Pronunciation of Archaic English Words in William Shakespeare’S Poems by English Letters Students of Sanata Dharma University
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PRONUNCIATION OF ARCHAIC ENGLISH WORDS IN WILLIAM SHAKESPEARE’S POEMS BY ENGLISH LETTERS STUDENTS OF SANATA DHARMA UNIVERSITY
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By STEFANY NI NYOMAN RAHAYU TRIWULANDARI Student Number: 154214017
DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PRONUNCIATION OF ARCHAIC ENGLISH WORDS IN WILLIAM SHAKESPEARE’S POEMS BY ENGLISH LETTERS STUDENTS OF SANATA DHARMA UNIVERSITY
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By STEFANY NI NYOMAN RAHAYU TRIWULANDARI Student Number: 154214017
DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“The way to get started is to quit talking and begin doing.”
– Walt Disney
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FOR MY BELOVED PARENTS & BROTHERS Thanks for supports and prayers never ending. I love you!
-Aman
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ACKNOWLEDGEMENTS
First, I am grateful for Jesus Christ for always blessing and leading me to finish my study. His blessing helps me write this thesis. I can finish this study because of the kind people around me who always support and help me.
Second, I express my gratitude to my thesis advisor Arina Isti’anah, S.Pd.,
M.Hum. for always guiding and giving me some advices in writing this thesis. I thank her so much for being a supportive, kind and humble advisor. I also thank my co-advisor Adventina Putranti, S.S, M.Hum. for giving other advices.
Third, I express my gratitude to my family who always give support to me during my ups and downs. My mom and dad always ask about my thesis progress, support me, and pray the best for me. I also express my gratitude to my annoying yet lovely brothers Blico and Dean for the support and prayers. Besides, I also thank all of my big family for the never ending prayers.
Fourth, I would express my gratitude to my friends from English Letters students batch 2015 and 2018. Because of their participations, I can finish this thesis on time. Besides, I express my gratitude to Hestu for always supporting me to do my revision and praying the best for me. I also thank my best friends for always motivating and helping me in writing my thesis. They are Nia, Icha, Lina, Jesi, and
Eme. Finally, I would express my gratitude to all people who have motivated me, helped me and shared their knowledge to me.
Stefany Ni Nyoman Rahayu Triwulandari
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TABLE OF CONTENTS
TITLE PAGE ...... ii APPROVAL PAGE ...... iii ACCEPTANCE PAGE ...... iv STATEMENT OF ORIGINALITY ...... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH .. vi MOTTO PAGE ...... vii DEDICATION PAGE ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF TABLES ...... xii ABSTRACT ...... xiii ABSTRAK ...... xiv
CHAPTER I: INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Problem Formulation ...... 4 C. Objectives of the Study ...... 4 D. Definition of Terms ...... 5
CHAPTER II: REVIEW OF LITERATURE...... 7 A. Review of Related Studies ...... 7 B. Review of Related Theories ...... 9 1. English Phonology ...... 9 2. Indonesian Phonology ...... 16 3. Phonological Process ...... 22 4. Archaism ...... 27 C. Theoretical Framework ...... 28
CHAPTER III: METHODOLOGY ...... 30 A. Object of the Study ...... 30
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B. Approach of the Study ...... 32 C. Method of the Study ...... 32 1. Data Collection ...... 32 2. Data Analysis ...... 34
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ...... 36 A. The Students’ Mispronunciations of Archaic Words ...... 36 B. The Phonological Processes in Students’ Mispronunciations ...... 44 1. Vowel Change ...... 45 2. Consonant Change ...... 59 3. Segment Deletion ...... 67 4. Segment Insertion ...... 73
CHAPTER V: CONCLUSION ...... 75
REFERENCES ...... 78 APPENDICES ...... 80 Appendix 1: Phonetic Transcription of English Letters Students ...... 80 Appendix 2: Instrumen Penelitian ...... 83
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LIST OF TABLES
No. Table Page
1. Table 1. International Phonetic Alphabet (IPA) 13 2. Table 2. The Indonesian Consonants 21 3. Table 3. The Data of Archaic English Words 31 4. Table 4. Students’ Pronunciation of Archaic Words 37 5. Table 5. Frequency of Students’ Pronunciation 38 6. Table 6. The Vowel Change in Students’ Pronunciations 46 7. Table 7. The Consonant Change in Students’ Pronunciations 59 8. Table 8. The Segment Deletion in Students’ Pronunciations 68
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ABSTRACT
TRIWULANDARI, STEFANY NI NYOMAN RAHAYU. (2019). PRONUNCIATION OF ARCHAIC ENGLISH WORDS IN WILLIAM SHAKESPEARE’S POEMS BY ENGLISH LETTERS STUDENTS OF SANATA DHARMA UNIVERSITY. Yogyakarta: Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.
English is a widely spoken language in the world. It is used as the lingua franca. English is considered as an important language in the world. Therefore, there are so many people learning English. Some of them also take part in English Letters Department to learn further about the English language. In learning English especially for Indonesians as non-native English speakers, pronunciation becomes the most problematic problem. It is because English has different phonology compared to Indonesia. In learning further about English especially for English Letters students, they also learn and read some literary works which consist of archaic words. As Indonesian speakers, they are not familiar at all about archaic words because archaic words are not used anymore nowadays. To pronounce some archaic words are challenging for English Letters students. In this research, the writer asked several English Letters students to pronounce some archaic words in Shakespeare’s poems. There are two problems formulated. The first was to discover students’ pronunciation of archaic words. The second was to discuss the phonological processes found in their pronunciation. The writer used a sampling method (purposive) to collect the data. Twenty English Letters students from batch 2015 and 2018 were asked to pronounce the archaic words. The writer used 13 archaic words in this research. The words were taken from Shakespeare’s poems. In total there were 260 data in this study. Furthermore, the writer used the phonological approach to answer the problem formulation. The result was 109 times of mispronunciations and 21 times correct pronunciations of ten English Letters students from batch 2015 were found. On the other hand, 105 mispronunciations and 25 correct pronunciations of ten English Letters students from batch 2018 were found in this research. Furthermore, there were four phonological processes found in the analysis. Those are vowel change, consonant change, segment deletion, and segment addition. The main reason for phonological processes occurred in students’ pronunciations because the Indonesian phonological system influenced students’ pronunciations of the English words.
