Dialectical Literature and Education Journal (DLEJ) p-ISSN 2548-6926, e-ISSN 2714-996X

Volume 5, Issue 1, June 2020 https://dlejpancasakti .ac.id/index.php/dlejpancasakti

THE ANALYSIS OF TO STUDENTS’ ENGLISH CONSONANT PRONUNCIATION CONDUCTED IN SMA MUTIARA

1st Anisa Alawiyyah 2nd Handi Pabriana English Education Program English Education Program STKIP Bina Mutiara , STKIP Bina Mutiara Sukabumi, Indonesia [email protected] [email protected]

Abstract: The aims of the research is to know the main appearances of students English consonant, pronunciation, English sounds pronounced by Sundanese student, and new variant appeared in student English consonant. This research used descriptive qualitative as the method. The instruments used are questionnaire, test and interview which be held to 42 samples of SMA Mutiara Terpadu. Research result found that 100% sample transformed the sound ð to d or t, 100% sample transformed the sound ‘ʒ’ to ‘s’, 100% sample transformed ‘ʧ’ to ‘c’, 96% sample transformed ‘ʤ’ to ‘d’ or ‘g’, 98% sample transformed ‘ʃ’ to ‘s’, 94% samples transformed ‘f’ to ‘p’, 100% samples transformed ‘v’ to ‘f’ or ‘p’, 100% samples transformed ‘ɵ’ to ‘t’, and 100% samples transformed ‘z’ to ‘s’ to ‘j’. The double consonant in a word was banned, such as ‘around’ to ‘aroun’. The conclusion is the unknown consonant of Sundanese in English transformed to Sundanese similar sound, and the rule of English pronunciation was equal to Sundanese rules.

Keywords: sundanese language; english consonant; pronunciation

INTRODUCTION Sundanese spread in West and the transmigration area such as , In this modern era, we are Kalimantan, and other. The majority of forced to be able to communicate with Sundanese live in , the most people around the world. densely populated in Indonesia. For sure Communication related with the language many of Sundanese learn English as a that every country has their language. way for communicating with another English as most spoken English in the country. The relation of both languages is world made it become an international influence each other especially English. language. Learning English as foreigner For sure Sundanese as the second most language has many problems especially spoken language in Indonesia. Many with their mother tongue. Even though in Sundanese native learnt English Indonesia, English is important subject to especially students. The different learn. In that position Indonesia is as a structure both of language was influence multicultural country, with 1430 tribes especially the different of consonant. spread on every island. More than 746 regional languages used by many According to Sudaryat (2013) Indonesian especially Sundanese. The Sundanese language is mother tongue for third biggest language in Indonesia, more Sundanese in West Java who lived in than 43 million people use Sundanese as West Java and other region in Indonesia. a language for communicating. The amount of Sundanese native

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Dialectical Literature and Education Journal (DLEJ)p -ISSN 2548-6926, e-ISSN 2714-996X

Volume 5, Issue 1, June 2020 https://dlejpancasakti .ac.id/index.php/dlejpancasakti

language was a big, it made Sundanese as and society. Sundanese was standardizing the second of the biggest region language by the vocabulary and spelling. The after Javanese. Before the independence attempt of Sundanese is constructed of Indonesia, Sundanese was a first dictionary by Roorda (1841). Finally the language in West Java. The use of kind standardize of Sundanese language that Sundanese language in region was long use of is Kamus Umum time mentioned as Sundanese regional Basa Sunda by LBSS stated in Sudaryat language. It can be analized from (2013). vocabulary, accent and intonation. According to PPPB the center of guiding Like another language, Sundanese and language conservation written by has sub system of language namely Suriamiharja (1981), there are Sumedang, semantic, phonology, phonetic, Cianjur, Ciamist, , Cianjur, phonemic, graphemic, graphology, Subang, Tasikmala, and morphology and syntax. It discussed dialect. Beside those, there is a personal about the lexical and lexicology. The local dialect such as dialect of Sundanese language associated to the (Ayatrohede, 1978 stated in Sudaryat, application especially in oral (speaking 2013:3-5). and listening) and written (writing and reading) is termed pragmatic. The rule of Moreover, Sudaryat (2013) stated, pragmatic is used to decide the correlation the formal language has the vitality and of Sundanese and English consonants intellectuality. The vitality language is with the application of language in a language that is able to grow up, exist, but context. Due, the language system un raw in accepting the influenced of includes the pragmatic. The associated of another language. The intellectuality subsystem and the application of talked about how a language is able to language is explained in figure 1. apply in science, technology, informatic,

