do believe I can conduct, and finish this thesis because of His great gift for me: breath of life.
Secondly, my gratitude is addressed to The English Language Education
Study Program of Sanata Dharma University for the chance to study there: I achieve lots of great knowledge and experience by studying in such study program of such university.
Thirdly, my thankful expression would be given to my thesis advisor FX.
Ouda Teda Ena, S.Pd., M.Pd., Ed.D. I sincerely appreciate his patience and willingness in giving me some advice in completing and perfecting my thesis.
Fouthly, I would also thank my academic advisor Yuseva Ariyani
Iswandari, S.Pd., M.Ed. for her advice and guidance in studying in ELESP
Sanata Dharma University Yogyakarta. I can go through college life from the beginning up to the end by her patience and wise suggestions.
Fifthly, I would thank my father Florentinus Panca Susila Margana and my mother Elizabeth Erna Djohan. I thank my father for his guidance and life support especially in my college period in Yogyakarta. For my mother, I would tell her that I have finished my university study. Wherever she is now, I hope she would be glad to see her first son achieving sarjana title.
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Sixthly, I express my deep gratitude to the head and member of Yayasan
Yoseph Yeemye, Sr. Yasinta Rampengan, JMJ and Sr. Agustina Rante Allo,
JMJ. In addition, I also express my thankfulness to Sr. Clare Hand, FCJ. I appreciate their support in assisting my college fee. Without their help, I believe that I might not have finished my study.
Seventhly, I thank all my thesis proofreaders; Fidelis Chosa
Kastuhandani S.Pd., M.Hum., Krisna Septa Bernanda, S.Pd., Agatha Lisa,
S.Pd., and Istu Septania for their help in perfecting and completing my thesis. I recognize that this thesis will not have been well-completed without your spent energy and time, willingness, thoroughness, accuracy, and supersonic eyes and awareness in proofreading my thesis.
Eighthly, I would like to express my gratitude to my college friends: Aries
Adven Kurniawan, S.Pd., Yulius Dony Prasetyadi, S.Pd., and Frederikus Boli
Lolan for their support in social life during my studying process in English
Language Education study program. Besides, I thank also friends of Unit
Kegiatan Pers Mahasiswa natas for allowing me to socialize and make friends among them. The next special gratitude from me is addressed to my girlfriend
Josephine Fanny Damayanti, S.Pd. for her care and love which support me to do the best either in studying, finishing this thesis, and working.
Finally, I would thank all other supportive individuals and groups. Such priceless support and reinforcement in my study and process of conducting this thesis now have led me into the final gate of college study. Hopefully all kindness and sincere will be blessed by the Owner of the Universe.
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Thesis Author
Rafael Marion Galley Margana
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TABLE OF CONTENTS
Page TITLE PAGE ...... i APPROVAL PAGE ...... ii DEDICATION PAGE ...... iv STATEMENT OF WORK‟S ORIGINALITY ...... v PERNYATAAN PERSETUJUAN PUBLIKASI ...... vi ABSTRACT ...... vii ABSTRAK ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... xii LIST OF TABLES ...... xiv LIST OF APPENDICES ...... xv
CHAPTER I INTRODUCTION A. Research Background ...... 1 B. Research Problems ...... 3 C. Problem Limitation ...... 4 D. Research Objectives ...... 4 E. Research Benefits ...... 5 F. Definition of Terms ...... 6
CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ...... 8 1. Language Change ...... 8 2. English Sound Changes ...... 11 3. English Sound Pronunciation ...... 17 B. Theoretical Framework ...... 31
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CHAPTER III RESEARCH METHODOLOGY A. Research Methodology ...... 33 B. Research Setting ...... 34 C. Research Participants ...... 34 D. Research Instruments and Data Gathering Technique ...... 34 E. Data Analysis Technique ...... 35 F. Research Procedure ...... 38
CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. Types of Sound Changes which Occurred in English Language Education Study Program 2015 Students‟ Pronunciation Process ...... 40 1. Lenition and Fortition ...... 41 2. Sound Addition ...... 47 3. Fusion ...... 48 4. Unpacking ...... 49 5. Vowel Breaking ...... 50 6. Assimilation ...... 51 7. Abnormal Sound Changes ...... 53 B. The Distribution of Sound Change Features among Javanese English Learners ...... 56
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ...... 59 B. Recommendations ...... 60
REFERENCES ...... 62 APPENDICES ...... 64
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LIST OF TABLES
Page 2.1 English Consonant Articulation by Indriani (2005) ...... 18 2.2 English Vowel Sounds by Campbell (2004) ...... 25 3.1 The Phonetic Transcription of Each Participant‟s Pronunciation ...... 35 3.2 The Phonetic Transcriptions‟ Comparison ...... 36 3.3 The Types of English Sound Changes by Crowley (1992) ...... 37 3.4 The Distributions of Sound Changes ...... 38 4.1.1 The Sound Changes Classified as Lenition ...... 41 4.1.2 The Sound Changes Classified as Fortition ...... 46 4.2 The Sound Changes Classified as Sound Addition ...... 47 4.3 The Sound Changes Classified as Fusion ...... 48 4.4 The Sound Changes Classified as Unpacking ...... 49 4.5 The Sound Changes Classified as Vowel Breaking ...... 50 4.6 The Sound Changes Classified as Assimilation ...... 52 4.7 The Sound Changes Classified as Abnormal Sound Changes ...... 54 4.8 The Distributions of English Sound Change Features ...... 56
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LIST OF APPENDICES
Page APPENDIX A THE PASSAGE ...... 64 APPENDIX B THE PHONETIC TRANSCRIPTIONS OF THE PARTICIPANTS‟ PRONUNCIATION ...... 66 APPENDIX C THE COMPARISON OF PHONETIC TRANSCRIPTIONS ...... 127 APPENDIX D THE RESULTS OF RESEARCH ANALYSIS ...... 130
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CHAPTER I
INTRODUCTION
The first chapter has six sub-chapters as the initial steps to give brief description of what will be discussed in this thesis. They are the research background, the problem limitation, the research problem, the research objectives, the research benefit, and the definition of terms.
A. Research Background
People talk to one another by using language. Dardjowidjojo (2009) states humans interact to others by using a language. Language helps speakers to convey the expressed ideas. The uttered idea can be formed either into words or speech.
In speaking, people produce sounds. In the same book, Dardjowidjojo explains that in actual speech, the way sounds are arranged and realized is discussed in the field of phonology.
In every language, there is a variety (Kreidler, 2004: p. 1). For language speech, especially English speech in a different region or country, there are some variations, which can be observed. In the speech itself, Jones (1956: p. 4) divided spoken language into two types of speech: „bad‟ and „good‟ speech. The „bad‟ one refers to the way of speaking which is hard to understand by most people.
Meanwhile, the „good‟ one refers to the way of speaking which is easy to be understood by most people. Collins and Mees (2003) state all languages typically
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exist in a number of different forms. One of them is the sound change of English word pronunciation.
According to Saussure (1992), sound change is the alteration of the speech sound. It refers to pronunciation variation. It is identical to the theory of O‟Grady,
Dobrovolsky, and Katamba cited in their book titled Contemporary Linguistics: an Introduction (1996) that states sound changes begin as subtle alterations in the sound pattern of a language in a particular phonetics environment. The sound change might occur because of the interference of accent. Collins and Mees
(2003) define accent as “a pronunciation variety characteristic of the speech of a group of people.” Thus, the variation of the characteristics of each group of people might change the sound of English pronunciation.
Referring to the previous description, the researcher infers that English pronunciation varies in every occasion. Since the researcher lives in the English
Language Education study program society where English language is frequently used, the researcher investigates how the English pronunciation also varies in such society; examining what sound changes occur in the ways Javanese students of
English Language Education study program speak English. From the phenomena, the researcher is keen to conduct a research of English sound change. Minimally,
English Language Education study program students of Sanata Dharma
University use English language at least in classroom activities. This condition will socially increase the probability of sound changes occurrence in English word pronunciation. Besides, it will support the researcher to find out enough samples of sound change of English words‟ pronunciation.
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Meanwhile, considering the benefits of such research, English Language
Education study program of Sanata Dharma University plays a role to prepare the students to master English language and educational practices. This condition requires students as teacher candidates to recognize English pronunciation of
Javanese-accented students. As teachers in the future, English Language
Education study program students should be able to recognize the typical sound changes occurring in English words pronunciations among Javanese-accented
English speakers. The information of English sound variations in Javanese- accented speakers‟ pronunciation should be acknowledged by English teachers to be able to understand what information or idea does their students express in the future.
B. Research Problems
This research specifically aims to discuss mainly the appearance of sound change in English pronunciation. Therefore, the researcher prepared two main questions as a guide of the discussion such as:
1. What are the types of the English sound changes occurring among Javanese
learners of English Language Education study program of Sanata Dharma
University?
2. What are the distributions of the occurring sound changes among Javanese
English learners of English Language Education study program?
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C. Problem Limitation
This research focuses on students of English Language Education study program of Sanata Dharma University. Since the research discusses the sound change of English pronunciation, the researcher chose some specific students whose first language is Javanese. The researcher assumed Javanese students of
English Language Education study program of Sanata Dharma University might reflect the sound change phenomena in English words‟ pronunciation.
In this research, the researcher compared pronounced sounds of the
English words by the participants to Standard American English pronunciation.
Such English language was chosen considering its data availability in the form of encoded phonetic transcriptions in many dictionaries. Since such English words and phonetic transcriptions are legally encoded and published in the form of dictionary, Standard American English is considered a reliable source to be compared to participants‟ pronunciation result.
D. Research Objectives
The researcher established two main objectives of this research. First, this research is conducted to find out the types of sound change that may occur in
English pronunciation of Javanese English learners of English Language
Education study program of Sanata Dharma University. Here, the researcher compares two kinds of English pronunciations; standardized English pronunciation and sound-changed English pronunciation. The second aim of this research is to find out the sound changes of English pronunciation among
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Javanese English learners. Next, the researcher distributes the sound changes phenomena among Javanese English learners of English Language Education study program of Sanata Dharma University, Yogyakarta.
E. Research Benefits
This research is beneficial for students of English Language Education study program of Sanata Dharma University as the teacher candidates. This research allows the teacher candidates to know the way of Javanese people pronouncing English words. Since the students of English Language Education study program of Sanata Dharma University are prepared to be English teachers, they need to be aware of the variations of English pronunciation occurring in the society. In teaching, they should be able to be aware of the mispronunciation of
English words that occur on a daily basis. This research aims to recognize what mispronounced words are meant by their students with Javanese accent in the future.
This research is also advantageous for native English teachers who teach
Javanese students who learn English. By recognizing the classified words, which are commonly mispronounced, they might be more aware of the sound changes occurring among Javanese learners of English language by referring to this study.
The last, this research is also beneficial for English Language Education
Study Program students to explore their knowledge of English pronunciation variation. This research facilitates them to know that English pronunciation varies
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in daily communication. Thus, this research can also become their basis to develop their understanding of language.
F. Definition of Terms
Here is the brief explanation of related terms the researcher used in this research.
1. Sound Change
Sound change is the change of the sound system of a certain language
(Crystal, 1991: p. 321). The change might occur in the environment, stress, and sound pattern. Furthermore, Fasold and Linton (2006: p. 285) define sound change as a change of pronunciation done by certain speakers.
2. Pronunciation
Pronunciation refers to the production of sounds that we use to make meaning (Yates, 2002: p. 1). It includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual sound, such as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is projected (voice quality) and, in its broadest definition, attention to gestures and expressions that are closely related to the way we speak a language.
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3. Javanese Students of the English Language Education Study Program
Javanese learners in this research are the fresh students of English
Language Education study program of Sanata Dharma University (mentioned as
ELESP 2015 students for the next discussion) who start studying in English
Language Education study program of Sanata Dharma University in year 2015 and whose first language is Javanese language. In other words their mother tongue is the Javanese language.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses about the related theories from the citations, books, or any references, which are relevant to the discussed topic. This chapter also contains the theoretical description and the theoretical framework.
A. Theoretical Description
In this sub-chapter, the researcher describes the concepts of the discussion.
Since the discussion is related to the sound changes in English pronunciation, the description is about the language change, sound change of English language and
English pronunciation.
1. Language Change
Fasold and Linton (2006: p. 276) state that English in the past was different from English that is used recently. It can be seen in the examples in their book where they explained the words used in the late 14th century from Chaucer‟s
Canterbury Tales. In the same book, some words like see, tooth, make, and open were pronounced as [se:], [to:θ], [ma:kᴈn], and [ᴐ:pɛn]. From that statement, it can be inferred that English has altered time by time. The alteration itself includes four changes: morphological, syntactic, semantic, and phonological change.
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a. Morphological Change
According to Fasold and Linton (2006: p. 283), morphological change is the change of the morphophonemic system of a language. The change occurs in the structure of the morpheme or lexical item of a word. The change includes the modification of the structure of the word, either by adding some element or making an internal change (O‟Grady, Dobrovolsky, & Katamba, 1997: p. 138).