Keywords: pronunciation, archaic word, phonology, non-native English speaker
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ABSTRAK
TRIWULANDARI, STEFANY NI NYOMAN RAHAYU. (2019). PRONUNCIATION OF ARCHAIC ENGLISH WORDS IN WILLIAM SHAKESPEARE’S POEMS BY ENGLISH LETTERS STUDENTS OF SANATA DHARMA UNIVERSITY. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Bahasa Inggris merupakan bahasa yang paling banyak digunakan di dunia dan berperan sebagai lingua franca. Bahasa Inggris merupakan bahasa yang dianggap penting. Maka dari itu, banyak orang mempelajari bahasa Inggris dan beberapa dari mereka mengambil program studi Sastra Inggris. Dalam mempelajari bahasa Inggris, khususnya orang Indonesia yang tidak berbahasa Inggris secara aktif, pelafalan kosa kata merupakan masalah terbesar. Ini dikarenakan bahasa Inggris mempunyai beberapa aturan yang berbeda dengan bahasa Indonesia. Orang Indonesia biasanya melafalkan kosa kata bahasa Inggris tanpa memikirkan aturan- aturan bahasa Inggris. Dalam memperlajari bahasa Inggris, khususnya untuk mahasiswa/i sastra Inggris, mereka juga akan mempelajari dan membaca karya sastra yang berisi kata-kata bahasa Inggris yang sudah tidak digunakan dalam kehidupan sehari-hari. Melafalkan kata-kata bahasa Inggris kuno merupakan hal yang menantang bagi mahasiswa/i sastra Inggris. Untuk membuktikannya, penulis meminta beberapa mahasiswa/i sastra Inggris untuk melafalkan beberapa kata kuno yang diambil dari beberapa puisi Shakespeare. Penelitian ini memiliki dua rumusan masalah. Pertama adalah untuk mengetahui pelafalan kosa kata bahasa Inggris kuno oleh mahasiswa/i. Kedua adalah untuk membahas proses fonologi yang ditemukan dalam pelafalan mahasiswa/i. Peneliti menggunakan studi sampel untuk mengumpulkan data. Dua puluh mahasiswa/i sastra Inggris angkatan 2015 dan 2018 diminta untuk melafalkan kosa kata dalam bahasa Inggris kuno. Peneliti menggunakan 13 kosa kata bahasa Inggris kuno. Kata-kata yang digunakan diambil dari puisi-puisi Shakespeare. Selanjutnya, peneliti menggunakan pendekatan fonologi untuk menjawab rumusan masalah. Hasilnya adalah 109 kali pelafalan yang salah dan 21 kali pelafalan yang benar dilakukan oleh mahasiswa/i sastra Inggris angkatan 2015. Sebanyak 105 kali pelafalan yang salah dan 25 pelafalan yang benar dilakukan oleh mahasiswa/i sastra Inggris angkatan 2018. Selanjutnya, ada 4 proses fonologi ditemukan yaitu perubahan bunyi vokal, perubahan bunyi konsonan, penghapusan segmen, dan penambahan segmen. Alasan utama terjadinya proses fonologi tersebut karena system fonologi Indonesia yang dimiliki oleh mahasiswa/i mempengaruhi pelafalan kosa kata dalam bahasa Inggris.
Keywords: pronunciation, archaic word, phonology, non-native English speaker
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CHAPTER I
INTRODUCTION
A. Background of the Study
There are so many languages spoken in all countries around the world.
Those languages have different characteristics from one another. English is one of the widely spoken languages in the world which is used as the lingua franca.
Since the Second World War, English has become the lingua franca (ELF) of many domains, ranging from business to international politics to academia, and the globalization fostered by the rise of internet and new media has accentuated this development. (Rowley-Jolivet, 2017, p. 1) English is used as the lingua franca for international communication purposes.
People from different countries learn and speak English to be able to communicate with all people around the world. In Indonesia, English is also learned by
Indonesians.
Indonesian and English are examples of two different languages. Both are contrastive languages because Indonesian and English have a different way to spell and pronounce the words. In Indonesian culture, the words are pronounced as the written version. On the other hand, English has a different way of pronunciation.
English words are not pronounced like the written version, but it is based on the phonetic transcriptions in the dictionary. Pronunciation cannot be ignored (Levis,
2015). In learning English, pronunciation becomes an important matter because how the speaker says or delivers the words would affect the audience’s understanding.
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While English and Indonesian are contrastive, the position of English as the lingua franca makes the most of Indonesians use it as their third language after the local language and Indonesian language. Language is a system of spoken or written symbols that can communicate ideas, emotions, and experiences (Al-Saadi,
2015, p. 34). Language has an important role, especially in communication. People need language to communicate with other people. However, English as a lingua franca is usually used to communicate with people from other nationalities who do not understand Indonesian or locals’ languages of a certain country. In this context, people who are not native speakers of English have the possibility to pronounce the incorrect pronunciation of English words.
However, some Indonesians are still enthusiastic to learn English or take
English literature as their concern subject. In learning furthermore about English literature, people should have basic knowledge about the English language. It is because English literature is tightly related to literary works such as poems, short stories, novels, movie script, and etc. Our knowledge of the English language would help us in the process of learning. In this study, the writer would use poems to be analyzed.
Poem is any kind of verbal or written language that is structured rhythmically and is meant to tell a story or express any kind of emotion, idea, or state of being. Poetry is used to achieve this artistic expression in several ways. (Ollila & Jantas, 2006, p. 1) A poem is unique because it usually carries implicit meanings. The author plays with some words to create a good poem. We should pay more attention to understand what the author delivers through the poem.
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In this study, the writer would use the poems by William Shakespeare. One of the reasons to choose Shakespeare is that he is one of the major poets. He gave us uniquely vivid ways to express hope and despair, sorrow and rage, love and lust
(Anderson, 2014). During his life, he made some great works that made him famous.
Jovanović stated in his scientific journal that Shakespeare was a master of words
(2006). He is a brilliant writer whose name still remembered until nowadays because of his works in the previous time.
…no writer’s living reputation can compare to that of Shakespeare, whose plays, written in the late 16th and early 17th centuries for a small repertory theatre, are now performed and read more often and in more countries than ever before. (Spencer, Bevington, & Brown, 2018, p. 1) Shakespeare is one of the major authors in literature and his literary works are still studied in some schools. Shakespeare is a genius person in using and applying words in his works. He uses some archaic words which do not use anymore in this present time. However, some of his literary works are still survived and studied by the people. It is the reason why the writer chose William Shakespeare. He was the major author during his time and his literary works were still read and learned by some people.