Sound System Oral

Language Pragmatic Language System

Written Conversation

Letters System

Figure 1 Subsystem of Sundanese Language Sora Ucap is the sound produced by mouth and has a symbol (Phonetic). Sora The sound of Sundanese language has Pikir is the sound that sound different or two senses. They are sora ucap (Parole) similar which differ the meaning of the and sora pikir (langue) (Sudaryat, 2013). word (Phoneme). The Sundanese

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Dialectical Literature and Education Journal (DLEJ)p -ISSN 2548-6926, e-ISSN 2714-996X

Volume 5, Issue 1, June 2020 https://dlejpancasakti .ac.id/index.php/dlejpancasakti

phonology has six majors (1) Sounds of Sawara (Vowel) is the sound that language, phoneme, and letters; (2) is produced by the air flow of lung Speech Organ; (3) the kind of phoneme without any obstacles (Sudaryat, 2013). (vowel and Consonants); (4) The In the production of sound, there are three sequence of sound, paragraph, and factors effected the quality of sound, there vocabulary; (5) suprasegmental are round-flat the lips, front-back the characteristic; and (6) the kind of sound. tongue, and the up-down the tongue. The Sundanese vowels amount of seven.

Table 1 Symbol of Sundanese Vowel

Vowel Symbol Graphemics <ẻ>

Phonemics /a/ /i/ /u/ /Ɛ/ /o/ /e/ /eu/

Phonetics [a] [i] [u] [Ɛ] [o] [ծ ] [ő]

Wianjana is the sound of language English consonant is the part of constructed by the airflow from the lung phonological object that deeply focused with any obstacle (Sudaryat, 2013). The on the sound. According to McCully consonants of Sundanese language (2009), the consonant is only sporadically consist 18, there are: /b/, /c/, /d/, /g/, /h/, present in my own idiolect, that is, my /j/, /k/, /l/, /m/, /n/, /ny/, /ng/, /p/, //, /s/, particular implementation of standard /t/, /w/, and /y/. The consonant of /w/ and Northern British English, and then only /y/ always called as the semi-vowel or the under certain geographical or social madya-vowel. Caused of the influenced circumstances. of the foreigner language, in Sundanese language there are also the /f/, /q/, /v/, /x/, Meanwhile, O’Grady, and and /z/. Sundanese has different Dobrovolsky (2005) said, consonant may characteristic with English, especially in be voiced and voiceless, are made by the their consonant, Sundanese does not have narrow or complete closure in the vocal any fricative consonant, it was a foreigner track. The block or restricted of the language which applied in that language. airflow is produced as the airflow past the constriction. The consonant is provide in figure 2.7

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Dialectical Literature and Education Journal (DLEJ)p -ISSN 2548-6926, e-ISSN 2714-996X

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Figure 2 International Phonetic Alphabet that student find difficult to comprehend the unfamiliar accents. They just During the same time period that comprehend of what they knew before Behaviorism was relevant, (Lado in especially their mother tongue. It clear Geeslin 2014) about the Contrastive that the student would acquire in their Analysis Hypothesis that stated accent in learning a target language. linguistics could predict areas of difficulty for target language learners According to Kang and Ginther through a careful comparison of the first (2018), the sounds known by the students language to the target language. It means in their first language or mother tongue that the different structure of both would compare to the sound of target language made the difficulty in adapting language. The main premise was that if a the language. The difficulty made the sound was shared by or similar in both error in learning the target language languages, then it would be relatively especially in sounds and grammar. easy to acquire. Kang and Ginther (2018) stated that the problem is if a target Meanwhile, the first language language sound were not found in their plays a minimal role in the developing of first language, it would be pronounced target language (Geeslin, 2014). It means differently as their first language. It that the influence of first language appears in consonants and vowel features. strongly effect to the target language. The It means that the student would transform effect of the first language could not be the sound of target language to their first expected as we thought. language. Those are the aim of this research conducted. The similar finding by Flowerdew (in Kang and Ginther 2018), concludes