For example, the recent English word pretty is originated form Old English praetig.
b. Syntactic Change
Murray (1996: p. 337) states that syntactic changes involve modifications to phrase structure rules or transformations. On the other hand, Fasold and Linton
(2006: p. 284) define syntactic changes as the change in the grammatical systems of a language. Referring to both statements, syntactic change includes change of the grammatical and structural environment of the sentences. For example, the syntactic rule of Old English was changed into subject-verb-object pattern rather than verb-subject-object.
c. Semantic Change
Murray (1996: p. 344) defines semantic change as the changes in word meaning and explains that it does take place in all languages. Campbell (2004: p.
252) states that semantic change is the change in meaning and vocabulary. Fasold and Linton (2006: p. 284) state that semantic changes involve the changes of the
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meaning of the words. Therefore, when the meaning itself changes, it is probable for a word to have some meaning variations. Schendl (2001: p. 29) states that semantic changes trigger the variety of language meaning. Therefore, a number of meanings might be found in certain words. For example is the Indonesian word bajingan which was originated from a meaning of cart driver expands into such a swearing words indicating a person which has low morality.
d. Phonological Change
Murray (1996) in the book titled Historical Linguistics: The Study of
Language Change states that most sound changes begin as subtle alterations in the sound pattern of a language in particular phonetic environments (p. 318). It means the changes of sound of a certain language including English occur slightly. Based on Chaucer‟s poem titled The Romance of the Rose published in 1370, Murray also states that English in the 14th century is totally different from modern
English. Since the English sound has changed over a long period of time, the slight change accumulates into significant change. Murray classifies three major periods of English changes. They are Old English which existed from 450-1100, then Middle English which existed from 1100-1500, and Modern English which exists since 1500 up to recent time (O‟Grady, Dobrovolsky, & Katamba, 1996: p.
313). The examples could be seen in the next discussion.
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2. English Sound Changes
Sound changes belong to phonological changes. The change involves the original English phonemes to be substituted by new different phonemes caused by the influence of source language sound system. In this part, the researcher explains causes and types of sound changes.
a. The Causes of English Sound Change
Fasold and Linton have similar ideas of the causes of language changes in the classification of Murray, as cited in O‟Grady, Dobrovolsky and Katamba‟s book. If both statements are summarized, some causes of sound changes can be classified as follows:
1) Articulatory Simplification
Fasold and Linton (2006: p. 277) express that many changes in articulating language sounds are motivated by the ease of expression. It can be inferred that some people “simplify” the mechanism of sound production. Ur (1999: p. 52) states that a particular sound may not exist in the mother tongue. Therefore, some non-native English speaker may substitute the nearest equivalence that the speaker knows. For example is the reduction of last consonant in a cluster in word cent
[sent] into [sen] spoken by Indonesian people.
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2) Spelling Pronunciation
Murray, in O'Grady, Dobrovolsky, and Katamba‟s book (1997) states that since the written form of a word can differ significantly from the way it is pronounced, a new pronunciation can arise which seems to reflect more closely the spelling of the word (p. 247). One example, as cited from that book, in the word often, since the letter [t] was retained in the spelling, [t] has been reintroduced into foreign speakers' pronunciation and they pronounce it as [ɒftn].
3) Analogy and Reanalysis
According to O'Grady, Dobrovolsky, and Katamba (1997), analogy reflects the preference of speaker for regular patterns over irregular ones.
Meanwhile, the term of reanalysis refers to particular commonalities in morphological change. Morphological analysis refers more to the attribute (p.
248). For example, on the basis of its phonological similarity of a verb such as sting/stung, swing/swung, in some dialects bring has developed a form to be brung.
4) Language Contact
One of the main reasons for language change is that they come into contact with other languages (Schendl, 2003: p. 55). It means the contact of two speakers may lead to the language change. According to Fasold and Linton (2006: p. 278), language contact is one of the factors of language change as a result of contacts between speakers of different languages.
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b. Types of Sound Changes
Sound changes might occur among speakers of second language and be formed into many types. In general, according to Crowley (1992), there are nine types of sound change that are classified (pp. 39-59). This part explains those nine types of sound changes according to Crowley (1992).
1) Lenition and Fortition
Lenition means sound weakening, while fortition refers to the opposite: strengthening (Crowley, 1992: p. 39). In Crowley‟s book, the explanation of lenition and fortition refers to the change of the sound from a „stronger‟ sound to
„weaker‟ sound (lenition) and vice versa (fortition). Crowley explains that voiced sounds are considered as strong and voiceless sounds are considered as weak. The appearance of schwa is also another example of lenition. Lenition, in Crowley‟s opinion, is a more common phenomenon of sound change rather than fortition (p.
41). In certain periods, the weakening might develop into the loss of sounds. The loss of sounds –or commonly called deletion–, according to Crowley (1992), can be classified into five forms: Aphaeresis which refers to the deletion of consonantal sound in the beginning of the word, Apocope which refers to the loss of vowel sound in the end of the word, Syncope which refers to the dropped vowel sound in the middle of the word, Cluster Reduction which refers to the omission of consonantal sound in such a cluster, and Haplology which refers to the loss of an entire syllable in a word (pp. 39-43).
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2) Sound Addition
Another phenomenon of sound change might occur in some form of sound addition (Crowley, 1992: p. 43). Crowley (1992), however, states that the phenomenon of sound addition is actually rarely found. The addition of the sounds can also be classified into three forms. They are Excrescence or the addition of extra consonantal sound between two other consonants in the word,
Epenthesis and or the insertion of a vowel to break up the cluster in the middle of the word, and Prothesis, which is similar to epenthesis but occurring in the beginning of the word (Crowley, 1992: pp. 43-45). For example is the addition of schwa in [sm] cluster as seen in word smile.
3) Metathesis
Metathesis has taken place in the English history of an English word, and the changed form has been accepted as the standard (Crowley, 1992: p. 46).
Metathesis is considered as another type of sound change, but rarely occurs in the development of language. It refers to a change in the order of the sounds
(Crowley, 1992: p. 45). It can also be defined as a transposition of the sounds: where a certain sound exchanges position with another sound of a word
(Campbell, 2004: p. 39). Metathesis phenomenon can be seen in tongue twisters, where speakers might transpose such syllable from former position into new position, as seen in word desk into deks.
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4) Fusion
Fusion refers to the process of blending of two separated sounds becoming one single sound (Crowley, 1992: p. 46). Fusion is included as common occurrence in the phenomenon of sound change. The fusion occurs when there is an addition of phonetic feature to a single sound from following another sound.
The example is the process of prefix me- addition in Indonesian word kira, where the central mid sound /ə/ in prefix me- blends with voiceless velar stop /k/ sound in kira word resulting the appearance of velar nasal /ŋ/ in word mengira.
5) Unpacking
Unpacking is the phonetic process that is just the opposite of phonetic fusion (Crowley, 1992: p. 48). If fusion is the combination or blending of two separated sounds becoming one single sound, unpacking is the process of separating one single sound into two saeparated sound. Certain phonetic features in a single sound then are divided as seen in word word. [wɜ:d] where it is common for Indonesian people to separate the central mid vowel /ɜ:/ into mid back /ᴐ:/ and post-alveolar roll /r/.
6) Vowel breaking
Vowel breaking refers to the change of a single vowel to become a diphthong (Crowley, 1992: p. 49). The change includes an addition of a certain glide following or preceding the original sound of a vowel. For example, some
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Americans pronounce bad [bæd] into [bæəd] by adding neutral schwa sound /ə/ after the low front vowel /æ/.
7) Assimilation
Assimilation refers to sound change due to the influence of one sound upon the other that results in the two sounds becoming similar (Crowley, 1992: p.
49). Certain sounds, which become more similar to another sounds (Campbell,
2004: p. 28) effect to the increase of the efficiency of articulation through a simplification of the articulation (O‟Grady, 1996: p. 319). This instance is found when a vowel is nasalized due to the existence of adjacent nasal consonant such as the example word, band (Yulia & Ena, 2004).
Dissimilation refers to the opposite change of the assimilation where the result is that two sounds end up becoming less similar (Crowley, 1992: p. 56). It can be defined also as a sound change in which sounds become less similar to one another (Campbell, 2004: p. 30). Dissimilation reduces the number of shared phonetics features between two sounds (Crowley, 1992: p. 56). This type of change typically occurs when it will be difficult to articulate or perceive two similar sounds in close proximity. (O‟Grady, 1996: p. 321) This phenomenon is apparent in the pronunciation of the sequence of two fricative /f ϴ/ in „diphthong‟ with /pϴ/ by many English speakers (Yulia & Ena, 2004).
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9) Abnormal Sound Changes
Abnormal sound changes are the sound changes that would appear, at first glance, to be abnormal, in the sense that they do not obviously fit into any of the categories that have mentioned above (Crowley, 1992: p. 57). For example there is the tendency of Indonesian speakers to pronounce the word push [pʊʃ] into
[pʊs]. The change from [ʃ] to [s] is not included in the previous eight types.
Therefore, the unidentified type of such sound change phenomenon belongs to abnormal sound changes.
3. English Sound Pronunciation
Since the research discusses about the sound change in non-native English speakers‟ pronunciation, the researcher also reviews the English sound production. The sound production covers three kinds of sounds: consonant, vowel, and diphthong.
a. Consonant Sounds
Consonant is a speech sound which typically occurs at the margins of the syllable (Collins & Mees, 2003: p. 72). It exists before or after a vowel or diphthong to form a syllable. Indriani (2005) expands English consonants into twenty-four namely, [p], [b], [t], [d], [k], [g], [f], [v], [s], [z], [ ʃ], [ʒ], [tʃ], [dʒ],
[ө], [ð], [m], [n], [ŋ], [h], [l], [r], [w], [j] (p. 8). Table 2.1 shows the articulation of the English consonant sounds.
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Table 2.1 English Consonant Articulation (Indriani, 2005, p. 11)
Place of articulation
-
-
POST POST
VELAR
LABIO
DENTAL DENTAL
GLOTAL
PALATO
PALATAL
BILABIAL
ALVEOLAR ALVEOLAR ALVEOLAR
COMPLETE ORAL p b t d k g CLOSURE
Plosive
Affricate tʃ dʒ
Nasal m n ᵑ
INTERMITTENT
CLOSURE R
Roll
PARTIAL
Manner ofarticulation Manner CLOSURE l Lateral
NARROWING ϴ f v s z ʃ ʒ h Fricative ð
GLIDE w j Semi Vowel
From those mentioned consonants, Indriani classifies them into sixteen types based in the place and manner of articulation. For further and deeper information of such consonants, the researcher provided explanation of following
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types in this section. The explanation of consonant sounds was taken from
Indriani (2005) herself and added to with content from Fromkin, Rodman, and
Hyams (2000).
1) Bilabial Plosives [p,b]
Based on the manner of the articulation, the sound [p] and [b] are called plosives or oral stops because when there is an explosion of airstream when the closure on the lips are opened (Fromkin, Rodman, & Hyams, 2000: p. 247).
Bilabial plosives, according to Fromkin, Rodman, and Hyams (2000), based on the place of the articulation, [p] and [b] sounds are articulated by bringing both lips together which is called bilabials (p. 242).
2) Alveolar Plosives [t,d]
Based on the place of the articulation, [t] and [d] sounds are called alveolar in which these sounds are produced by raising the front part of the tongue to the alveolar ridge (p. 242). Alveolar plosives are still considered as the oral stops.
Based on the manner of articulation alveolar plosives involve the airstream to be obstructed in the mouth (Fromkin, Rodman, & Hyams, 2000).
3) Velar Plosives [k,g]
Based on the place of the articulation, [k] and [g] sounds are called velar stops where these sounds are produced by raising the back part of the tongue to the velum inside the mouth (p. 243). Based on the manner of the articulation [k]
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and [g] sounds are called plosives because these sounds are produced because of the explosion of the airstream which is released from the obstruction in the velum
(Fromkin, Rodman, & Hyams, 2000: p. 247).
4) Palato-alveolar Affricates [tʃ,dʒ]
According to Indriani (2005), based on the place of the articulation [tʃ] and
[dʒ] sounds are called palato-alveolar because to produce these sounds, the blade, or the tip and blade, of the tongue articulate with the alveolar ridge and there is at the same time a raising of the front of the tongue towards the hard palate (p. 9).
According to Fromkin, Rodman, and Hyams (2000), based on the manner of the articulation, [tʃ] and [dʒ] are included as affricate sounds bacause these sounds are produced by a closure or obstruction followed immediately by a gradual release of the closure that produces a sound effect which is almost similar as fricative sounds
(p. 248). There is a characteristic friction sound when the obstruction is gradually released.
5) Labio-dental Fricatives [f,v]
Labio refers to lips and dental refers to teeth (Fromkin, Rodman, &
Hyams, 2000: p. 242). It means the sounds are produced when the lip meets with the teeth. Labiodental fricatives, According to Fromkin, Rodman, and Hyams
(2000), [f] and [v] sounds are produced by touching the bottom lip to the upper teeth. Based on the manner of the articulation, these sounds are also called
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fricatives because there is a partial obstruction between the lip and teeth, which produces friction of the airstream (Fromkin, Rodman, & Hyams, 2000: p. 248).