People nowadays are familiar with Shakespeare, but they are usually unfamiliar with some archaic English words in Shakespeare’s poems. It is because those words are no longer used in today’s communication. Indonesians people who do not learn about the history of the English language might not know the existence of the archaic English words in some literary works. When people who have less knowledge about the English language find or read archaic English words in a
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sentence or paragraph, they would think those words are not written in English.
This condition could lead people to mispronounce those words.
In this study, the writer would analyze how archaic English words are pronounced by English Letters students of Sanata Dharma University. The students’ knowledge about archaic English words and experience of pronunciations are quite important in this study. This would affect the way they pronounce the archaic
English words which are shown in literary works of an earlier time. Algeo states that the benefit of learning the history of English is that it can help people to understand the literature in the past time (2010, p.17). The students who have taken the history of English might familiar with archaic words in the old literary works like in Shakespeare’s poems. This study helps Indonesian native speakers to know some of the mispronunciations when pronouncing English words especially the archaic English words.
B. Problem Formulation
Based on the above, the problems of this study are formulated as follows:
1. How do the English Letters students pronounce archaic English words in
William Shakespeare’s poems?
2. What phonological processes appear in their pronunciation?
C. Objectives of the Study
There are two objectives of the study based on the problem formulation above. The first is the writer aims to know the pronunciations of archaic words in
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William Shakespeare’s poems by English Letters students. The students are asked to read the poems loudly and the writer would record it for further analysis.
The second is the writer would analyze the phonological processes that appear in students’ pronunciations. The recordings of their pronunciations would be transcribed into phonetic transcriptions before the writer analyze the phonological processes. The writer only uses the mispronunciations of the students to see the phonological processes that happen on their pronunciations. Those mispronunciations would be categorized into groups based on the phonological processes like deletion, assimilation, insertion, metathesis, and some others.
D. Definition of Terms
This study would use three terms. They are pronunciation, archaic English words, and poem. The first term is pronunciation. Pronunciation is an important matter in communication. However, if people mispronounce some words, others would not understand what he or she said. There is no single pronunciation of
English sounds, which vary greatly from one dialect to another (Algeo, 2010, p.
24). The way people pronounce English sounds is different depending on the dialect from the place they are coming from.
The second is archaic English words. Archaic English words are the obsolete English vocabularies that are not used anymore in the present time as the purpose of communication. Wisner in her doctoral dissertation said that the term of archaism is not only to highlight the text itself however it imitates the textual
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conventions to realize the historical literature (2010, p. 4). The archaic words could be found in the earlier literary works.
The third is the poem. Poems are literary works that usually carry implicit meanings. Those meanings in the poems are written to communicate to us (Madden,
2002, p. 60). Poems seem like the tools to express ideas, thoughts, and feelings of the authors. The authors used some words to make a good poem to communicate their feelings to the readers.
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CHAPTER II
REVIEW OF LITERATURE
This chapter is divided into three parts. The first part is the review of related studies. It discusses the previous studies which have been done by other researchers and have a close relation to this study. The second part is the review of related theories. It discusses the theories which are used in this study. The third part is the theoretical framework. This part elaborates the contributions of the theories which are used in this research.
A. Review of Related Studies
In this part, there are four studies related to this study which are used by the writer. These four related studies have been selected as the references in this study and have a close relation with this study.
The first related study is a journal article entitled The Pronunciation of
English Fricatives in the Speech by a Non-Native Speaker by Utama, Indrawati, and
Udayana (2018). It discusses the pronunciation of English fricative sounds which is delivered by I Made Mangku Pastika, the governor of Bali. The similarity of this journal is about analyzing the English words are pronounced by a non-native speaker. However, there are also differences between the journal and this study.
The journal uses the speech video by I Made Mangku Pastika as the source of data, while this study uses the recording of some English Letters students’ pronunciation as the source of data to be analyzed furthermore.
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The second is a journal article entitled English Pronunciation Errors Made by Saudi Students by Ababneh (2018). This journal article discusses English pronunciation errors made by two groups of native Saudi Arab speakers. The Arabic students made vowel insertion and confusion, orthography, stress, intonation, errors while pronouncing English words.
The third related study is an undergraduate thesis by Ayumi entitled The
Pronunciations of English Words Containing Silent Letter “G” by The Elementary and Advance Level Students of English Made Easy (EME) English Course (2018).
She explained in her study that Indonesia and English have different phonology.
Indonesian words do not have silent letters, but English words have silent letters.
This condition affects Indonesians who still pronounce silent letters when pronouncing English words because of their knowledge of Indonesian phonology.
Her study and this study have similarities which are about analyzing the pronunciation of non-native English speakers and analyzing the phonological processes. In her study, she analyzes and distinguishes how elementary and advance level students pronounce English words containing the silent letter “g”. She analyzes the pronunciation from different level groups of students. In this study, the writer also compares the mispronunciations between two groups which are the beginner and advanced groups.
The fourth is an undergraduate thesis by Anindita (2017) from Sanata
Dharma University entitled English Mispronunciation Produced by Radio Masdha
Announcers. The similarity is about analyzing mispronunciation by students from
Sanata Dharma University. In her study, the participants are the announcers of
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Radio Masdha excluding English Letters students. However, in this study, the participants are English Letters students. In her thesis conclusion, the mispronunciation happens because English sounds do not appear in Indonesian sound inventories and the announcers bring the Indonesian rule in delivering
English news.
To contrast, this study focusses on analyzing the mispronunciations of some archaic English words in William Shakespeare’s poems. This study focusses on archaic English words that are obsolete. This research is aimed to develop the previous studies in mispronunciation.
B. Review of Related Theories
In this part, the theories which are used to analyze the problem formulation are discussed. Based on problem formulation, the focus of this study is to analyze the mispronunciation of archaic English words. There are four theories are used to answer the questions in the problem formulation. Those theories are English phonology, Indonesian phonology, phonological process, and archaism.
1. English Phonology
English Phonology is a study about the sound structure in the English language. The English language is special because every word have their ways of pronunciations.
Phonology is the study of sound structure in language, which is different from the study of sentence structure (syntax) or word structure (morphology), or how languages change over time (historical linguistics). (Odden, 2005, p. 2)
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Phonology is a study that does not the same from syntax, morphology, or historical linguistics. English phonology has a special rule than other languages. English has its way of pronouncing words and those pronunciations are based on IPA
(International Phonetic Alphabet) that we can find in the dictionary. English has its own rule in pronunciation. Phonology, it is said, is an abstract cognitive system dealing with rules in a mental grammar: principles of subconscious “thought” as they relate to language sound (Odden, 2005, p. 2). The language sound that people make is always related to the phonology of their mother tongue. Unconsciously, when people talk, they use their phonological system in their minds to process the words that they read into the sound.