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Dialectical Literature and Education Journal (DLEJ)p -ISSN 2548-6926, e-ISSN 2714-996X

Volume 5, Issue 1, June 2020 https://dlejpancasakti .ac.id/index.php/dlejpancasakti

METHOD The data collecting technique of this research used questionnaire, test, This research is conducted in and interview. Which are focused on the SMA Mutiara Terpadu Palabuhanratu. problem and the aims of the research is The school is chosen by the researcher gaining information about the analysis of because of the the subject especially Sundanese development was a priority. The school students’ English pronunciation. The trains the student to comprehend English questionnaire provided 30 questions of fluently. Beside that the researcher the object of the research that contain the observed that the community of the place aspect that could helped in gaining is variants especially for Sundanese information of the samples. Samples just student. The Sundanese student of the answered the questionnaire by using their school is come from several regions in behavior or daily activity in learning West Java. They are from Garut, English. The answers of the questionnaire , and the district of Sukabumi are strongly agree, agree, uncertain, especially Jampang, Surade, disagree, and strongly disagree. Palabuhanratu and other. The researcher took 43 samples from 409 population. This interview providing 10 questions about the object of the research. In this research, the researcher Samples are free to answer as they used the qualitative research as the behavior, their knowledge and their method of the research. The research ability in interviewing. The researcher observed analyzed Sundanese language to guides the sample to talk much about the English consonant pronunciation. In object of the questions. doing the research, the researcher describes the object of the research and The test is a process of gaining explains the phenomenon in the research. further information about the samples of their ability in pronouncing an English Furthermore, Creswell (2013) language. In this test, the researcher uses stated qualitative research is a means for a test of the sample about their ability in exploring and understanding the meaning pronouncing English consonants. The individuals or groups ascribe to a social or passage is provided free and samples have human problem. The process of research a chance to choose some passage that they involves emerging questions and want to read. In this process, the procedures; collecting data in the researcher records of the samples participants’ setting; analyzing the data pronunciation especially in their reading. inductively, building from particulars to As a result of the record, researcher general themes; and making analyzes it specifically interpretations of the meaning of the data. The final written report has a flexible Based on the data collecting writing structure. From the definition technique in analyzing Sundanese above, this research focused in qualitative language to students’ English consonant research in language sectors, especially in pronunciation, the researcher analyze the exploring the problem or phenomenon in data by reading and memoring the the language learning. important aspect that support of the research which are taken from the questionnaire and the result of students

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Dialectical Literature and Education Journal (DLEJ)p -ISSN 2548-6926, e-ISSN 2714-996X

Volume 5, Issue 1, June 2020 https://dlejpancasakti .ac.id/index.php/dlejpancasakti

test. The reading and memroing step are focused object of the research. The final focused on consonant of students’ aspect is describing the data specifically. pronunciation. The next step is Every samples are described in answering classifying the data every part, especially the problem of the research. the kind of consonant which is the