6) Dental Fricatives [ө,ð]
Fromkin, Rodman, and Hyams (2000) state that [ө] and [ð] sounds are considered as interdental sound. These sounds are produced by putting the tongue tip between the upper and lower teeth. This condition creates a partial obstruction of the airstream and causes the airstream to come out through the narrow opening, which produces friction (p. 242). Based on the manner of the articulation, these sounds are included as fricatives sounds as well as labio-dental fricatives.
7) Alveolar Fricatives [s,z]
Alveolar fricatives, based on the place of the articulation, are produced by raising the tongue tip to the alveolar ridge (p. 242). Based on the manner of the articulation, these sounds are considered as fricatives sounds because these sounds cause friction when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).
8) Palato – alveolar Fricative [ʃ,ʒ]
Indriani (2005) explains that based on the place of the articulation [ʃ] and
[ʒ] sounds are called palato-alveolar because to produce these sounds, the blade, or the tip and blade, of the tongue articulate with the alveolar ridge and there is at the same time a raising of the front of the tongue towards the hard palate (p. 9).
Although these sounds are considered palate alveolar, the produced sounds are
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different from [tʃ] and [dʒ] based on the manner of articulation. If [tʃ] and [dʒ] are considered as affricates, [ʃ] and [ʒ] these sounds are considered as fricatives sounds because these sounds cause friction when produced (Fromkin, Rodman, &
Hyams, 2000: p. 248).
9) Glottal Fricatives [h]
Glottal, according to Indriani (2005) is an obstruction, or narrowing causing friction but not vibration, between vocal cords (p. 9). Based on the place of the articulation, the [h] sound is included as glottal sound because there is a partial obstruction on the vocal cords which causes friction of the contact between airstream and the vocal cords. Based on the manner of the articulation, these sounds are considered as fricatives sounds because these sounds cause friction when produced (Fromkin, Rodman, & Hyams, 2000: p. 248).
10) Bilabial Nasal [m]
Bilabial nasal, according to Fromkin, Rodman, and Hyams (2000), based on the place of the articulation, [p] and [b] sounds are articulated by bringing both lips together which is called bilabials (p. 242). Meanwhile, based on the manner of the articulation [m] sound includes as a nasal sound. This sound is produced when the airstream escapes through the nose and the mouth (Fromkin, Rodman, &
Hyams, 2000: p. 246).
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11) Alveolar Nasal [n]
Alveolar nasal [n], based on the place of the articulation, are produced by raising the tongue tip to the alveolar ridge according to Fromkin, Rodman, and
Hyams (2000: p. 242). Based on the manner of the articulation, this sound includes as a nasal sound because this sound is produced when the airstream escapes through the nose and the mouth (Fromkin, Rodman, and Hyams, 2000: p.
246).
12) Velar Nasal [ŋ]
Fromkin, Rodman, and Hyams (2000) state that based on the place of the articulation, velar nasal [ŋ] is called velar where these sounds are produced by raising the back part of the tongue to the velum inside the mouth (p. 243). Based on the manner of the articulation, this sound includes as a nasal sound because this sound is produced when the airstream escapes through the nose and the mouth
(Fromkin, Rodman, & Hyams, 2000: p. 246).
13) Alveolar Lateral [l]
Based on the place of articulation, basically, alveolar lateral sound [l] is almost similar to alveolar sound, where the tongue tip is raised to the tip of alveolar ridge. Indriani (2005) states that based on the manner of the articulation,
[l] sound is included as lateral sound. In producing this sound, a partial closure is made at some point in the mouth and the airstream being allowed to escape on one or both sides of the contact (p. 10).
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14) Post- alveolar Roll [r]
Based on the place of the articulation, Indriani (2005) defines the [r] sound as a post-alveolar sound. This sound is produced by raising the tip (and rims) of the tongue to the rear part of the alveolar ridge (p. 9). Based on the manner of the articulation, the [r] sound includes as a roll sound. To produce this sound, there is a series of rapid intermittent closures or taps made by a flexible organ on a firmer surface, or the tongue tip taps against the alveolar ridge (Indriani, 2005: p. 10).
15) Palatal Semi-vowel [j]
Based on the place of the articulation, Fromkin, Rodman, and Hyams
(2000) state the [j] sound is a palatal sound in which it is produced by raising the blade of the tongue toward the hard palatal just behind the alveolar ridge (p. 243).
Based on the manner of the articulation, the [j] sound is considered as a semi- vowel or glide sound. When this sound is produced, there is a little or no obstruction of the airstream in the mouth (Fromkin, Rodman, & Hyams, 2000: p.
250).
16) Bilabial Semi-vowel [w]
According to Fromkin, Rodman, and Hyams (2000), based on the place of the articulation, [w] sound is produced by bringing both lips together or bilabial
(p. 242). Based on the manner of the articulation, the [w] sound is considered as a semi-vowel or glide sound. When this sound is produced, there is a little or no
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obstruction of the airstream in the mouth (Fromkin, Rodman, & Hyams, 2000: p.
250).
b. Vowel
Jones (1987) states that an English vowel in normal speech is defined as a voiced sound in forming which the air issues in a continuous stream through the pharynx and mouth, there being no obstruction and no narrowing such as would cause audible friction. The researcher also provides Table 2.2 to show the English vowel sounds‟ distribution.
Table 2.2 English vowel sounds (Campbell, 2004: xxi) Unrounded Rounded
Front Central Back
High [i:] = peat [u:] = boot
[ɪ] = pit [ʊ] = put
Mid [e] = pet [ɜ:] = pert [ᴐ:] = port
[ə] = ago
Low [æ] = pat [ʌ] = cup [ɒ] = pot
[ɑ:] = part
The term front, central, and back refer to parts of the tongue raised
(Fromkin, Rodman, and Hyams, 2000: pp. 227-229). Then, the term high, mid and
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low refer to the difference in the tongue height (Fromkin, Rodman, & Hyams
2000: p. 228). Besides, there are also two kinds of vowel based on the mouth shape. They are rounded and spread or unrounded vowels.
1) Tense High Front Unrounded Vowel [i:]
This sound is produced when the front of the tongue is raised to a height slightly below and behind the close front position; the lips are spread; the tongue is tense, with the side rims making a firm contact with the upper molars. It does not normally occur in a syllable closed by [ŋ] (Indriani, 2005: p. 57).
2) Lax High Front Unrounded Vowel [ɪ]
This sound is produced with a part of the tongue nearer to centre than to front raised just above the half-close position; the lips are loosely spread; the tongue is lax with the side rims making a light contact with the upper molars. It may occur in all position in the word (Indriani, 2005: p. 59).
3) Mid Front Unrounded Vowel [e]
This sound is produced when the front of the tongue is raised between the half-open and half-close positions; the lips are loosely spread and are slightly wider apart than for [ɪ], the tongue may have more tension than in the case of [ɪ], the side rims making a light contact with the upper molars. It does not occur in final, open syllables (Indriani, 2005: p. 60).
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4) Low Front Unrounded Vowel [æ]
This sound is articulated when the mouth is slightly more open than for
[e]; the front of the tongue is raised just below the half-open position, with the side rims making a very slight contact with the back upper molars; the lips are neutrally open (Indriani, 2005: p. 62).
5) Low Central Unrounded Vowel [ʌ]
This sound is articulated with a considerable separation of the jaws and with the lips neutrally open; the centre of the tongue is raised just above the fully open position, no contact being made between the tongue and the upper molars. It does not occur in final, open syllables (Indriani, 2005: p. 63).
6) Low Back Rounded Vowel [a:]
This sound is articulated with a considerable separation of the jaws and the lips neutrally open; a part of the tongue between the centre and the back is in the fully open position; no contact being made between the rims of the tongue and the upper molars. This sound does not normally occur before [ŋ] (Indriani, 2005: p.
65).
7) Low Back Rounded Vowel [ɒ]
This sound is produced with wide open jaws and slight, open lip-rounding; the back of the tongue is in the fully open position, no contact being made
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between the tongue and the upper molars. It does not occur in final, open syllable
(Indriani, 2005: p. 67).
8) Mid Back Rounded Vowel [ᴐ:]
This sound is articulated with medium lip-rounding; the back of the tongue is raised between the half-open and half-close positions, no contact being made between the tongue and the upper molars. This sound does not normally occur before [ŋ] (Indriani, 2005: p. 68).
9) Lax High Back Rounded Vowel [ʊ]
This sound is produced with a part of the tongue nearer to centre than to back raised just above the half-close position; the tongue is laxly held, no firm contact being made between the tongue and the upper molars. This sound does not normally occur before [ŋ] or in initial position (Indriani, 2005: p. 69).
10) Tense High Back Rounded Vowel [u:]
This sound is pronounced when the tongue raising is relaxed from the closest position and is somewhat advanced from true back; the articulation of [u:] being tense though no firm contact is made between the tongue and the upper molars; the lips tend to be closely rounded. This sound does not normally occur before [ŋ] (Indriani, 2005: p. 71).
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11) Tense Mid Central Unrounded Vowel [ɜ:]
This sound is articulated with the centre of the tongue raised between half- close and half-open, no firm contact being made between the tongue and the upper molars; the lips are neutrally spread. It does not normally occur before [ŋ]
(Indriani, 2005: p. 73).
12) Lax Mid Central Unrounded Vowel [ə]
This sound has a very high frequency of occurrence in unaccented syllables. Its quality is that of a central vowel with neutral lip position, having in non-final positions a tongue-raising between half-open and half-close (Indriani,
2005: p. 74). This sound is also known as schwa.
c. Diphthong
Diphthong is a sequence of two sounds, vowel and glide (Fromkin,
Rodman, & Hyams, 2000: p. 255). Diphthong is represented phonetically by sequences of two letters, the first showing the starting point and the second indicating the direction of which the glide is made (Indriani, 2005: p. 76)
1) Closing Fronting Diphthong [eɪ] [aɪ] [ᴐɪ]
According to Indriani (2005), when [eɪ] sound is produced, the tongue glide begins from slightly below the half-close front position and moves in the direction of [ɪ], there being a slight closing movement of the lower jaw, the lips are spread (p. 77). Some words containing this diphthong are say [seɪ], pray [preɪ],
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and grey [greɪ]. Next, when [aɪ] sound is produced, the tongue glide begins at a point slightly behind the front open position, and moves in the direction of the position associated with [ɪ]; the lips change from a neutral to a loosely spread position (p. 78). Some relevant words containing this sound are pie [paɪ] and my
[maɪ]. Meanwhile, when [ᴐɪ] sound is produced, the tongue glide begins at a point between the back half-open positions and moves in the direction of [ɪ]; the lips are open rounded for the first element, changing to the neutral for the second element
(p. 80). The words boy [bᴐɪ] and coy [kᴐɪ] are the representation of such sound appearrance.
2) Closing Backing Diphthongs [əʊ] [aʊ]
According to Indriani (2005), when [əʊ] sound is produced, the tongue glide begins at a central position, between half-close and half-open, and moves in the direction of [ʊ], there being a slight closing movement of the lower jaw; the lips are neutral for the first element, but have a tendency to round on the second element (p. 81). Some words containing such sound are go [gəʊ] and so [səʊ]. On the other hand, when [aʊ] sound is produced, the tongue glide begins at a point between the back and front open positions, slightly more fronted than the position for [a:], and moves in the direction of [ʊ], though the tongue may not be raised higher than the half-close level. The lips change from a neutrally open to a weakly rounded position (p. 82).
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3) Centering Diphthongs [ɪə] [ɛə] [ʊə]
According to Indriani (2005), when [ɪə] sound is produced, the tongue glide begins with a tongue position approximately that used for [ɪ], i.e. centralized front half-close, and moves in the direction of the more open variety of [ə] when [ɪə] is final in the word; in non-final positions. The lips are neutral throughout, with a slight movement from spread to open (p. 84). Some words associated with this sound are hear and here [hɪə] which are allophonic. Furthermore, Indriani (2005) states that when [ɛə] sound is produced, the tongue glide begins in the half-open front position, i.e. approximately [ɛ], and moves in the direction of the more open variety of [ə]. Where [ɛə] occurs in a syllable closed by a consonant the [ə] element tends to be a mind [ə] type. The lips are neutrally open through-out (p.
86). Some words containing this sound are hair [hɛə] and bear [bɛə]. Meanwhile, when [ʊə] sound is produced, the tongue glides from a tongue position similar to that used for [ʊ] towards the more open type of [ə] which forms the end-point of all three centring diphthongs with, again, a somewhat closer variety of [ə] when the diphthong occurs in a closed syllable. The lips are weakly rounded at the beginning of the glide, becoming neutrally spread as the glide progresses (p. 87).
Such sounds appear in words poor [pʊə] and cure [kjʊə]
B. Theoretical Framework
In this research, the ELESP 2015 Javanese students of Sanata Dharma
University played a role as the English beginner learners. In learning English pronunciation, as second language learners, they experienced the process of sound
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change. Therefore, this research discussed about the process of occurred sound change in the participants‟ pronunciation (i.e. the pronunciation of ELESP 2015
Javanese students of Sanata Dharma University). The theories used were limited only in the process of the sound changes occurring in participants‟ pronunciation.