In English Phonology, the English consonants are divided into two classifications. The two classifications are the place of articulation and the manner of articulation. Both classifications can differ and they have their characteristics in categorized the English consonants into the small groups based on their place and manner of articulation.
Place of articulation is the process of articulating the consonants sounds based on the place of articulation. Based on McMahon on his book stated that place of articulation is divided into eight categories such as bilabial, labiodental, dental, alveolar, post-alveolar, palatal, velar, and glottal (2002, p.30). Those categories are very different from one another. The location of the active and passive articulators determines the place of articulation for a consonant (McMahon, 2002, p. 30). Those eight categories of the place of articulation have a different locations of articulators
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to articulate certain consonants. People can notice the differences when they produce sounds in the right way.
The first is bilabial. Bilabial is using the bottom lip as the active articulator and the top lip as the passive articulator (McMahon, 2002, p. 31). For a bilabial sound, it only uses two parts of the lips to articulate bilabial consonants. The English consonants which are included into bilabial such as [p], [b], [m], and [w].
The second is labiodental. For labio-dental sounds, the active articulator is again the bottom lip, but this time it moves up to the top front teeth (McMahon,
2002, p. 31). In labiodental, the sounds are produced when the bottom lip touches the front teeth. At this place of articulation, labiodental produces two English consonants such as [f] and [v].
The third is dental. For the two dental fricatives, it follows that the passive articulator is the top front teeth; the active articulator is the tip of the tongue
(McMahon, 2002, p. 31). In dental, the consonants sounds are produced when the tip of the tongue touches the top front teeth. That condition results in the English consonants such as [θ] and [ð].
The fourth is alveolar. Alveolar sounds are produced by the tip or blade of the tongue moving up towards the alveolar ridge, the bony protrusion you can feel if you curl your tongue back just behind your top front teeth (McMahon, 2002, p.
32). It occurs when the tongue touches the alveolar ridge. The alveolar consonants are [t], [d], [n], [s], [z], [r], and [l].
The fifth is post-alveolar. If you move your tongue tip back behind the alveolar ridge, you will feel the hard palate, which then, moving further back again,
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becomes the soft palate, or velum (McMahon, 2002, p. 31). The English consonants which are included in post-alveolar are [ʃ], [tʃ], [ʒ], and [ʤ].
The sixth is palatal. Palatals are produced by the front of the tongue, which moves up towards the hard palate (McMahon, 2002, p. 32). The English palatal consonant is [j]. It is produced as we say the word “yes”.
The seventh is velar. For velar sounds, the active articulator is the back of the tongue, and the passive articulator is the velum, or soft palate (McMahon, 2002, p. 33). The English velar consonants are [k], [g], [ŋ], and [x].
The eight is glottal. McMahon stated that in glottal, the articulators are the vocal folds, which constitute a place of articulation as well as having a crucial role in voicing (2002, p.33). It also does not involve tongue to articulate the consonant.
The English glottal consonant is /h/.
The second classification is the manner of articulation. Manner of articulation refers to how a consonant at a certain place of articulation is produced, indicating how airflow is controlled (Odden, 2005, p. 27). In this case, it includes the place of articulation to indicate the airflow. How close the active and passive articulators get, determines the manner of articulation (McMahon, 2002, p. 28).
There are six categories of English consonants for the manner of articulation. Those six categories are stops, fricatives, affricates, nasals, liquids, and glides. The six categories would be explained in the table. The table is showing the English consonants based on the place of articulation, manner of articulation and the voicing sounds of English consonants.
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Table 1. International Phonetic Alphabet (IPA)
for English Consonants (Yule, 2006, p.34)
Bilabial Labiodental Dental Alveolar Palatal Velar Glottal -v +v -v +v -v +v -v +v -v +v -v +v -v +v Stops p b t d k g Fricatives f v θ ð s z ʃ ʒ Affricates tʃ ʤ Nasals m n ŋ Liquids l, r Glides w j h
Based on table 1, the top row is the place of articulation, the row for two
symbols –v and +v which indicates the sounds are voiced or voiceless, the column
for the manner of articulation on the left column, and the rest is the placement of
consonants based on their position in place of articulation, manner of articulation
and voiced or voiceless sounds. The symbol of –v means voiceless sound and +v
means voiced sound. The table makes us easier to see the classifications of the
English consonants based on the place of articulation, the manner of articulation,
and also the voicing sounds.
For the stops sounds, there are voiced stops and voiceless stops. The voiced
stops sounds are [b], [d], and [g], while the voiceless stops sounds are [p], [t], and
[k]. The fricatives sounds also divided into two categories such as voiced and
voiceless sounds. The voiced fricatives sounds are [v], [ð], [z], and [ʒ], while the
voiceless fricatives sounds are [f], [θ], [s], and [ʃ].
The Affricates sounds only have 2 consonants sounds which are divided
into voiced and voiceless sounds. The first sound is [tʃ] which is voiceless affricates
sound. The second sound is [ʤ] which is voiced affricates sound.
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For nasals, there are only voiced nasals sounds. There is no voiceless nasal sound in the manner of articulation. The voiced nasal sounds are [m], [n], and [ŋ].
It is the same as nasals, there is only voiced liquids sounds. The voiced liquid sounds are [l] and [r]. The special thing for this consonant is both consonants are in the same place of articulation which is alveolar. The last is glides. There are voiced and voiceless glides sounds. The voiced glides sounds are [w] and [j], while the voiceless glides sound is only /h/.
Furthermore, English phonology also has some vowels. We need vowels to create a meaningful word. The English language has more vowels than the
Indonesian language. Vowel sounds may be specified in terms of the position of the highest point of the tongue and the position of the lips (Ladefoged, 1993, p. 12).
The position of the articulators affects the sounds of the vowels.
In pronouncing vowels, some factors affect the sound of the vowels.
Ladefoged states in his book that there are three factors described vowels which are the height of the body of the tongue, the front-back position of the tongue, and the degree of lip rounding (1993, p. 13). Those three factors are important to be understood.
The first factor is the height of the body of the tongue. There are three heights of the tongue which are high, mid, and low. The second factor is the front- back position of the tongue. Based on this, vowels are classified into two parts such as front vowels and back vowels. Ladefoged states in his book that front vowels happen when the highest point of the tongue is in front of the mouth (1993, p. 12).