RESULT AND DISCUSSION The research has been ‘s’ consonant. for example, the word conducted in one month by spreading ‘sharp’ which is pronounced ‘sarp’. questionnaires, testing, and interviewing. 100% samples pronounced ‘v’ consonant In this part, the data of the research will to ‘f’ or even ‘p’ consonant. for example be presented and analyzed specifically. ‘vulnerable’ to ‘pulnerable’ or The data was taken from 43 samples of ‘fulnerable’, ‘native’ to ‘natife’ or ‘natip’, the population in SMA Mutiara Terpadu ‘average’ to ‘aperage’ or ‘aferage’, Palabuhanratu Academic Year ‘exclusively’ to ‘exclusipely’, or 2019/2020. Every samples are described ‘exclusifely’, ‘leaves’ to ‘leafs’ or ‘leaps’, specifically in answering the problem of ‘having’ to ‘haping’ or ‘hafing’, ‘very’ to the research and classifying every part of ‘fery’ or ‘pery’, and ‘variety’ to ‘pariety’ consonants. Seems like the theory of or ‘fariety’. 100% samples pronounced Geeslin (2014), the first language plays a ‘ð’ transformed to another consonant. The minimal role in the developing of target example are ‘the’ to ‘de’, ‘northern’ to language. It means that the influence of ‘nordern’, ‘than’, to ‘dan’, ‘although’ to first language strongly effect to the target ‘aldough’ or ‘altogh’, ‘though’ to ‘togh’, language. The effect of the first language ‘mother’ to ‘moder’, ‘they’ to ‘dey’, and could not be expected as we thought. ‘themselves’ to ‘demselpes’. 100% samples pronounced the ‘z’ to another (The Main Appearances of Sundanese consonant. 100% sample pronounced is Language to Student English (iz) to is(is) , ‘sized’ to ‘sijed’ or ‘sised’, Consonant Pronunciation) has (hæz) to ‘has’, ‘ears’ (iəz) to ‘ears’ (irs), ‘eyes’ (aiz) to ‘eyes’ (ais), ‘leaves’ According to the result of the (li:vz) to ‘leaves’ (li:fs), and ‘as’ (az) to test, the consonant ‘f’ transformed to ‘p’ ‘as’ (az). 98% samples pronounced sound. 94% from the samples ‘awakens’ (əˈweɪkənz) to ‘awakens’ transformed this sound to ‘p’ consonant in (əˈweɪkəns). 100% samples pronounced some word that provided for example ‘ʒ’ to ‘s’ sound example ‘occasionally’ ‘from’ become ‘prom, ‘forest become (əˈkeɪʒnəli) to ‘occasionally’ ‘porest’, ‘feasting’ become ‘peasting’, (əˈkeɪsinəli). 100% samples pronounced etc. 100% samples are wrong in ‘ʧ’ to ‘c’ sound, for example ‘search’ to pronouncing the consonant. They ‘searc’, ‘pouch’ to ‘pouc’, and ‘wich’ to transformed the sound as the letter of its ‘wic’. 96% samples pronounced ‘ʤ’ to sound for example ‘through’ become another consonant. Majority, many ‘trug’, ‘thick’ become ‘tik’ and even more samples transformed the consonant to ‘g’ the sound ‘θ’ banned in a word for consonant., for example ‘large’ (la:ʤ) to example ‘length’ become ‘leng’. 98% ‘large’ (large), and ‘foliage’ (ˈfəʊlɪɪʤ) to samples pronounced the consonant ‘ʃ’ to ‘foliage’ (ˈfəʊlɪɪge).

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Dialectical Literature and Education Journal (DLEJ)p -ISSN 2548-6926, e-ISSN 2714-996X