The researcher focused on finding out the types of English sound changes of the participants‟ pronunciation. To answer the first research problem, the researcher used nine types of sound change from the theory by Crowley (1992). Next, the researcher continued to find out the results of the sound changes spoken by participants. The results were classified based on the theory of Crowley (1992).
Then, the researcher classified the sound change distributions that occurred in the participants‟ pronunciation.
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CHAPTER III
METHODOLOGY
This chapter explains to the readers about the methodology that the researcher uses in conducting the research. There are six sub-chapters, which are discussed in this chapter. They are the research methodology, research subject, research setting, data gathering technique, data analysis technique, and research procedure.
A. Research Methodology
According to Ary, Jacobs, Sorensen, and Razavieh (2010: p. 22), a qualitative research focuses on understanding social phenomena from the perspective of the human participants in a natural setting. Since this research analysed the social phenomenon of sound changes in non-native English speaker‟s pronunciation, this research was considered as qualitative research. Moreover, in the same book, Ary, Jacobs, Sorensen and Razavieh (2010) state that qualitative research aims to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. Referring to the statement, this research required observations, interviews, and document reviews because the focus in this research was about the explanation of phonological change occurrence. So, the researcher attempted to observe certain phenomenon related to the phonological change appeared in Javanese English learners of ELESP 2015 students of Sanata
33
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Dharma University, Yogyakarta and analysed it into an explanation based on the reviewed theories and literary sources.
B. Research Setting
The location of generating the research was in Sanata Dharma University,
Mrican, Depok, Sleman, Yogyakarta, specifically in English Language Education study program of Faculty of Education and Teacher‟s Training. The researcher conducted the research in April 2016.
C. Research Participants
In generating the research, the researcher chose the students of ELESP batch 2015 of Sanata Dharma University Yogyakarta whose first language is
Javanese as the participants. The researcher took samples of 30 students. The reasons of choosing the participants were:
1. English Language Education study program students frequently use English
language in classroom. They are already familiar with English language use.
2. The researcher found some variations of English sounds among ELESP 2015
Javanese students‟ pronunciation.
3. The researcher could find Javanese students of ELESP 2015 very easily.
D. Research Instruments and Data Gathering Technique
In conducting the research, the researcher played a role as the instrument of the research. Ary, Jacobs, Sorensen, and Razavieh (2010) state the primary
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instrument used for data collection in qualitative research is the researcher himself, often collecting data through direct observation or interview (p. 421). The researcher chose 30 students of ELESP 2015 whose first language is Javanese.
Those participants consisted of 15 male students and 15 female students. The researcher then asked each participant to read a passage (included in the appendix) and recorded their voice. This recording technique was repeated until all the participants‟ voices were recorded.
E. Data Analysis Technique
The researcher started the analysis by transcribing the audio data into written forms. The written forms of data were typed into phonetic transcription containing the representative participants‟ pronunciation of observed words. The transcribing process from audio recording into written phonetic transcriptions aimed to validate the actual data gathered in observation. To gather all the phonetic transcriptions from each participant, the researcher provided a table to simplify the following data analysis. The table could be observed in Table 3.1.
Table 3.1 The Phonetic Transcription of Each Participant’s Pronunciation
Words Participant’s Pronunciations
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After the data from the recording was collected, the researcher compared the phonetic transcriptions of participants‟ pronunciation with the correct phonetic transcriptions based on Longman‟s Pronunciation Dictionary (2008). The researcher used the table as seen in Table 3.2.
Table 3.2 Phonetic Transcription’s Comparison
Phonetic transcription Words Longman Dictionary Participants’ Pronunciation (2008)
Next, to answer the first research problem, the researcher analysed the occurred English sound change phenomena by using the theory of English sound changes, which is proposed by Crowley (1992). To assist the analysis, the researcher used Table 3.3.
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Table 3.3 Types of English Sound Changes by Crowley (1992)
Longman Participants’ Types Words Changes Dictionary Pronunciation Lenition and Fortition
Sound Addition
Metathesis
Fusion
Unpacking
Vowel Breaking
Assimilation
Dissimilation
Abnormal Sound Changes
Afterwards, to answer the second research problems, the researcher made a list of the distributions of sound change that occurred in the students‟ pronunciation by using Table 3.4.
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Table 3.4 Distributions of the Occurring Sound Change in the Participants’ Pronunciation
The Type of Sound Change Number of Percentage Cases
Lenition and fortition
Sound addition
Metathesis
Fusion
Unpacking
Vowel breaking
Assimilation
Dissimilation
Abnormal sound changes
F. Research Procedure
The research procedure in this research was divided into two steps. First of all was data collection. Here, the researcher decided on the choice of the research participants. The researcher chose English Language Education study program students 2015 whose first language is Javanese. Then, the researcher chose 30 samples as the representation of English Language Education study program 2015 population. After choosing the participants, the researcher provided them some sheets with some English words formed into sentences. Next, the researcher asked the participants to read the text and recorded their pronunciation. After collecting
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their pronunciation recordings then the researcher transcribed all recording into phonetic transcriptions.
The second step was analysing the data. After all the recordings were already transcribed, the researcher referred to the transcriptions to the standardized English dictionary. The required dictionary was Longman‟s
Pronunciation Dictionary (2008). The use of the dictionary aimed to compare the participants‟ transcribed pronunciation to the standardized English pronunciation transcriptions. Next, the researcher analysed the data based on the theory that the researcher used as well as reviewed on Chapter II.
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CHAPTER IV
RESEARCH RESULT AND DISCUSSION
This chapter consists of the discussion and analysis of the data gathered by the researcher after observation. There are two sub-chapters in this part. They are the types of sound changes that occurred in English Language Education Study
Program 2015 students‟ pronunciation process and the distribution of occurred sound change among English Language Education Study Program 2015 Students of Sanata Dharma University of Yogyakarta. The names each respondent here have been formed into alias/pseudonames.
A. Types of Sound Changes which Occurred in Pronunciation of ELESP
2015 Students.
This sub-chapter conveys the findings of this research. The researcher found seven types of sound changes occurred in pronunciation of English
Language Education Study Program 2015 students of Sanata Dharma University
Yogyakarta whose first language is Javanese. The classification of sound changes refers to Crowley‟s (1992) theory of sound changes types. They are Lenition and
Fortition, Sound Addition, Fusion. Unpacking, Vowel Breaking, Assimilation, and Abnormal Sound Changes.
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1. Lenition and Fortition
In this sub chapter, the researcher explained the appearance of lenition and fortition of Javanese English learners‟ pronunciations.
a. Lenition
Lenition refers to weakening or even deletion of the certain sound in pronunciation. In this case, the researcher found some results of lenition phenomenon as listed in the Table 4.1.1.
Table 4.1.1 The Classification of Words Affected by Lenition
Common Types Words Longman Dictionary Mispronunciation Appears /əˈpɪərz/ /əˈpɪərs/ Because /bɪˈkɑːz/ /bɪ ˈkos/ Believe /bɪˈliːv/ /bəˈliːf/ Cases /keɪs. ɪz/ /kes. ɪs/ Desire /dɪˈzaɪər/ /dɪˈsaɪər/ Does /dʌz/ /dʌs/ Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər / Weakening Give /gɪv/ /gɪf/ Sound Have /hæv/ /hef/ Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ Native /ˈneɪ.tɪv/ /ˈne.tɪf/ Of /ɑːv/ /of/ Over /ˈoʊ. vər/ /ˈo.fər/ Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/
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Common Types Words Longman Dictionary Mispronunciation Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ Without /wɪˈðaʊt/ /wɪˈtot/ Also /ˈɑːl.soʊ/ /ol.so/ Cases /keɪs. ɪz/ /kes. ɪs/ Change /tʃeɪndʒ/ /tʃens/ Changed /tʃeɪndʒd/ /tʃens/ Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər / Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ Make /meɪk/ /mek/ Most /moʊst/ /mos/ Syncope Native /ˈneɪ.tɪv/ /ˈne.tɪf/ Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ Old /oʊld/ /old/ Older /oʊld.ər/ /old.ər/ Only /ˈoʊn.li/ /on.li/ Over /ˈoʊ. vər/ /ˈo.fər/ Progress /ˈproʊ.gres/ /ˈpro.gres/ Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ Spoken /ˈspoʊ.kən/ /ˈspo.kən/ Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ Accent /ˈæk.sənt/ /ek.sən/ And /ænd/ /en/ Can‟t /kænt/ /ken/ Changed /tʃeɪndʒd/ /tʃens/ Don‟t /doʊnt/ /don/ End /end/ /en/ English Cluster /ˈɪŋglɪʃ/ /ˈɪŋ.lɪs/ Reduction First /ˈfɜːst/ /ˈfɜːs/ Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ Just /dʒʌst/ /dʒʌs/ Language /ˈlæŋgwɪdʒ/ /ˈleŋ.wɪdʒ/ Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ Most /moʊst/ /mos/ Noticed /ˈnəʊ.tɪsd/ /ˈno.tɪs/
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Common Types Words Longman Dictionary Mispronunciation Second /ˈsek. ənd/ /ˈsek. ən/ Sound /saʊnd/ /saʊn/ Won‟t /woʊnt/ /won/
As seen in Table 4.1, there are lenition and two types of lenition development (syncope and cluster reduction) that occurred in ELESP 2015 students‟ pronunciation. The researcher divided the explanation of lenition into three parts; weakening sound, syncope, and cluster reduction.
i. Weakening Sound
In weakening sound phenomenon, there were five appearing cases in pronunciation. The errors covered voiced sounds to change into voiceless sounds.
Those five cases included the change from voiced sound /z/ to voiceless sound /s/, voiced sound /v/ to voiceless sound /f/, voiced sound /g/ to voiceless sound /k/, voiced sound /ʒ/ to voiceless sound /s/ and voiced sound /ð/ to voiceless sound /t/.
The first case of weakening sound was the change of voiced sound /z/ to voiceless sound /s/ in the final syllable of word as seen in word appear [əˈpɪərz] to be
[əˈpɪərs] and in the middle syllable of word as seen in word example
[ɪgˈzæm.pl ]to be [ɪkˈsem.pəl ]. In Yulia and Ena‟s (2004) opinion, the sound /z/ and /s/ are allophonic in Indonesian language sound system. This condition triggered the sound change by English Language Education Study Program 2015 students‟ pronunciation.
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Next, the shift from voiced sound /v/ to voiceless sound /f/ could be inferred from the word believe [bɪˈliːv] which changed into [bɪˈliːf]. This case was different from the previous one. The absence of /v/ sound in Indonesian language sound system (Yulia & Ena, 2004) caused the replacement by the sound /s/ in this phenomenon.
The third case, the voiced sound /ʒ/ to voiceless sound /s/ change could be seen in word usually [ˈjuː.ʒu.ə.li] to [ˈjuː.su.ə.li]. Similar to the second case, in this case, the sound /ʒ/ was also absent in the Indonesian language sound system according to Yulia and Ena (2004). Similar reason was also valid for the next case: the shift from interdental voiced fricative /ð/ to /t/ in word without [wɪˈðaʊt], where most participants pronounced /wɪˈtot/
The last case was the voiced sound /g/ to voiceless sound /k/ which could be observed in the word example [ɪgˈzæm.pl ]. Most participants tended to pronounce the word [ɪkˈsem.pəl ]. The changes of the sounds were neither caused by the absence nor were both sounds allophones in Indonesian language sound system. This case was included into inappropriate analogy according to Yulia and
Ena (2004). This error occurred because the participant associated „ex‟ syllable with [eks] sound which affects the change from [g] sound into [k] sound.
ii. Syncope
The researcher also found that there were three cases of syncope; the deletion of vowel sound in a pronunciation of a word. Those three cases of
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syncope involved the loss of /ʊ/, /ɪ/, and /a/ in diphthong /oʊ/, /eɪ/, and /aɪ/ in the participants‟ pronunciation.
The first syncope case was the loss of /ʊ/ in diphthong /oʊ/. This phenomenon can be viewed in word old [oʊld] which included the loss of /ʊ/ sound to be [old]. The loss happened because the participants were accustomed to the limited set of diphthong in Indonesian language sound system (Yulia & Ena,
2004). Similar reason was also valid in the second case; the loss of /ɪ/ sound from
/eɪ/ diphthong. The monophthongization can be seen in the word make [meɪk]. In this case, the participants tend to pronounce the word make into [mek].
The last one was the loss of /a/ sound in /aɪ/ diphthong. It can be observed in the word identify [aɪˈden.tɪ.faɪ]. Most participants pronounced [ɪˈden.tɪ.faɪ] in this case. Although the case was similar, the valid reason was different from preceding cases. The participants might have associated this word with Indonesian language word identifikasi [ɪˈden.tɪ.fɪ.kʌ.sɪ] which does not need any diphthong in pronouncing the word. Then, the valid reason for this case was included in inappropriate analogy regarding to the words associated to each other.
iii. Cluster Reduction
Cluster reduction became the last phenomenon of lenition in this research findings. The researcher found six cases of cluster reduction in this research.