The vowels that include into front vowels are [i], [æ], [ɪ], and [e], and [ɛ]. The vowel
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[i] is categorized as a high front vowel, the vowel [æ] is a low front vowel, the vowel [ɪ] is a mid-high front vowel, the vowel [e] is a mid-front vowel, and the vowel [ɛ] is a mid-low front vowel. On the other hand, Ladefoged states in his book that back vowels happen when the position of the tongue is close to the upper or back surface of the vocal tract (1993, p. 13). There are five categories which are high back vowel [u], low back vowel [ɒ], mid-high back vowel [ʊ], mid back vowel
[o], and mid-low back vowel [ɔ]. Instead of front and back vowels, there are also central vowels which are mid-low center vowel [ʌ], mid central vowel [ə], and low center vowel [a]. The third factor is the lip rounding. Ladefoged stated that lip rounding is the movement that occurs because of the lowering and raising of the jaw (1993, p.13). Based on this movement, vowels are described as rounded and unrounded. The vowels which are included as rounded are [u], [ʊ], [o], and [ɔ]. The vowels which are included as unrounded are [i], [ɪ], [e], [ɛ], [æ], and [ʌ]. For the vowel /ə/ is special because it isn’t categorized as rounded nor unrounded because it is categorized as a reduced vowel.
Vowels also are divided into a group of the tense or lax vowel. Ladefoged states that the lax vowel is shorter, lower, and slightly more centralized than the corresponding tense vowel (1993, p.86). People pronounce the tense vowel in a longer duration, while people pronounce the lax vowel in a shorter duration. Vowels that are included into tense vowels are [i], [u], [ɔ], [e], [a], [o], and [ɑ]. On the other hand, vowels that are included in lax vowels are [ɪ], [ʊ], [ʌ], [æ], [ɛ], and [ɒ].
Instead of a single sound vowel, there are also diphthongs. Ladefoged states in his book that diphthongs are the movements from one vowel to another
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within a single syllable (1993, p.30). Diphthongs can be said as a combination of two vowels. There are seven diphthongs in English language which are [eɪ], [aɪ],
[ɔɪ], [əʊ], [aʊ], [ɪə], and [eə].
2. Indonesian Phonology
Indonesian Phonology is a study about the sound structure in the
Indonesian language. This theory is used because the participants are Indonesians.
Indonesian phonological rule shows that the words are pronounced the same as how those are written. There is no changing sound from the written version with the oral version. Andi-Pallawa and Alam said in their journal article that the group of sounds that do not exist in Indonesian sound system are / æ, ʌ, ɜ, v, θ, ð / (2013, p. 128).
Indonesian phonology has two parts of sound systems which would be discussed.
They are Indonesian consonants and Indonesian vowels.
Indonesian consonants are more likely English consonants. Dardjowidjojo states that the mechanism of Indonesian sounds’ production is the same as English
(2009, p. 36). However, Indonesian only does not have some consonants sounds like that in English. Consonants are produced by considering the point of articulation, the manner of articulation, and the vocal fold vibration (Dardjowidjojo,
2009, p. 36). The writer would analyze Indonesian consonants furthermore.
The first consonant is Indonesian bilabial stops. There are two consonant sounds in bilabial stops which are [p] like in the word pola “pattern” and [b] like in the word bola “ball”. Both consonants are produced by having the upper and lower
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lips in contact and the nasal passage closed by the velum (Dardjowidjojo, 2009, p.
37). The consonant sound [p] is voiceless while the consonant sound [d] is voiced.
The second is the Indonesian alveolar stops. There are two consonants sounds which are [t] like in the word tiga “three” and [d] like in the word dua “two”.
Both consonants sounds are produced by having the tongue tip touch the back part of the upper teeth (Dardjowidjojo, 2009, p. 38). The consonant sound [t] is voiceless, while the consonant sound [d] is voiced.
The third is the Indonesian velar stops. There are two consonants sounds which are [k] like in the word kartu “card” and [g] like in the word garam “salt”.
Both consonants are produced by having the back of the tongue touching the velum
(Dardjowidjojo, 2009, p. 39). The one that makes them different is the vocal folds vibrate. The consonant sound [k] is voiceless, while the consonant sound [g] is voiced.
The fourth is the Indonesian fricatives. There are six consonant sounds which are [f], [s], [z], [ʃ], [x], and [h]. The Indonesian fricative [f] can be found in the word filem “film”. It is produced by having the lower lip touch the tips of the upper teeth, with the vocal folds not vibrating, and the velum closing the nasal cavity (Dardjowidjojo, 2009, p. 40). Sometimes, Indonesian people spelled the consonant sound [f] as [p]. The consonant sound [f] is voiceless. In Indonesia, the letter “v” is also found, but it is pronounced as [f] or [p] (Dardjowidjojo, 2009, p.
41). For example the letter “v” is in the word variasi “variation”.
The Indonesian fricative [s] is found in the word surat “letter” or pasir
“sand”. This sound is produced by putting the blade of the tongue on the alveolar
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ridge and the velum closing the nasal cavity (Dardjowidjojo, 2009, p. 41). This sound is categorized as a voiceless sound. The spelling of [s] sound is consistent.
The Indonesian fricative [z] is found in the word zaman “period”. This sound is produced almost the same as the production of the sound [s], but in producing the sound [z] the vocal fold is vibrating. This sound is voiced.
Dardjowidjojo states that many people pronounce the sound [z] like [s] or [ʤ]
(2009, p.41). The changed of the consonant sound can be seen in the word zaman to be jaman, and zamrut to be jamrut.
The Indonesian fricative [x] can be found in the word khabar “news”. It is produced by having the back of the tongue move close to the velum but without touching it (Dardjowidjojo, 2009, p. 42). When people pronounce this sound, the vocal folds do not vibrate. It means this sound is voiceless. Other words which have the sound [x] which is spelled in letter “kh” are khusus “special” and akhir “last”.
The last Indonesian fricative sound is [h]. It is produced by having the air from the lungs pass through the vocal folds and continue through the mouth without being impeded (Dardjowidjojo, 2009, p. 42). The sound [h] can be found in the word hujan “rain”, susah “difficult, basah “wet”, pohon “tree”, and hijau “green”.