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Many of samples stated the it. Most of sample transformed an English reason of transforming a consonant consonant like ‘ծ ’ to ‘d’, ‘ʃ’ to ‘s’, ‘f’ to caused of the period of time in learning ‘p’, ‘v’ to ‘p’, and ‘ʒ’ to ‘s’. Besides that, English. They learned English above 3 or many of sounds pronounced as their 4 years with the comprehensively letters especially ‘ʤ’ to ‘g’, ‘ծ ’ to ‘t’, ‘ʧ’ learning in senior high school. Based to to ‘c’, ‘Ө’ to ‘t’, etc. the result, 96% stated that. 100% samples assumed that Sundanese was influence to The transformation of this their English especially pronunciation. consonants appeared because of the They claimed the different both of different of both of language. The main of language impacted their pronunciation consonants transformation are fricative especially in pronouncing fricative and and affricative which are the undefined affricative sound. They claimed that their consonant in Sundanese language. Those habitual language in speaking Sundanese sound are ‘v’, ‘f’, ‘ʤ’, ‘ʧ’, ‘ʒ’, ‘ʃ’, ‘Ө’, and was influence them especially in accent ‘ծ ’ sound. This result was suitable with and pronouncing a sound. the Sundanese Geeslin (2014) statement about the first accent was influence to their language plays a minimal role in the pronunciation especially in pronouncing developing of target language. it means the last double consonant in a word, for that Sundanese plays rule of English example around because of there was no consonant pronunciation. double last consonant in Sundanese, they (The New Variant of Sundanese pronounce only first consonant like Student English Consonant Sounds) ‘arroun’. 100% samples claimed that they do not really know about pronouncing a Sundanese influences in sound in another form for example is creating a new variant sound of English, which is pronounce as ‘iz’ or ‘of’ is especially in generalizing the sound. It pronounced as ‘ov’. They claimed that appeared in pronouncing the consonant of they do not really know about this English. As (Kang and Ginther, phenomenon. 98% perceived that they 2018:286), the sounds known by the able to pronounce English sound well. students in their first language or mother Because of their perception, they stated tongue would compare to the sound of able in questionnaire especially in target language. The main premise was differing an English sound without any that if a sound was shared by or similar in transformation. They claimed the entire both language, then it would be relatively time they learned English, they felt easy to acquire. (Kang and Ginther, correct in pronunciation as they 2018:284-285) stated that the problem is perception. if a target language sound were not found in their first language, it would be (Fricative English Sounds Pronounced pronounced differently as their first by Sundanese Students) language. The new variant in generalize Sundanese influenced to ng the English sound provide at table students English with transformed ‘a’ 2. undefined sounds to the similar sound of

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Table 2 The New Variant of Consonant

Sound 1 Sound 2 V f/p ʤ G Ծ D/T ʃ S Z J/s ʧ c/k ʒ S F P Ө T X s

CONCLUSION This research will useful pronouncing unknown sounds. Majority, practically and theoretically. The object samples were confused in adapting of research about analysis of a language English sound of their tongue because of to a target language will give new their habitual language factors. Samples knowledge of a foreigner language got difficulty in pronouncing the English learning and also give a new solution in consonant sound especially the different solving the problem that always happen in sound of English and Sundanese. They that case. Actually, for the learner and a thought that they have lack of knowledge teacher could predict the error in learning and get difficulty in pronouncing the a target language process. sounds. It is difficult for them to pronounce English especially in Based on the findings and pronouncing ‘r’ consonant which discussion, the conclusion of this research pronounced clearly, stressing, intonation, could be drawn as follows. The main and the articulation of English. The Sundanese language aspect unknown consonants of English made appearances to their consonant them transforming those sound to similar pronunciation are the accent of Sundanese sound in Sundanese. Beside that the and the unknown sounds of English in transforming English consonant to Sundanese. Many samples of this Sundanese consonant which do not research are Sundanese who got difficulty defined in Sundanese language especially in pronunciation especially in [f], [v], [z], and other.

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REFERENCES Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. University of Nebraska-Lincoln California: SAGE. Gay, Geoffrey, & Airasian. (2012). Educational Research Competencies for Analysis and Applications. USA: PEARSON Geeslin, K. L. (2014). Sociolinguistics and Second Language Acquisition. New York: Routledge Kang, O. & Ginther, A. (2018). Assessment in Second language Pronunciation. New York: Routledge McCully, C. (2009). The Sound Structure of English. Netherland: Rijksuniversiteit Groningen O’Grady, W. and Dobrovolsky, M. (2005). Contemporary Linguistics an Introduction. University of California: Longman. Sudaryat, P. and Yudbrata. (2013). Tata Basa Sunda Kiwari. Bandung: Yrama Widya Suriamiharja, A. (1981). Pusat Pembinaan dan Pengembangan Bahasa: Geografi Dialek Sunda. : Depdikbud.

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