Those five cases involved the loss of /t/ sound in /nt/ and /st/ clusters, /d/ in /nd/ and /dʒd/ clusters, /j/ in /dj/ cluster, and /g/ in /ŋg/ cluster. Yulia and Ena (2004) state that Indonesian speakers tend to drop a sound in a cluster because of the
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unfamiliar sequence of the cluster. The researcher took an example of the cluster in word accent [ˈæk.sənt]. Indonesian language sound system has no /nt/ cluster to exist in pronunciation. This resulted into the loss of the last part of the cluster which was represented in participants‟ pronunciation [ˈek.sən]. b. Fortition
Fortition is the opposite of lenition; if lenition indicates the weakening sound in pronunciation, fortition refers to a strengthening sound occurred in pronunciation. There were two cases of fortition discovered in this research. The appearance of fortition can be seen in table 4.1.2.
Table 4.1.2 The Classification of Words Affected by Fortition
Longman Participants’ Words Changes Dictionary Pronunciation Central mid /ə/ Front Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ mid /e/
Central mid /ə/ Front Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ mid /e/
Central mid unrounded Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ /ə/ Low back rounded /o/ Central mid unrounded Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ /ə/ Low back rounded /o/
By referring to table 4.1.2, the researcher discovered two cases of fortition happened in this research. The first was the vowel change from central mid /ə/ into front mid /e/ as seen in the word accurate [ˈæk.jʊ.rət] and Arabic [ˈær.ə.bɪk].
Both words shared the sound /ə/ feature in each pronunciation. The participants,
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however, mispronounced the shared sound feature, which resulted to [ek.ʊ.ret] and [ˈer.e.bɪk] pronunciations. According to Yulia and Ena (2004), this phenomenon happened because of the difficulties in pronouncing the neutral schwa vowel /ə/ which resulted in erroneous sounds. This reason was also valid with the second case of fortition. The neutral schwa vowel /ə/ was strongly pronounced to become /o/. It was conveyed in words recognize [ˈrek.əg.naɪz] which changed into [ˈrɪk.og.naɪs] and pronunciation [prəˌnʌn.siˈe.sɪən] which changed into [proˌnʌn.siˈe.sɪən].
2. Sound Addition
Sound addition refers to the insertion of sound in a word pronunciation. As mentioned and explained in the previous two chapters, sound addition consisted of three types: excrescence, epenthesis, and prothesis. In this case, the researcher found only epenthesis type; the sound addition process which occurs in the middle of the word. While, the other two types: excrescence and prothesis did not appear in this research. The sound addition occurrence, especially epenthesis in participants‟ pronunciation and can be viewed in Table 4.2.
Table 4.2 The Classification of Words Affected by Sound Addition
Longman Participants’ Words Changes Dictionary Pronunciation Addition /ə/ sound in /bl/ Able /ˈeɪ.bl / /ˈe.bəl / cluster
Addition /ə/ sound in /pl/ Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / cluster
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There was only one case of sound addition that occurred in participants‟ pronunciation; the insertion of central mid vowel /ə/ in cluster /bl/ and /pl/. The insertion was applied in the word able [ˈeɪ.bl ] which had /bl/ cluster and example
[ɪgˈzæm.pl ] with its /pl/ cluster. The insertion of central mid vowel /ə/ in this case was caused by the absence of such cluster in the participants‟ native language sound system. The appearance of those two clusters challenged the participants‟ pronunciation. According to Yulia and Ena (2004), speakers tend to add a sound to conform to the phonotatic constraints. The addition of central mid vowel /ə/ helped the participants to relax the cluster in both words.
3. Fusion
Fusion refers to the blending of two sounds to become one new single sound. In this research, there were two words contains the fusion phenomenon.
They can be observed in the Table 4.3.
Table 4.3 The Classification of Words Affected by Fusion
Longman Participants’ Words Changes Dictionary Pronunciation About /əˈbaʊt/ /əˈbot/ /aʊ/ diphthong /o/ vowel Without /wɪˈðaʊt/ /wɪˈtot/ /aʊ/ diphthong /o/ vowel
There was also only one case occurred in this type of sound change based on the table. The fusion involved the blending of /aʊ/ diphthong sound into /o/ one single sound. The case was available to be observed in the word about
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[əˈbaʊt] which most participants tended to pronounce [əˈbot]. In this case, the change was the result of the simplification. The simplification happened because such particular sound does not exist in the participants‟ mother tongue (Ur, 1999).
That was why the participants tended to replace the sound into the nearest equivalence they knew.
4. Unpacking
Unpacking is the opposite of fusion. If fusion is the process of blending two sounds into one single sound, unpacking refers to the separation of one single sound into two or more sounds in a word pronunciation. The appearance of unpacking in this research can be observed in Table 4.4.
Table 4.4 The Classification of Words Affected by Unpacking
Longman Participants’ Words Changes Dictionary Pronunciation Unpacking of /ʃ/ /s/, Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ /ɪ/, and /ə/ sounds Unpacking of /ʒ/ /s/, Exposure r r /ɪkˈspoʊ.ʒə / /ekˈspo.sɪə / /ɪ/, and /ə/ sounds Unpacking of /ʃ/ /s/, Information r /ˌɪn.fə ˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ /ɪ/, and /ə/ sounds Unpacking of /ʃ/ /s/, Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ /ɪ/, and /ə/ sounds
From the table, the unpacking phenomenon in this research was divided into two cases. The first case was the separation of /ʃ/ into three sounds /s/, /ɪ/, and
/ə/. The first case, as seen on the table, can be observed in the pronunciation of word combination [ˌkɑːm.bɪˈneɪ.ʃn]. The researcher found that most participants
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tended to pronounce [ˌkom.bɪˈne.sɪən]. The breaking the palatal voiceless consonantal sound /ʃ/ resulted the alveolar voiceless consonantal /s/ sound followed by high front /ɪ/ and central mid /ə/ vowel sounds. The same sounds results appeared in the change of palatal voiced consonantal sound /ʒ/ as seen in the word exposure [ɪkˈspoʊ.ʒər] which was commonly pronounced [ekˈspo.sɪər ] by most participants in this research. The separation in both palatal voiceless consonantal sound /ʃ/ and palatal voiced consonantal sound /ʒ/ into alveolar voiceless consonantal /s/ sound were followed by high front /ɪ/ and central mid /ə/ vowel sounds. It occurred because of the simplification. The participants tended to substitute the palatal sounds into alveolar sounds /s/, which is more familiar in
Indonesian language sound system.
5. Vowel Breaking
Vowel breaking is almost similar to unpacking. The difference is that vowel breaking indicates the change of the sound from single vowel into diphthong. The appearance of vowel breaking based on this research was available in table 4.5.
Table 4.5 The Classification of Words Affected by Vowel Breaking
Words Longman Participants’ Changes
Country /ˈkʌn.tri/ /ˈkaʊn.tri/ Breaking of /ʌ/ /aʊ/ sounds Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ Breaking of /ə/ /eɪ/ sounds
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In this research, the vowel breaking phenomenon appeared in two cases.
The first case was the breaking of single vowel sound /ʌ/ into diphthong sound
/aʊ/. As observed on the table, the representative example for the first case was the word country [ˈkʌn.tri]. Most participants mispronounced the word to become
[ˈkaʊn.tri], allowing the diphthongization result to replace the single vowel sound.
The second case was the breaking of single vowel /ə/ into diphthong /eɪ/.
The breaking can be seen in the word foreign [/ˈfɔːr.ən], which most participants pronounced [ˈfor.eɪn]. The diphthong sound /eɪ/ replaces schwa sound /ə/.
Although both cases did not share the same phonetic features to change, the cause of this phenomenon was simply similar to each other. Yulia and Ena (2004) state
Indonesian spelling is identical to the pronunciation. It means the vowel-breaking occurrence in this case was caused by most participants who pronounced those words identically to the word spelling.
6. Assimilation
Assimilation refers to the sound change due to the influence of one sound upon each other resulting in the two similar sounds. Assimilation phenomenon is divided into three types: palatalization, nasalization, and final devoicing
(Crowley, 1992: p. 49-56). In this research, the assimilation types occurred only in final devoicing; allowing the final voiced sound into voiceless one. The sounds containing final devoicing phenomenon are available in the Table 4.6.
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Table 4.6 The Classification of Words Affected by Assimilation
Longman Participants’ Words Changes Dictionary Pronunciation Appears /əˈpɪərz/ /əˈpɪərs/ /z/ /s/ Because /bɪˈkɑːz/ /bɪ ˈkos/ /z/ /s/ Believe /bɪˈliːv/ /bəˈliːf/ /v/ /f/ Cases /keɪs. ɪz/ /kes. ɪs/ /z/ /s/ Change /tʃeɪndʒ/ /tʃens/ /dʒ/ /s/ Does /dʌz/ /dʌs/ /z/ /s/ Give /gɪv/ /gɪf/ /v/ /f/ Good /gʊd/ /gʊt/ /d/ /t/ Have /hæv/ /hef/ /v/ /f/ Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ /z/ /s/ Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ /z/ /s/ Native /ˈneɪ.tɪv/ /ˈne.tɪf/ /v/ /f/ Of /ɑːv/ /of/ /v/ /f/ Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ /z/ /s/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ /z/ /s/
By referring to the table above, final devoicing occurrence in participants‟ pronunciations involved four final voiced sounds to change. For example, in word because [bɪˈkɑːz]. The researcher found that participants pronounced [bɪ ˈkos]; indicating the assimilation between /z/ and /s/. The next example of final devoicing assimilation was the word believe [bɪˈliːv] to change into [bəˈliːf], allowing the final devoicing from voiced labiodental fricative /v/ into the voiceless one /f/. In Indonesian language sound system, as explained by Yulia and
Ena (2004), the sound /z/ and /s/ are allophonic as well as the sound /v/ and /f/.
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Therefore, the assimilation occurred because the participants did not perceive those sounds as distinctive sounds.
The sound good [gʊd] to become [gʊt], allows the final devoicing of voiced alveolar stop /d/ into /t/. In Indonesian sound system, voiced alveolar stop
/d/ is allophonic to voiceless alveolar stop /t/ if it is occurred in the end of the word. This change was caused by inappropriate analogy. The participants might have been accustomed to the allophonic sounds in the end of the word of their native language and then applied it in pronouncing the target language.
The word change [tʃeɪndʒ] to be [tʃens] stimulated the final devoicing of voiced palatal affricates /dʒ/ into voiceless alveolar fricative /s/. In Indonesian language sound system, such affricates do not exist in the end of the word (Yulia
& Ena, 2004). The participants then substituted the palatal sounds into alveolar sound /s/, which is more familiar in Indonesian language sound system.
7. Abnormal Sound Changes
Crowley (1992) state other sound changes that do not obviously fit into any categories are included into abnormal sound changes. In this research, the researcher found three cases of abnormal sound changes that did not fit into any categories. Those three sound changes involved one vowel sound change and two consonantal sound changes. For the complete information, the researcher had listed the classification of words affected by abnormal sound changes in the Table
4.7.
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Table 4.7 The Classification of Words Affected by Abnormal Sound Changes
Types Words Longman Participants’
Accent /ˈæk.sənt/ /ek.sən/ Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ And /ænd/ /en/ Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ Can /kæn/ /ken/ Can‟t /kænt/ /ken/ Example Front low /æ/ to Front /ɪgˈzæm.pl / /ɪkˈsem.pəl / mid /e/ France /fræns/ /frens/ Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ Have /hæv/ /hef/ Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ / Path /pæθ/ /pet/ Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ That /ðæt/ /det/
Another /əˈnʌð.ər/ /əˈnʌd.ər/ That /ðæt/ /det/ The /ðiː/ or /ðə/ /də/ /ð/ to /d/ r Interdental Their /ðeə / /deɪr/ to Alveolar They /ðeɪ/ /deɪ/ This /ðɪs/ /dɪs/ Theories /θ/ to /t/ /ˈθɪə.ri:z/ /ˈteo.ri:s/ Path /pæθ/ /pet/
The first change was the shift of low front vowel [æ] into mid front vowel
[e]. The shift from the former vowel into the latter vowel occurred in both front and middle of the word. The sound change in front of the word can be seen in word accurate [æk.jʊ.rət]. The participants tended to pronounce [ek.jʊ.rət] which
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allowed the shift. Meanwhile, the shift occurred in the middle of the word can be seen in word example [ɪgˈzæm.pl ] which was commonly pronounced
[/ɪkˈsem.pəl]. This type of sound change occurs because of the absence of the low front vowel /æ/ in the participants‟ native language sound system (i.e. Indonesian language).
The second change of abnormal sound changes was the replacement of interdental voiced sound /ð/ by alveolar voiceless sound /t/. This phenomenon also happened in two conditions: in the beginning and middle of the word. The replacement that occurred in the beginning of the word can be seen in the word that /ðæt/. In this case, most participants pronounced /det/ when reading such word. In the middle of the word, the shift can be discovered in the word another
[əˈnʌð.ər]. Still, the replacement from original sound was by alveolar voiced stop was reflected in participants pronunciation [əˈnʌd.ər]. The absence of interdental voiced fricative sound /ð/ became the main reason of the mispronunciation.