The fifth is Indonesian affricates [tʃ] and [ʤ]. The Indonesian affricate sound [tʃ] is found in the word cari “look for”, and cinta “love”. It is made by having the blade of the tongue touch the alveopalatal area while the velum closing the nasal passage (Dardjowidjojo, 2009, p. 43). This sound is categorized as a voiceless sound. The sound [ʤ] is produced the same as the sound [tʃ], but the sound [ʤ] is voiced sound. Compared to the English /ʤ/, Indonesian [ʤ] is
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produced with less lip protrusion and less vocal fold vibration (Dardjowidjojo,
2009, p. 44). The sound [ʤ] can be found in the word jika “if”, jatuh “fall”, baja
“steel”, and baju “clothes”.
The sixth is Indonesian nasals sound. There are four sounds which are [m],
[n], [ṅ], and [ŋ]. All of these sounds are found in English except [ṅ]. All of the nasals sounds are voiced. The Indonesian nasal [m] in mari “let’s” is produced by having the upper and lower lips in contact (Dardjowidjojo, 2009, p. 45). The sound
[m] has the consistent sound wherever it takes place, for examples are in the words macan “tiger”, kamus “dictionary”, and rekam “to record”. Next is the Indonesian nasal [n]. It is produced by putting the tip of the tongue on the alveolar ridge
(Dardjowidjojo, 2009, p. 45). It also has the consistent spelling with “n”. The sound
[n] can be found in the word nama “name”, minum “drink”, kanan “right”, and pesan “message”.
Furthermore, Indonesia has a special sound which is [ṅ] as in the word nyuci “to wash”. This sound is produced by having the front part of the tongue touch the palate blocking the airstream from the lungs (Dardjowidjojo, 2009, p. 45). This sound is producing of the combination of [n] and [y]. This sound is called a palatal nasal. The last nasal sound is velar nasal [ŋ]. This sound is made by the back of the tongue touching the velum (Dardjowidjojo, 2009, p. 46). This sound can be found in the word ngopi “drink a coffee”, nangis “cry”, bilang “to say”, and barang
“things”. When the position of the sound [ŋ] is in front of the word, it will be difficult for English speakers to pronounce it. The word ngopi would be pronounced as [nɔpi].
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The seventh is the Indonesian lateral sound [l]. It is produced by putting the tip of the tongue on the alveolar ridge while the velum closing the nasal cavity
(Dardjowidjojo, 2009, p. 46). The vocal folds are vibrating in pronouncing this lateral sound. This sound is always spelled with the letter “l”. The words which have the sound [l] are langit “sky”, kalau “if”, and ramal “to predict”.
The eighth is the Indonesian flapped sound [r]. It is produced by having the tip of the tongue touch the alveolar ridge many times (Dardjowidjojo, 2009, p.
47). When pronouncing this sound, the vocal folds are vibrating. This sound can be found in the words rumah “house”, merah “red”, and lapar “hungry”.
The ninth is the Indonesian approximants. There are two sounds which are
[w] and [y]. The Indonesian sounds [w] as in waris “heir” and [y] as in sayang
“dear” are often referred to as semi-vowels or approximants (Dardjowidjojo, 2009, p. 48). It happens because their productions are just like the vowels. However, these sound are functions as the consonants, not vowels. The sound [w] is produced by the two lips being close to, but not touching each other and with some lip rounding although less than that for the English /w/ (Dardjowidjojo, 2009, p. 48). The sound
[w] can be found in other words which are waktu “time”, and sewa “rent”. On the other hand, the sound [j] is produced by the middle of the tongue raised high toward the palate but without touching it (Dardjowidjojo, 2009, p. 48). The sound [y] can be found in other words which are yakin “sure”, and kayu “wood”. Here the table of Indonesian consonants.
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Table 2. The Indonesian Consonants
(Dardjowidjojo, 2009, p.50)
Labio- Alveo- Alveo- Bilabial Palatal Velar Glottal dental lar palatal p t k Stops b d g s Fricatives f ʃ x h z tʃ Affricates ʤ Nasals m n ṅ ŋ Lateral l Flap r Approx- w y imants
From table 2, we can see the lists of Indonesians consonants and there were some consonants in English that do not appear in Indonesian consonants.
Furthermore, the writer explains about Indonesian vowels. Indonesian vowels are not much if we compare with English vowels. Dardjowidjojo stated in his book that Indonesia belongs to eight vowel system and those vowels are /i/, /ɪ/,
/ɛ/, /ɔ/, /u/, /o/, /a/, and /ə/ (2009, p. 50). The number of Indonesian vowels is less than English vowels.
The vowel [i] is a high front vowel. This vowel sound is used when we pronounce the word bintang “star”. The vowel [ɪ] as in the word kambing “goat” is a mid-front vowel. The vowel [ɛ] as in the word repot “busy” is a low front vowel.
The vowel [u] as in the word bumi “earth” is a high back vowel. The vowel [o] as in the first syllable of the word toko “shop” is a mid-back vowel. The vowel [ɔ] as in the second syllable of the word rokok “cigarette” is a low back vowel. The vowel
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[ə] as in the first syllable of the word besar “big” is a mid-central vowel. The vowel
[a] as in the second syllable of the word benar “right” is a low central vowel.
3. Phonological Process
The phonological process is used to help the writer to analyze and answer the second problem formulation. In the phonological process, some rules would be applying through this term.
Phonological systems are not made up of isolated and unrelated phonological rules: there are usually significant interactions between phonological processes. (Odden, 2005, p. 100) The phonological processes help to see the relationship between the sounds that are produced through the phonetic transcription. The phonological process helps to describe the pronunciations. This term would help to describe the patterns of students’ mispronunciations.
There are six phonological rules in the phonological process. The six rules are assimilation rules, dissimilation rules, feature-changing rules, segment insertion rules, segment deletion rules, and metathesis rules. However, there are two other rules which would be used by the writer in this study. Those are consonant change and vowel change. The phonological rules are part of a speaker’s knowledge of the language (Fromkin, Rodman, & Hyams, 2010, p. 244). Based on that statement, the pronunciations of students are affected by their knowledge. The phonetic representation, derived by applying the phonological rules, includes all of the linguistically relevant phonetic aspects of the sounds (Fromkin, Rodman, & Hyams,
2010, p. 244). Phonological rules take an important part in this research.
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The first is the assimilation rule. Fromkin, Rodman, & Hyams stated that assimilation rule is the rule that makes neighboring segments more similar by duplicating the phonetic property (2010, p. 246). One of the examples of assimilation rule is nasalized vowel. The vowel becomes nasalized before the nasal consonant. It could be written in the notation below.
