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An Analysis of Students' Difficulties in Pronouncing English Fricative

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An Analysis of Students' Difficulties in Pronouncing English Fricative Jelt : Journal Of English Language teaching, Vol 5 No.1 Tahun 2021 An Analysis of Students’ Difficulties in Pronouncing English Fricative Consonant at the Eleventh Grade of SMA Negeri 1 Kota Jambi Ratisa Adhani, Yanti Ismiyati, Efa Silfia English Education Study Program, Faculty of Teacher Training and Education, Batanghari University ABSTRACT This research was aimed to find out the students’ difficulties and factor causes students difficult to pronounce English fricative consonant at the Eleventh Grade of SMA Negeri 1 Kota Jambi. The research methodology of this study was quantitative descriptive research which involved population and sample. The total population of this research was the XI MIPA 1 students of SMAN 1 Kota Jambi, which consisted of 36 students. In collecting the data, the researcher gave test and interview at the class. The result of the research showed that the eleventh grade students of SMA Negeri 1 Kota Jambi got difficulties in pronouncing English fricative consonant sounds of dental and labiodental. The students’ difficulties in pronouncing fricative consonant are producing sound (/θ/, /ð/, and /v/). The highest percentage of the students score was 95% and the lowest was 15%. Where the mean score of the students’ test was 42,28% with a fair categories and percentage of students score test were /θ/ 76,11%, sound /ð/ 77,78%, /f/ 5%, and sound /v/ 57,22%. The factors of students’ difficulties in pronouncing English fricative consonant are; the influence of students’ mother language, the lack of students’ knowledge about English sound system and the unsuccessful in using borrowed English words. Key Words: Students Difficulties, Pronouncing, Fricative Consonant. INTRODUCTION reasons is English language teaching and English becomes a compulsory learning in Indonesia schools more focuses lesson in Indonesia students start from on the written component at the expense of junior high school, senior high school and the spoken component than how to college. The students should master the four pronounce the word itself. Therefore, it is basic skills in English start from listening, understandable if the students will produce speaking, reading and writing. Speaking is a lot of mistakes and difficult in an activity where people can communicate pronouncing the words. Thus, from the with each other that are involved a speaker correct pronunciation, we can achieve the and a listener. Furthermore, speaking is the goal of speaking. productive skills that can deliver an Pronunciation itself includes many utterance and give a meaning. According to features for instance, supra-segmental Leong and Ahmadi (2017: 34), speaking is aspects which consist of stress, intonation, a mean of effective communication that and pitch. In segmental aspects consist of important to be developed and enhance. vowels, diphthongs, consonants, manner of Therefore, speaking in English is more articulation, and place of articulation. There crucial need to learn by non-native learners are some elements in manner of like the students in Indonesia. articulation. One of them is fricative. Kelly There are some elements of skill in (2000: 50) says that fricative is a sound that terms of speaking. One of them that can occur when the movement of the air important is pronunciation. It means that attracts to the mouth and lips come close pronunciation is a field that crucial to learn together. It means that fricative consonants properly and having a good pronunciation are made by squeezing air in a small gap of of the language is essential for effective a throat and leaves it in the front mouth. communication and particular The sounds are articulated by forming a intelligibility. However, many English nearly complete stoppage of the airstream. language learners confront difficulties in In short, English fricative consonants are learning English pronunciation. One of the the sound that is articulated by hissing the 25 An Analysis of Students’ Difficulties in Pronouncing English Fricative Consonant at the Eleventh Grade of SMA Negeri 1 Kota Jambi Jelt : Journal Of English Language teaching, Vol 5 No.1 Tahun 2021 voice that attract to the mouth and lips 3. Same Phonetic Feature in Both simultaneously. Language but Differ in Their Distribution PRONUNCIATION DIFFICULTIES Phonetic feature in English Ramelan (1999: 7) says that there and Indonesian are same, however both are five pronunciation difficulties faced by have a different in their distribution. That is Indonesian students when they learn where and when they may occur in an English pronunciation, they are: utterance. For instance sounds /b.d.g/ which 1. Transfer of Linguistic Habit are found in both English and Indonesian, In English learning process, most but differ in their distributions. In English of foreign language students found the those sounds occur at utterance initial, difficulties in speaking skill. In fact, medial, and final position such as in the learning process