The last case of abnormal sound change was also about the replacement of interdental fricative sound by alveolar fricative sound. The difference for this case was that the voiceless sounds took place in the substitution; the sound /θ/ was replaced sound /s/. This phenomenon is available in word theories. Referring to the research findings, the researcher found that most participants tended to pronounce [ˈteo.ri:s] rather than [ˈθɪə.ri:z]. The shift did not appear only in the beginning of the word. The other example conveyed the shift which applied in the end of the word; path [pæθ]. In this occurrence, most participants pronounced
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/pet/. Again, the absence of such consonantal sound in Indonesian language sound system triggered participants‟ mispronunciation in this word.
B. The Distribution of Sound Change Features among Javanese English
Learners
After analyzing the data, the researcher generated the statistical calculation in conveying the distribution of sound change features among English Language
Education 2015 students of Sanata Dharma University. The researcher also found out from nine types of sound changes based on Crowley (1992) theory of sound change, there were seven types of sound change represents the findings on this research. The types of sound changes including the distribution for each type were listed in the Table 4.8.
Table 4.8 The Distribution of Sound Change Types
Types of Sound Change Number of Cases Percentage Lenition 16 Cases 55.17% - Weakening Sound 5 Cases 17.24%
- Syncope 3 Cases 10.34%
- Cluster Reduction 6 Cases 20.69%
Fortition 2 Cases 6.90% Sound Addition 1 Cases 3.45% Fusion 1 Cases 3.45% Unpacking 2 Cases 6.90%
Types of Sound Change Number of Cases Percentage
Vowel Breaking 2 Cases 6.90% Assimilation 4 Cases 13.79% Abnormal Sound Change 3 Cases 10.34%
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Total 29 Cases 100%
Based on the data mentioned in table 4.8, the researcher found that lenition and fortition were in the top rank of the most frequent sound changes occurred in
English Language Education Study Program 2015 students‟ pronunciation. The total number of cases of lenition and fortition were 16 cases with 55.17% percentage. In specific calculations of lenition occurrence frequency, the cluster reduction contributed the most number of cases with 6 cases and 20.69% percentage of all cases occurred in English Language Education Study Program
2015 of Sanata Dharma University students‟ pronunciation. The next contributor of frequently occurred cases in lenition was the weakening sound which gained
17.34% percentage with 5 cases occurring. Syncope became the third-most- dominating type of lenition with 3 cases and 10.34% percentage followed by fortition with 2 numbers of occurred cases in English Language Education Study
Program 2015 of Sanata Dharma University students‟ pronunciation and 6.90% occurrence percentage.
The second ranking of sound change occurrence was held by assimilation.
It has 4 numbers of cases occurred in participants‟ pronunciation with 13.79% occurrence percentage. Meanwhile, the abnormal sound change was in the third position of most contributing type of sound change that occurred in English
Language Education Study Program 2015 students‟ pronunciation with 10.34% occurrence percentage and 3 numbers of cases that occurred.
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In the fourth place, unpacking and vowel breaking types shared similar number of occurred cases and occurrence percentage. They gained 2 numbers of cases and 6.90% percentage of occurrence in this research.
In the last ranking, two types of sound change also shared similar number of cases that occurred and percentage. Fusion and sound addition contributed in
3.45% occurrence percentage with only one case occurring in English Language
Education Study Program 2015 of Sanata Dharma University of Yogyakarta students‟ pronunciation.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher provides two sub chapters: conclusions and recommendations. The conclusions consist of the answer for the formulated problems based on the findings and analysis generated in the previous chapter.
The second part, the recommendation, is the researcher‟s suggestions for further researchers of the similar research topic.
A. Conclusions
Regarding to the research finding and analysis, the researcher found two conclusions. The conclusions obtained by the researcher provided the answer to the proposed research problems. To clarify the conclusion, the researcher also mentioned the research problems to be answered in this chapter. Those research problems were:
1. What are the types of the English sound changes occurring in students‟
pronunciation of English Language Education study program of Sanata
Dharma University whose first language is Javanese?
2. What are the distributions of the sound changes that occurred among Javanese
students of English Language Education study program?
59
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To answer the first research problem, the researcher referred to Crowley‟s
(1992) theory of sound change in pronunciation. According to Crowley, there are nine types of sound changes occurred in pronunciation. They are lenition and fortition, sound addition, metathesis, fusion, unpacking, vowel breaking, assimilation, dissimilation, and abnormal sound changes. Based on the analysis, the researcher found out that there were seven types of sound change found in this research. They were lenition and fortition, sound addition, fusion, unpacking, vowel breaking, assimilation and abnormal sound changes. The other two types of sound changes; metathesis and dissimilation were not found in this research.
The researcher also found the distribution of sound change types that occurred in this research to answer the second problem formulation. The researcher concluded that lenition and fortition appeared the most in English
Language Education Study Program 2015 Javanese students‟ pronunciation. The distribution was 55.17% of all seven types occurred in participants‟ pronunciation.
While, the least appearing types of sound change was sound addition and fusion with 3.45% occurrence percentage of all seven types that occurred in participants‟ pronunciation.
B. Recommendations
The researcher also provides recommendations for related individuals or groups based on this research. The first recommendation is intended for all
English learners. This research is beneficial to understand common sound variations that occur among Javanese English learners, which might provide
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information of sound variations to be recognized in order to avoid such misinterpretations.
The next recommendation is aimed for the English teachers who teach
Javanese learners. The containing information in this research is available to be the base of pronunciation teaching strategy for Javanese English learners. By knowing the common sound variations especially the sound changes which belong to lenition and fortition, English teachers who teach Javanese English learners can recognize the meaning of the pronounced sound.
The last recommendation is directed to the future researchers who plan to conduct similar research topic. There are many beneficial points in this research.
For example, the problem formulations in this research can be developed more for deeper research. Next, the review of literature can be used to generate new studies or look for more related literary sources. Then, the methodologies and techniques of this research can be adapted to conduct new research of similar topic. The last is the phenomena that occurred in this research can be analyzed further and deeper to get wide-ranging results of research.
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REFERENCES
Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Belmont: Wadsworth Cengage Learning.
Campbell, L. (2004). Historical linguistics (2nd ed). Edinburgh: Edinburgh University Press.
Crystal, D. (1991). A Dictionary of linguistics and phonetics (3rd ed). Oxford: Blackwell.
Crowley, T. (1992). An introduction to historical linguistics. Auckland: Institut d‟etudes Theologiques.
Collins, B., & Mees, I. M. (2003). Practical phonetics and phonology. London: Routledge Taylor and Francis Group.
Dardjowodjojo, S. (2009). English phonetics & phonology for Indonesians. Jakarta: Yayasan Obor Indonesia.
Fasold, R., & Linton, J. (2006). An introduction to language and linguistics. Cambridge: Cambridge University Press.
Fromkin, V., Rodman, R., & Hyams, N. (2000). An introduction to language. Boston: Thomson Corporation.
Indriani, M. I. (2003) English pronunciation: The English speech sound theory and practice. Jakarta: Gramedia Pustaka Utama.
Jones, D. (1956). The pronunciation of English. Cambridge: Cambridge University Press.
Kreidler, C. W. (2004). The pronunciation of English: A course book (2nd ed). Oxford: Blackwell.
O‟Grady, W., Dobrovolsky, M., & Katamba, F. (1996). Contemporary linguistics: An introduction. California: Longman.
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O‟Grady, W., Dobrovolsky, M., & Katamba, F. (1997). Contemporary linguistics: An introduction. London: Addison Wesley Longman Limited.
Sausurre, F. D., (1992). Course in general linguistics. Springfield: Open Court.
Schendl, H. (2001). Historical linguistics. Oxford: Oxford University Press.
Ur, P. (1999). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Wells, J. C. (2008). Longman pronunciation dictionary. Edinburgh: Gate Pearson Education Limited.
Yates, L. (2002). Fact sheet-what is pronunciation? Retrieved August 10th, 2016 from http://www.nceltr.mq.edu.au/pdamep
Yulia, M. F., & Ena, O. T. (2004). Proceedings of the 9th ESEA conference: Pronunciation Problems of Indonesian EFL Teachers. Yogyakarta: Sanata Dharma University.
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APPENDIX A
The Passage
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If English is not your native language, people may have noticed that you come from another country because of your “foreign accent.” Why do people usually have an accent when they speak a second language? Several theories address this issue. Many people believe that only young children can learn a second language without an accent, but applied linguists have reported cases of older individuals who have mastered a second language without an accent. Another common belief is that your first language influences your pronunciation in a second language.
Most native speakers of English can, for example, recognize people from France by their French accents. They may also be able to identify Spanish or Arabic speakers over the telephone, just by listening carefully to their pronunciation.
Does this mean that accents can‟t be changed? Not at all! But old habits won‟t change without a lot of hard work, will they? In the end, the path to learning to speak a second language without an accent appears to be a combination of hard work, a good ear, and a strong desire to sound like a native speaker. You also need accurate information about the English sound system and lots of exposure to the spoken language. Will you manage to make progress, or will you just give up?
Only time will tell, I‟m afraid. Good luck, and don‟t forget to work hard!