V [+nasal] / __ [+nasal] $
The form can be read as vowels become nasalized in the environment before nasal segments within a syllable. Based on the notation, V stands for vowels. The arrow represents the word become. The symbol of [+nasal] on the right arrow is the phonetic change that occurs. The slash “/” is read as in the environment that shows the phonological environment. The underscore “__” shows the relative position of the changing sound in the environment. In this notation, the position is after the slash which means before a nasal segment. The symbol of [+nasal] after the underscore symbolizes the nasal segment that affects the changing of the vowel.
The last is the dollar symbol. The dollar symbol shows the boundary of the syllable and makes sure that the environment does not cross over to the next syllable.
The second is the dissimilation rule. Based on the book entitled An
Introduction to Language, Fromkin, et al. present that dissimilation rule is a condition where a segment becomes less similar to another segment (2010, p. 248).
This rule is the opposite of assimilation rule. In a certain condition, dissimilation sometimes happens because it is easier to articulate dissimilar sounds. For example, when people want to pronounce the words fifth and sixth. Those words are spelled as fift and sikst. The last consonant sounds [fθ] and [sθ] are changed into [ft] and
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[st]. This is called as a fricative dissimilation rule. This condition can be written in the notation below.
[θ] [t] / ___ #
[+dental]C [+alveolar]C / __ #
The notation can be read as a dental consonant becomes the alveolar consonant in the environment at the end of the word.
The third is the segment insertion rule. The process of inserting a consonant or vowel is called epenthesis (Fromkin, Rodman, & Hyams, 2010, p.
250). The insertion rule is also called as epenthesis. The example of the insertion rule is inserting vowel sound /ə/ which is a reduced vowel in the position before the plural morpheme /z/. It usually happens when the noun ends in a sibilant. The example of the nouns that apply insertion rule are bridges, ashes, and benches. In writing the notation for the insertion rule, it is started by using the symbol Ø that stands for “null”. The notation is written in the form below.
Ø ə / [+sibilant] __ [+sibilant]
The notation above is read as null becomes a schwa between two sibilants. Ø stands for null. It means zero. The arrow represents the word become. The /ə/ is schwa as the reduced vowel. The slash “/” is read as in the environment that shows the phonological environment. The underscore “__” shows the relative position of the changing sound in the environment. In this case, the position is between two sibilants.
The fourth is the segment deletion rule. As the name is, the segment deletion rule is the rule where the present sound is eliminated or deleted. Segment
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deletion rules are commonly found in many languages and are far more prevalent than segment insertion rules (Fromkin, Rodman, & Hyams, 2010, p. 251). It means segment deletion rules commonly happen when people pronounce some English words. People often delete the unstressed vowel or unstressed consonant in fast speech. The example of segment deletion of the unstressed consonant is on the statement He handed his hat. In pronouncing this statement, the unstressed consonant /h/ is deleted. The phonetic transcription to be [i hændɪd ɪz hæt]. In this case, the notation would be written as write below.
/h/ Ø / [-stress]
The notation is read as the phoneme /h/ becomes null in the environment unstressed syllable. The segment deletion rule is also used to simplify the consonant cluster.
For example, when people say hand bag. To make the consonant cluster in those words to be simple, people usually delete the phoneme /d/ between [n] and [b] to be [hæn bæg].
The fifth is the metathesis rule. Phonological rules may also reorder sequences of phonemes, in which case they are called metathesis rules (Fromkin,
Rodman, & Hyams, 2010, p. 253). In metathesis rules, the position of the phonemes is changing to one another. It usually happens in speech errors. For example, when people pronounce the words ask and introduce. For the word ask, the phonetic transcription is /æsk/, but people usually pronounce it as [æks]. For the word introduce, the phonetic transcription is /intrədjus/, but people usually pronounce it as [intərdjus]. From this example, it shows that people usually reorder the position of the phonemes in some words. This condition can be written in the notation.
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[sk] [ks] / __ #
The notation can be read as the consonant sound [sk] becomes the consonant sound
[ks] in the environment at the end of the word.
The sixth is the feature-changing rule. The feature-changing rule is the rule that changes the feature of the sounds. The assimilation and dissimilation are kinds of feature-changing rule. In some cases, a feature already present is changed
(Fromkin, Rodman, & Hyams, 2010, p. 249). This statement shows that the feature is changing from the feature already present into another feature. The example is the /z/ plural morpheme. This morpheme has voicing value then it changes into voiceless when it follows a voiceless sound. This condition can be written into notation.
[z] [s] / __ # [+voiced]C [-voiced]C / __ #
The notation can be read as a voiced consonant becomes voiceless consonant in the environment at the end of the word.
Consonant change happens when the speaker changes the certain consonant sound into another consonant sound while pronouncing a word. For the example is the word wrought [rɔt]. The consonant sound [t] is changed into [ð].
This process of changing the sound is called as consonant change. This process can be written in the notation.
[t] [ð] [+alveolar, -voiced]C [+dental, +voiced]C
The notation can be read as the alveolar voiceless consonant becomes the dental voiced consonant.
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Vowel change happens when the speaker changes the certain vowel sound into another vowel sound while pronouncing a word. For the example is the word foreign [fɒrɪn]. The vowel sound [ɪ] is changed into the vowel sound [ə]. This process is called a vowel change. This process can be written in the notation.
[ɪ] [ə] [+high, +lax]V [+reduced]V / C__C
The notation can be read as the high lax vowel becomes a reduced vowel in the environment between the consonants.
4. Archaism
Archaism is the term associated with an earlier time. It can be a word that existed in the past, but it was no longer used in this present time. Archaism portrays a social-historical experience in which text becomes the key signifier of historical ideologies and modes of production (Wisner, 2010, p. 9). The using of archaic words in some literary works can be identified as the works which were written for a long time. Wisner also states in her doctoral dissertation that archaism is mostly related to romance (2010, p. 23). Some writers in the past was likely to used archaic words to express their feeling into the poems, novels, or other types of literary works. For the example is Shakespeare whose poems are about love or romance.
The English words which are considered as archaic are the words that do not use anymore in the present time for daily communication. The archaic words are usually can be found in the literary works. The examples of archaic words are thee, thy, thou, garth, nay, and some others. To know the words are archaic or not, we can check the words in the English dictionary.
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C. Theoretical Framework
The theories that are used in conducting this research have been elaborated previously. Phonology is one of the theories used in this research. The theory of phonology is categorized into two kinds such as English Phonology and Indonesian
Phonology.