in Indonesia more focus on following words: “book” [bʊk], “ago” receptive skills than productive skills. [ǝˈgǝʊ], “sad” [sæd]. However, in Speaking is rarely to teach by teachers in a Indonesia, they occur only at word initial school when they learn English. Whereas, and medial position, but never at word final speaking is very crucial parts and needed by position, for instance in the words: beras, mostly students when they learn English, kabar, bubur. In Indonesian orthography the because the students have many difficulties letters b, d, g, are sometimes found at word background for pronouncing the words. final position such as in: sebab, abad, One of the backgrounds is mother tongue. grobag, but they are pronounced as Mother tongue is language that has been “voiceless stops‟ that is /p/, /t/, and /k/ used by students since childhood. It respectively. Therefore, not surprising that becomes a part of habit and has been Indonesian students have difficulty in embedded for the students. The movements pronouncing final voiced stops as in the of the students’ speech organs have been set words “bed” [bed], “pig” [pɪg], and “cab” for producing the speech sounds of his/her [kæb], own language. In this case, it is difficult for 4. Similar Sounds in Two Languages the students to change their habit for Which Have Different Variants or moving the speech organs when they Allophones produce the foreign sound. That is why for Sounds that have the same transferring a linguistic habit in the English qualities in both languages may constitute context is difficult to do for some of some learning problem if they occur in a Indonesian students. cluster or sequence of sounds. The sounds 2. Different Elements between Native /s/ and /p/, for instance, are familiar in both Language and Target Language Indonesian and English. It is no wonder that There are many kinds of sounds in Indonesian students will have difficulty in English. The English sounds are separate in pronouncing a cluster of sounds such as initial, medial, and final. For instance, the found in the following English words: medial sound of the English fricative speak, spring, stand, street, sky, scream, consonant sound word “birthday” twelfths, worlds, etc. From the brief /ˈbɜː(r)θdeɪ/. Indonesian students will find explanation above, we can see that the difficult to pronounce that sound since their Indonesians usually tend to use the vowel speech organs have never been trained or sound after the consonant or in contrary. moved to produce it. Others example is on The example can be seen in the word the sound of /ð/. So, instead of pronouncing “school” [sku:l], In Indonesian, we call this /ð/ as in father [fʌðǝr] they will say /de/ one with “sekolah” or in English we say [fader]. Automatically, it can make “loud speaker” in Indonesian we say misunderstanding between the speaker and “sepeker”. Once again, consonant-vowel the listener because most of Indonesian sequence appears in this case. people clueless and familiar with some sounds in English. 26 An Analysis of Students’ Difficulties in Pronouncing English Fricative Consonant at the Eleventh Grade of SMA Negeri 1 Kota Jambi Jelt : Journal Of English Language teaching, Vol 5 No.1 Tahun 2021 5. Similar Sounds in Two Languages properly more when they speaking with Which Differ Only Slightly in Their English. Phonetic Features 2. The Lack of Students Knowledge In the following English words the About English Sound System italicized letters represent sounds in English The sound system between with slight phonetic differences from their Indonesian and English is different. In Indonesian counterparts: no [nǝʊ], may Bahasa Indonesia, the letter or word tends [meɪ], bad [bæd], tie [taɪ], now [naʊ], she to have similarity with its sound. So it [ʃi:], chain [tʃeɪn], Jane [dӡeɪn], very [veri], makes Indonesian students have many hard [ha:d], etc. In Indonesian usually apply difficulties in pronouncing English word. one letter- one sound, although there is a 3. Unsuccessful in using borrowed letter that has two sounds, in this case letter English words “e”. It 34 can be written [e] and [ẻ]. On this modern era, one language Whereas in English, there is a possibility at can easily take from other languages. It also one letter has some specific sounds, for happens to Indonesian that borrows some example letter „a‟. This letter has some words from other languages to enrich its specific sound, they are: [eɪ] as in “pain” vocabulary especially from English. When [peɪn], [æ] as in “bad” [bæd] and [a:] as in Indonesian uses that word they constantly “task” [ta:sk]. pronounce it with Indonesian Based on above explanation the pronunciation. researcher conclude that there are five difficulties faced by Indonesian students FRICATIVE when they learn English pronunciation, According to Rouch (1983: 37), they are: Transfer of linguistic habit, the fricatives are continuant consonant where existence of the phonetic alphabets from the as long as person has enough air in a lung, foreign sounds, the different distributions of he/she can continue make a sound without sounds that similar in phonetic features, a interruption.
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