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APPENDIX B
The Phonetic Transcription of the Participants’ Pronunciation
(The names of each participant here have been formed into alias/pseudonames)
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Student 1: Aloysius Sujatmiko
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərz/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkɑːz/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈkeər.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /fərˈget/ 31 France /fræns/ /frʌns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns.ɪs/
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Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /moʊs/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /path/ 57 Progress /ˈproʊ.gres/ /ˈproʊ.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtəl.ə.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /di/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈtɪə.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
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Student 2: Andreas Wagimin
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈʌl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkaʊːs/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈkerə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes/ 17 Change /tʃeɪndʒ/ /tʃeŋ/ 18 Changed /tʃeɪndʒd/ /tʃeŋ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ekˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspərs/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.als/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
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Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /ol/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fə/ 56 Path /pæθ/ /pʌt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpot/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspan.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /nder/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /joŋ/
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Student 3: Apriyadi
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈe.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ʌr. ʌ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kesəs/ 17 Change /tʃeɪndʒ/ /tʃeŋ/ 18 Changed /tʃeɪndʒd/ /tʃeŋ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ekˈsʌm.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈsposjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ənsɪs/
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72
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /der/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
Student 4: Angga Baskara
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈəl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪrs/ 9 Arabic /ˈær.ə.bɪk/ /ˈer. e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kesɪs/ 17 Change /tʃeɪndʒ/ /tʃeŋ/ 18 Changed /tʃeɪndʒd/ /tʃeŋ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ekˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo ʒər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /aɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ənsɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.təd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈsev.ər.əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspʊ.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtəl.ə.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈθɪo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈdaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
Student 5: Athanasius Siwi Danurdara
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈboʊt/ 3 Accent /ˈæk.sənt/ /ˈæk.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər. e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /kæn/ 14 Can‟t /kænt/ /kæn/ 15 Carefully /ˈkeə.fəl.i/ /ˈkerə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes/ 17 Change /tʃeɪndʒ/ /tʃendʒ/ 18 Changed /tʃeɪndʒd/ /tʃendʒ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ekˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /aɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmæ.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.vər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈport/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈsef.ər.əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /di:/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Student 6: Bangun Prasojo
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈe.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪər/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈkerə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes/ 17 Change /tʃeɪndʒ/ /tʃeɪŋ/ 18 Changed /tʃeɪndʒd/ /tʃeɪŋs/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪə/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ən/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pʌt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈport/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
Student 7: Banu Budi Prasetya
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈʌl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪrs/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kʌn/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪr/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ɪkˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /ol/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈport/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /ndeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
Student 8: Dion Saktiyanto
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈʌl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪrs/ 9 Arabic /ˈær.ə.bɪk/ /ˈər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kʌn/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əl/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stər/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /reˈport/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /ndeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /ndɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
Student 9: Erwin Eka Asmara
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkaʊs/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeŋs/ 18 Changed /tʃeɪndʒd/ /tʃeŋs/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈzaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /aɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pɑːθ/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk. og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
Student 10: Fransiskus Asisi Danaredja
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈboʊt/ 3 Accent /ˈæk.sənt/ /ˈək.sen/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkaʊs/ 11 Belief /bɪˈliːf/ /bəˈliːv/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪnsd/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ensɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.vər/ 56 Path /pæθ/ /pʌt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.ə.naɪz/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈsev.ə.rəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/ 68 That /ðæt/ /ðet/ 69 The /ðiː/ or /ðə/ /ðə/ 70 Their /ðeər/ /ðeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ðeɪ/ 73 This /ðɪs/ /ðɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈðaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
Student 11: Georgius Dwi Ananto Putra
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈboʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kent/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪŋs/ 18 Changed /tʃeɪndʒd/ /tʃeɪŋs/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkon.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ekˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əl/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pʌt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪz/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /ndeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /ndɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /joŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
Student 12: Hans Dewa Putra Werkudara
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈæk.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈʌl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈʌr. ʌ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kent/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hev/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əl/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ / 46 Mastered /ˈmæ.stərd/ /ˈmʌstərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈproʊ.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnon.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪz/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈport/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /joŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
Student 13: Januarius Hartono Setya Darmadi
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈæk.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈæk.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈ ɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈʌr. ʌ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bɪˈliːf/ 12 Believe /bɪˈliːv/ /bɪˈliːf/ 13 Can /kæn/ /kæn/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈ keə.fəl.i/ 16 Cases /keɪs. ɪz/ /keɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ekˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.en/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /fræns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪts/ 36 Have /hæv/ /hæf/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈmeɪ.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈlæŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ / 46 Mastered /ˈmæ.stərd/ /ˈmɑːstərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈneɪ.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈ oʊ. vər / 56 Path /pæθ/ /pɑːt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.ə.naɪz/ 60 Reported /rɪˈpɔːr.tɪd/ / rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspoʊ.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/ 68 That /ðæt/ /dæt/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /joŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
Student 14: Kumara Yoga
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈæk.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈ ʌl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkaʊs/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːv/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈ ker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs.ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪə/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsæm.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.en/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frɑːns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ənsɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ / 46 Mastered /ˈmæ.stərd/ /ˈmʌstərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /moʊs/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈ o.fər / 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ / rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspoʊ.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /ndeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /woʊn/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Student 15: Setyanto Pamungkas
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈæk.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪrs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ er.ə.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈ ker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes.əs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃens/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪr/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frentʃ/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /heb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /aɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns.əs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ / 46 Mastered /ˈmæ.stərd/ /ˈmɑːstərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /ˈon.li/ 55 Over /ˈoʊ. vər/ /ˈ o.fər / 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ / rɪˈpor.təd/ 61 Second /ˈsek. ənd/ /ˈsek.ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈtɪə.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
Student 16: Adriana Tita Kusuma
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərz/ 9 Arabic /ˈær.ə.bɪk/ /ˈʌr.ʌ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /kæn/ 14 Can‟t /kænt/ /kʌn/ 15 Carefully /ˈkeə.fəl.i/ /ˈkeər.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes.ɪs/ 17 Change /tʃeɪndʒ/ /tʃeŋ/ 18 Changed /tʃeɪndʒd/ /tʃeŋ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ekˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /fræns/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /aɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.a:ls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.es/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmʌ.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /di/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈðaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
Student 17: Amanda Listyantari Wicaksana Dewi
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈeɪ.bl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərz/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.ʌ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkɑːz/ 11 Belief /bɪˈliːf/ /bɪˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kænt/ 15 Carefully /ˈkeə.fəl.i/ /ˈkeə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes.ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪndʒ/ 18 Changed /tʃeɪndʒd/ /tʃeɪndʒ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkɑːm.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl/ 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər/ 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /ˈheɪb.ɪt/ 36 Have /hæv/ /hæf/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u. əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu. əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs.tɪks/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪsd/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pɑːθ/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /ðə/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈtɪə.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /ðɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.ʒu.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈðaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
Student 18: Augusta Kristyantari
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈeɪ.bl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈʌk.sen/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈʌ.re.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkaʊz/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kɑːn/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs.ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsæm.pl/ 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər/ 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frɑːns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ɪns.ɪs /
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈmeɪ.sən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmɪn.ɪdʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmʌ.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pʌθ/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈreɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrt/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteə.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /woʊn/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
Student 19: Bernardin Safitri
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈæk.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈæk.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈʌ.rʌ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkɑːz/ 11 Belief /bɪˈliːf/ /bɪˈliːf/ 12 Believe /bɪˈliːv/ /bɪˈliːv/ 13 Can /kæn/ /kæn/ 14 Can‟t /kænt/ /kæn/ 15 Carefully /ˈkeə.fəl.i/ /ˈkeə.fəl.i/ 16 Cases /keɪs. ɪz/ /keɪs.ɪz/ 17 Change /tʃeɪndʒ/ /tʃeɪndʒd/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkɑːm.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈzaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /end/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspoʊ.ʒər/ 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfɔːr.eɪn/ 30 Forget /fərˈget/ /fərˈget/ 31 France /fræns/ /frɑːns/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊd/ 35 Habits /ˈhæb.ɪts/ /ˈhæb.ɪts/ 36 Have /hæv/ /hev/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈvɪd.ju.əlz/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪz /
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fɔːrˈmeɪ.ʃn/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈlæŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪst/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /moʊst/ 49 Native /ˈneɪ.tɪv/ /ˈnæ.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪsd/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pɑːt/ 57 Progress /ˈproʊ.gres/ /ˈprɔ:.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.əg.naɪz/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ənd/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊnd/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /ðə/ 70 Their /ðeər/ /ðeər/ 71 Theories /ˈθɪə.ri:z/ /ˈθɪə.ri:z/ 72 They /ðeɪ/ /ðeɪ/ 73 This /ðɪs/ /ðɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.ʒu.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /woʊnt/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
Student 20: Bernadetha Eka Pangesti
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈeɪ.bl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈe.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈæk.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈɑːl.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈe.re.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːv/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kʌn/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs.ɪs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃens/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkoʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /end/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjʊr/ 28 First /ˈfɜːst/ /ˈfərs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hev/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əlz/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.əns/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fɔːrˈme.ʃn/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪst/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈɔ:.vər/ 56 Path /pæθ/ /pɑːt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.təd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsev. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /ndeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteə.ri:z/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /ndɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.ʒu.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈðaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
Student 21: Dewi Astuti
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈboʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈe.rə.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːv/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kent/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes.ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃenʒdəd/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /doʊn/ 24 End /end/ /end/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.səs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fərˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pɑːθ/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpor.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deər/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
Student 22: Efriana Bumi Pertiwi
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈæk.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈær.ə.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkɑːz/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kent/ 15 Carefully /ˈkeə.fəl.i/ /ˈkeə.fəl.i/ 16 Cases /keɪs. ɪz/ /keɪs.ɪs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃens/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkɑːm.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /fræns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪt/ 36 Have /hæv/ /hæf/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈvɪd.ju.əlz/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈmeɪ.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪst/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /moʊs/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈo.vər/ 56 Path /pæθ/ /pæt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrt/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈtɪə.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈðaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
Student 23: Elisa Hartini
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈeɪ.bl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈæk.sənt/ 4 Accurate /ˈæk.jʊ.rət/ /ˈæk.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈol.soʊ/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərz/ 9 Arabic /ˈær.ə.bɪk/ /ˈær.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkəz/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /kæn/ 14 Can‟t /kænt/ /kɑːnt/ 15 Carefully /ˈkeə.fəl.i/ /ˈkeə.fəl.i/ 16 Cases /keɪs. ɪz/ /keɪs. ɪz/ 17 Change /tʃeɪndʒ/ /tʃeɪndʒ/ 18 Changed /tʃeɪndʒd/ /tʃeɪndʒ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkɑːm.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /fərˈget/ 31 France /fræns/ /fræntʃ/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hæf/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əlz/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈmeɪ.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈlæŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪst/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmæ.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /moʊs/ 49 Native /ˈneɪ.tɪv/ /ˈnæ.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪsd/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pɑːθ/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspæn.ɪʃ/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /ðeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈθɪo.ri:z/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /ðɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈðaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
Student 24: Francisca Hillary Prastiwi
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeŋs/ 18 Changed /tʃeɪndʒd/ /tʃeɪndʒ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frɑːntʃ/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.ju.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ən.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pɑːt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /prəˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.tɪd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsev. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /ðeər/ 71 Theories /ˈθɪə.ri:z/ /ˈθɪo.ri:s/ 72 They /ðeɪ/ /ðeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
Student 25: Hilda Setyaningsih
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈær.æ.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kænt/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes. ɪs/ 17 Change /tʃeɪndʒ/ /tʃeɪndʒ/ 18 Changed /tʃeɪndʒd/ /tʃeɪndʒ/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkon.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪr/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪgˈzæm.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər/ 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.en/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪt/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
116
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fərˈmeɪ.ʃn/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ/ 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈnəʊ.tɪsd/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈoʊ. vər/ 56 Path /pæθ/ /pɑːθ/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnoʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.ə.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrt/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsev. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fəʊn/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /ðeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ðeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /woʊn/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
Student 26: Indah Sari Susetyaningtyas
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbaʊt/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌð.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kent/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs. ɪz/ 17 Change /tʃeɪndʒ/ /tʃeɪndʒ/ 18 Changed /tʃeɪndʒd/ /tʃeɪndʒd/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkəm.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkon.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sʊr/ 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /fərˈget/ 31 France /fræns/ /frentʃ/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ən.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fərˈmeɪ.ʃn/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ / 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /onli/ 55 Over /ˈoʊ. vər/ /ˈo. vər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrt əd/ 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef. ər. əl/ 63 Sound /saʊnd/ /saʊnd/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fəʊn/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /ðə/ 70 Their /ðeər/ /ðeər/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /ðɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /woʊnt/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
Student 27: Juliana Mimi Prawesti
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /kenət/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.ə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes/ 17 Change /tʃeɪndʒ/ /tʃeɪns/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər / 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.en/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frɑːns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈmeɪ.ʃn/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.gwɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.ɪdʒ / 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /əʊn.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrt / 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsev. ər. əl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fən/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtaʊt/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
Student 28: Liliyana Ambar Kinasih
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈʌk.sen/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /kæn/ 14 Can‟t /kænt/ /kɑ:n/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes. ɪs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃeɪns/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkɑːm.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪs/ 26 Example /ɪgˈzæm.pl / /ekˈsʌm.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər / 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frentʃ/ 32 French /frentʃ/ /frentʃ/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈhæb.ɪts/ 36 Have /hæv/ /hæf/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.fərˈmeɪ.ʃn/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /meɪk/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ / 46 Mastered /ˈmæ.stərd/ /ˈme.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /əʊn.li/ 55 Over /ˈoʊ. vər/ /ˈoʊ.fər/ 56 Path /pæθ/ /pɑːθ/ 57 Progress /ˈproʊ.gres/ /ˈproʊ.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /prəˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrek.əg.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrt / 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsev. ər. əl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪʃ/ 65 Speak /spiːk/ /spiːk/ 66 Spoken /ˈspoʊ.kən/ /ˈspoʊ.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
Student 29: Maria Goretty Evangelista Andari
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈe.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈək.jʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ʌr.ə.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bɪˈliːf/ 12 Believe /bɪˈliːv/ /bɪˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /keɪs/ 17 Change /tʃeɪndʒ/ /tʃeŋ/ 18 Changed /tʃeɪndʒd/ /tʃeŋs/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkon.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪʃ/ 26 Example /ɪgˈzæm.pl / /ɪkˈsʌm.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjʊr / 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /fərˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪv/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.en.sɪs/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ / 46 Mastered /ˈmæ.stərd/ /ˈmɑː.stərd/ 47 Mean /miːn/ /miːn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.taɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /on.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pʌt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /prəˌnaʊn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːrtəd / 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsev.ər. əl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /ndet/ 69 The /ðiː/ or /ðə/ /ndə/ 70 Their /ðeər/ /ndeɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /ndeɪ/ 73 This /ðɪs/ /ndɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125
Student 30: Sisilia Nawang Wulandari
Phonetics Transcription No Words Longman Participant’s 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ˈek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ˈek.jʊ.rət/ 5 Also /ˈɑːl.soʊ/ /ˈol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈ ər.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃens/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃən/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkʌn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.glɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sjər / 28 First /ˈfɜːst/ /ˈfɜːst/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.en/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frʌns/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens/
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Phonetics Transcription No Words Longman Participant’s 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.gwɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ / 46 Mastered /ˈmæ.stərd/ /ˈmʌ.stər/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /oʊld/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /on.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pɑːt/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.təd / 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈse.frəl/ 63 Sound /saʊnd/ /son/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.ə.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
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APPENDIX C
The Comparison of the Phonetic Transcriptions
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The Table of Phonetic Transcriptions Comparison
Phonetics Transcription No Words Common Longman Dictionary Mispronunciation 1 Able /ˈeɪ.bl / /ˈe.bəl / 2 About /əˈbaʊt/ /əˈbot/ 3 Accent /ˈæk.sənt/ /ek.sən/ 4 Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ 5 Also /ˈɑːl.soʊ/ /ol.so/ 6 And /ænd/ /en/ 7 Another /əˈnʌð.ər/ /əˈnʌd.ər/ 8 Appears /əˈpɪərz/ /əˈpɪərs/ 9 Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ 10 Because /bɪˈkɑːz/ /bɪ ˈkos/ 11 Belief /bɪˈliːf/ /bəˈliːf/ 12 Believe /bɪˈliːv/ /bəˈliːf/ 13 Can /kæn/ /ken/ 14 Can‟t /kænt/ /ken/ 15 Carefully /ˈkeə.fəl.i/ /ˈker.ə.fʊl.i/ 16 Cases /keɪs. ɪz/ /kes. ɪs/ 17 Change /tʃeɪndʒ/ /tʃens/ 18 Changed /tʃeɪndʒd/ /tʃens/ 19 Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ 20 Country /ˈkʌn.tri/ /ˈkaʊn.tri/ 21 Desire /dɪˈzaɪər/ /dɪˈsaɪər/ 22 Does /dʌz/ /dʌs/ 23 Don‟t /doʊnt/ /don/ 24 End /end/ /en/ 25 English /ˈɪŋ.glɪʃ/ /ˈɪŋ.lɪs/ 26 Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / 27 Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər / 28 First /ˈfɜːst/ /ˈfɜːs/ 29 Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ 30 Forget /fərˈget/ /forˈget/ 31 France /fræns/ /frens/ 32 French /frentʃ/ /frens/ 33 Give /gɪv/ /gɪf/ 34 Good /gʊd/ /gʊt/ 35 Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ 36 Have /hæv/ /hef/ 37 Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ 38 Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/
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Phonetics Transcription No Words Common Longman Dictionary Mispronunciation 39 Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ 40 Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ 41 Just /dʒʌst/ /dʒʌs/ 42 Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ 43 Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ 44 Make /meɪk/ /mek/ 45 Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ / 46 Mastered /ˈmæ.stərd/ /ˈmʌ.stərd/ 47 Mean /miːn/ /mɪn/ 48 Most /moʊst/ /mos/ 49 Native /ˈneɪ.tɪv/ /ˈne.tɪf/ 50 Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ 51 Of /ɑːv/ /of/ 52 Old /oʊld/ /old/ 53 Older /oʊld.ər/ /old.ər/ 54 Only /ˈoʊn.li/ /on.li/ 55 Over /ˈoʊ. vər/ /ˈo.fər/ 56 Path /pæθ/ /pet/ 57 Progress /ˈproʊ.gres/ /ˈpro.gres/ 58 Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ 59 Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ 60 Reported /rɪˈpɔːr.tɪd/ /rɪˈpɔːr.təd / 61 Second /ˈsek. ənd/ /ˈsek. ən/ 62 Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ 63 Sound /saʊnd/ /saʊn/ 64 Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ 65 Speak /spiːk/ /spɪk/ 66 Spoken /ˈspoʊ.kən/ /ˈspo.kən/ 67 Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ 68 That /ðæt/ /det/ 69 The /ðiː/ or /ðə/ /də/ 70 Their /ðeər/ /deɪr/ 71 Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ 72 They /ðeɪ/ /deɪ/ 73 This /ðɪs/ /dɪs/ 74 Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ 75 Without /wɪˈðaʊt/ /wɪˈtot/ 76 Won‟t /woʊnt/ /won/ 77 Young /jʌŋ/ /jʌŋ/
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APPENDIX D
The Result of the Research Analysis
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List of Lenition Occurrence
Longman Participants’ Types Words Changes Dictionary pronunciation Voiced /z/ Appears /əˈpɪərz/ /əˈpɪərs/ voiceless /s/ Voiced /z/ Because /bɪˈkɑːz/ /bɪ ˈkos/ voiceless /s/ Voiced /v/ Believe /bɪˈliːv/ /bəˈliːf/ voiceless /f/ Voiced /z/ Cases /keɪs. ɪz/ /kes. ɪs/ voiceless /s/ Voiced /z/ Desire /dɪˈzaɪər/ /dɪˈsaɪər/ voiceless /s/ Voiced /z/ Does /dʌz/ /dʌs/ voiceless /s/ Voiced /g/ and /z/ Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / voiceless /k/ and /s/ Voiced /ʒ/ Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər / voiceless /s/ Voiced /v/ Give /gɪv/ /gɪf/ voiceless /f/ Voiced /v/ Have /hæv/ /hef/ Weakening voiceless /f/ Sound Voiced /v/ and /z/ Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ voiceless /f/ and /s/ Voiced /z/ Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ voiceless /s/ Voiced /v/ Native /ˈneɪ.tɪv/ /ˈne.tɪf/ voiceless /f/ Voiced /v/ Of /ɑːv/ /of/ voiceless /f/ Voiced /v/ Over /ˈoʊ. vər/ /ˈo.fər/ voiceless /f/ Voiced /z/ Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ voiceless /s/ Voiced /v/ Several /ˈsev. ər. əl/ /ˈsef.ə.rəl/ voiceless /f/ Voiced /z/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ voiceless /s/ Voiced /ʒ/ Usually /ˈjuː.ʒu.ə.li/ /ˈjuː.su.ə.li/ voiceless /s/ Voiced /ð/ Without /wɪˈðaʊt/ /wɪˈtot/ voiceless /t/
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Longman Participants’ Types Words Changes Dictionary pronunciation Aphaersis - - - -
Apocope - - - -
Loss of /ʊ/ Also /ˈɑːl.soʊ/ /ol.so/ sound Loss of /ɪ/ Cases /keɪs. ɪz/ /kes. ɪs/ sound Loss of /ɪ/ Change /tʃeɪndʒ/ /tʃens/ sound Loss of /ɪ/ Changed /tʃeɪndʒd/ /tʃens/ sound Loss of /ɪ/ Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ sound Loss of /ʊ/ Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər / sound Loss of /a/ Identify /aɪˈden.tɪ.faɪ/ /ɪˈden.tɪ.faɪ/ sound Loss of /ɪ/ Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ sound Loss of /ɪ/ Make /meɪk/ /mek/ sound Loss of /ʊ/ Most /moʊst/ /mos/ sound Syncope Loss of /ɪ/ Native /ˈneɪ.tɪv/ /ˈne.tɪf/ sound Loss of /ʊ/ Noticed /ˈnoʊ.tɪsd/ /ˈno.tɪs/ sound Loss of /ʊ/ Old /oʊld/ /old/ sound Loss of /ʊ/ Older /oʊld.ər/ /old.ər/ sound Loss of /ʊ/ Only /ˈoʊn.li/ /on.li/ sound Loss of /ʊ/ Over /ˈoʊ. vər/ /ˈo.fər/ sound Loss of /ʊ/ Progress /ˈproʊ.gres/ /ˈpro.gres/ sound Loss of /ɪ/ Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ sound Loss of /ʊ/ Spoken /ˈspoʊ.kən/ /ˈspo.kən/ sound Loss of /ʊ/ Telephone /ˈtel.ə.foʊn/ /ˈtel.e.fon/ sound
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Longman Participants’ Types Words Changes Dictionary pronunciation Loss of /t/ Accent /ˈæk.sənt/ /ek.sən/ sound Loss of /d/ And /ænd/ /en/ sound Loss of /t/ Can‟t /kænt/ /ken/ sound Loss of /d/ Changed /tʃeɪndʒd/ /tʃens/ sound Loss of /t/ Don‟t /doʊnt/ /don/ sound Loss of /d/ End /end/ /en/ sound Loss of /g/ English /ˈɪŋglɪʃ/ /ˈɪŋ.lɪs/ sound Loss of /t/ First /ˈfɜːst/ /ˈfɜːs/ sound Cluster Loss of /j/ Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ Reduction sound Loss of /t/ Just /dʒʌst/ /dʒʌs/ sound Loss of /g/ Language /ˈlæŋgwɪdʒ/ /ˈleŋ.wɪdʒ/ sound Loss of /t/ Linguists /ˈlɪŋ.gwɪsts/ /ˈlɪŋ.wɪs/ and /s/ sound Loss of /t/ Most /moʊst/ /mos/ sound Loss of /t/ Noticed /ˈnoʊ.tɪst/ /ˈno.tɪs/ sound Loss of /d/ Second /ˈsek. ənd/ /ˈsek. ən/ sound Loss of /d/ Sound /saʊnd/ /saʊn/ sound Loss of /t/ Won‟t /woʊnt/ /won/ sound Haplology - - - -
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List of Fortition Occurrence
Longman Participants’ Words Changes Dictionary pronunciation Central mid /ə/ Front mid Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ /e/ Central mid /ə/ Front mid Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ /e/ /proˌnʌn.siˈe.sɪən Central mid unrounded /ə/ Pronunciation /prəˌnʌn.siˈeɪ.ʃən/ / Low back rounded /o/ Central mid unrounded /ə/ Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ Low back rounded /o/
List of Sound Addition Occurrence
Longman Participants’ Words Changes Dictionary pronunciation Addition /ə/ sound in /bl/ Able /ˈeɪ.bl / /ˈe.bəl / cluster Addition /ə/ sound in /pl/ Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / cluster
List of Fusion Occurrence
Longman Participants’ Words Changes Dictionary pronunciation About /əˈbaʊt/ /əˈbot/ /aʊ/ diphthong /o/ vowel Without /wɪˈðaʊt/ /wɪˈtot/ /aʊ/ diphthong /o/ vowel
List of Unpacking Occurrence
Longman Participants’ Words Changes Dictionary pronunciation Unpacking of /ʃ/ /s/, /ɪ/, and Combination /ˌkɑːm.bɪˈneɪ.ʃn/ /ˌkom.bɪˈne.sɪən/ /ə/ sounds Unpacking of /ʒ/ /s/, /ɪ/, and Exposure /ɪkˈspoʊ.ʒər/ /ekˈspo.sɪər / /ə/ sounds Unpacking of /ʃ/ /s/, /ɪ/, and Information /ˌɪn.fərˈmeɪ.ʃn/ /ˌɪn.forˈme.sɪən/ /ə/ sounds Unpacking of /ʃ/ /s/, /ɪ/, and Pronunciation /prəˌnʌn.siˈeɪ.ʃn/ /proˌnʌn.siˈe.sɪən/ /ə/ sounds
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List of Vowel Breaking Occurrence
Longman Participants’ Words Changes Dictionary pronunciation Country /ˈkʌn.tri/ /ˈkaʊn.tri/ Breaking of /ʌ/ /aʊ/ sounds Foreign /ˈfɔːr.ən/ /ˈfor.eɪn/ Breaking of /ə/ /eɪ/ sounds
List of Assimilation Occurrence
Longman Participants’ Words Changes Dictionary pronunciation Appears /əˈpɪərz/ /əˈpɪərs/ /z/ /s/ Because /bɪˈkɑːz/ /bɪ ˈkos/ /z/ /s/ Believe /bɪˈliːv/ /bəˈliːf/ /v/ /f/ Cases /keɪs. ɪz/ /kes. ɪs/ /z/ /s/ Change /tʃeɪndʒ/ /tʃens/ /dʒ/ /s/ Does /dʌz/ /dʌs/ /z/ /s/ Give /gɪv/ /gɪf/ /v/ /f/ Good /gʊd/ /gʊt/ /d/ /t/ Have /hæv/ /hef/ /v/ /f/ Individuals /ˌɪn.dɪˈvɪd.ju.əlz/ /ˌɪn.dɪˈfɪd.u.əls/ /z/ /s/ Influences /ˈɪn.flu.əns.ɪz/ /ˈɪn.flu.ens.ɪs/ /z/ /s/ Native /ˈneɪ.tɪv/ /ˈne.tɪf/ /v/ /f/ Of /ɑːv/ /of/ /v/ /f/ Recognize /ˈrek.əg.naɪz/ /ˈrɪk.og.naɪs/ /z/ /s/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ /z/ /s/
List of Abnormal Sound Changes Occurrence
Longman Participants’ Types Words Dictionary pronunciation Accent /ˈæk.sənt/ /ek.sən/ Accurate /ˈæk.jʊ.rət/ /ek.ʊ.ret/ And /ænd/ /en/ Arabic /ˈær.ə.bɪk/ /ˈer.e.bɪk/ Can /kæn/ /ken/ Can‟t /kænt/ /ken/ Front low /æ/ to Front Example /ɪgˈzæm.pl / /ɪkˈsem.pəl / mid /e/ France /fræns/ /frens/ Habits /ˈhæb.ɪts/ /ˈheb.ɪts/ Have /hæv/ /hef/ Language /ˈlæŋ.gwɪdʒ/ /ˈleŋ.wɪdʒ/ Manage /ˈmæn.ɪdʒ/ /ˈmen.edʒ / Path /pæθ/ /pet/ Spanish /ˈspæn.ɪʃ/ /ˈspen.ɪs/ That /ðæt/ /det/
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Longman Participants’ Types Words Dictionary pronunciation Another /əˈnʌð.ər/ /əˈnʌd.ər/ That /ðæt/ /det/ The /ðiː/ or /ðə/ /də/ /ð/ to /d/ Interdental Their /ðeər/ /deɪr/ to alveolar They /ðeɪ/ /deɪ/ This /ðɪs/ /dɪs/ Theories /ˈθɪə.ri:z/ /ˈteo.ri:s/ /θ/ to /t/ Path /pæθ/ /pet/
The Distribution of Sound Change Types
Types of Sound Change Number of Cases Percentage Lenition 16 Cases 55.17% - Weakening Sound 5 Cases 17.24%
- Syncope 3 Cases 10.34%
- Cluster Reduction 6 Cases 20.69%
Fortition 2 Cases 6.90% Sound Addition 1 Cases 3.45% Fusion 1 Cases 3.45% Unpacking 2 Cases 6.90% Vowel Breaking 2 Cases 6.90% Assimilation 4 Cases 13.79% Abnormal Sound Change 3 Cases 10.34%
Total 29 Cases 100%