English phonology is used to see the nature of English sounds which become the data. This theory would help to answer the first problem formulation.
English phonology could help to analyze how the English Letters students as the non-native speakers of English pronouncing English words.
Indonesian phonology is used as a comparison of English phonology. It is an important theory because the participants are Indonesians. They are non-native
English speakers, but they learn and speak English in certain moments. The writer analyzes the sound systems in Indonesian as the comparison with the sound systems in English. This theory could help to find how the phonological system of different language affects the people to pronounce the different language.
The theory of phonological process is used to describe the mistakes in students’ pronunciations. The writer could see the process that happens in students’ pronunciations for further analysis. The phonological processes are including the rules of assimilation, dissimilation, deletion, insertion, metathesis, feature-change, vowel change, and consonant change.
The theory of archaism is used to help in analyzing the sounds of archaic
English words in Shakespeare’s poems. By knowing the theory of archaism, the
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writer could know the English sounds which are still used or are not used anymore.
This theory explains that the archaic words were usually used in the previous literary works.
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CHAPTER III
METHODOLOGY
This chapter consists of three parts. The first part is the object of the study which explains the object of the research such as the participants and the chosen words. The second part is the approach of the study which explains the linguistic approach used in this study. The third part is the method of the study which explains the methods used in conducting the research. This part is divided into two which are data collection and data analysis. Those parts explain how the data were collected and analyzed.
A. Object of the Study
The objects of the study were the pronunciations of the English Letters students from Sanata Dharma University. The participants were categorized as
Indonesian speakers or non-native English speakers. The students were from batch
2018 and 2015. The participants were not from the whole group. The writer asked ten English Letters students from batch 2015 and ten English Letters students from batch 2018. The total participants were twenty students. The English Letters students from batch 2015 and 2018 are being the representatives of the whole
English Letters students.
The linguistic elements analyzed in this study were the sounds of the words. The chosen words were the archaic English words from some of
30
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Shakespeare’s poems which are “Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”.
There were some archaic English words found in those poems.
The writer chose the sounds of archaic English words to be analyzed because the writer wants to see the ability of English Letters students in pronouncing those words. Those chosen words were described on table 3. Most of the people showed various pronunciations when pronouncing those chosen words.
It was because those words did not use in the common conversation nowadays.
Table 3. The Data of Archaic English Words
No Archaic Words Present English Pronunciation 1. doth do /dʌθ/ 2. confounds overthrow /kənfaʊndz/ 3. bereft bereave /bireft/ 4. leese lose /liz/ 5. thee you /ði/ 6. thou you /ðaʊ/ 7. hath have /hæθ/ 8. thy your /ðaɪ/ 9. hast have /hæst/ 10. gazeth gaze /geɪzəθ/ 11. amazeth amaze /ʌmazeθ/ 12. wert be /wərt/ 13. wrought work /rɔt/
Those words were used in this study because those words are archaic
English words and easily found in Shakespeare’s or other literary works which were written in the past. Those words were mostly used by the past author like
Shakespeare in writing his literary works. For the word confound, it still could be found in this present time. However, the word confound in this study was archaic.
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B. Approach of the Study
The main purpose of this study was to find out the pronunciation that the students do and analyze the phonological processes that happen in students’ mispronunciations. The writer used the phonological approach in this study. A phonological analysis relies on an important idealization of language sound (Odden,
2005, p. 14). The phonological approach was used by the writer to describe the sounds to be the data of the research in purpose to see the patterns of students’ pronunciation. Therefore, the reason for applying the phonological approach in this research because it helps the writer to analyze the phonological processes. The writer compared the English phonology and Indonesian phonology. It gave the best answer for the second problem formulation.
C. Method of the Study
1. Data Collection
In this part, the writer explained how the data were collected. This study is categorized as a sample study because it does not use the whole poem and the participants are not from the whole group. Researchers neither have the time nor the resources to analyze the entire population so they apply a sampling technique to reduce the number of cases (Taherdoost, 2016). There are three of Shakespeare’s poems used in this study: “Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”. The writer chooses those three poems because those are major of Shakespeare’s great works. There are so much researches which discuss “Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”. The writer chooses thirteen archaic English words from the three
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poems. It is because those thirteen words were commonly used and found in the literary works in previous times.
The participants are English Letters students from batch 2015 and 2018.
The writer wants to see both batches which are batch 2015 as the advance students and batch 2018 as the beginner students in English Letters Department. There are ten students from batch 2015 and there are also ten students from batch 2018. The participants from batch 2015 are the writer’s classmates and the participants from batch 2018 were the writer’s students in the grammar tutor class. The writer labeled the participants who are English Letters students from batch 2015 as ESA 1
(English Student Advanced 1), ESA 2, ESA 3, ESA 4, ESA 5, ESA 6, ESA 7, ESA
8, ESA 9, and ESA 10. However, the participants who are English Letters students batch 2018 as ESB 1 (English Student Beginner 1), ESB 2, ESB 3, ESB 4, ESB 5,
ESB 6, ESB 7, ESB 8, ESB 9, and ESB 10. The students from batch 2015 are labeled as advanced students because they have studied longer in English Letters
Department than the students from batch 2018. The students from batch 2015 were the last batch that got pronunciation class and learned the History of English language. However, the students from batch 2018 did not get the pronunciations class. The total participants included in this research are twenty participants. In this study, there are two hundred and sixty data.
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2. Data Analysis
In this part, the writer explained in brief how to analyze the data to answer the problem formulation. Several steps were done to analyze the data. First, the writer was looking for poems which contain archaic English words. The writer found some archaic English words in William Shakespeare’s poems especially in
“Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”. Some archaic English words which are found and used in the three poems are doth, confounds, bereft, leese, thee, thou, hath, thy, hast, gazeth, amazeth, wert, and wrought. The thirteen archaic words are chosen by the writer after making sure that those words are no longer used in this present time. Those 13 words are used in this study because those archaic words are frequently appear in past literary works.
Second, the writer made a list of some lines which contained those archaic
English words. There are thirteen words that are used as the data. Third, the writer transcribed those thirteen words of three poems into phonetic transcription. The writer used Longman Pronunciation Dictionary to convert English text into
International Phonetic Alphabet (IPA) and for some words which could not find in the dictionary, the writer searches the transcription based on the recordings of
Shakespeare’s poems which are done by the English native speaker. The writer used the Longman Pronunciation Dictionary because this dictionary can be found in the library.
Fourth, the writer made a questionnaire that would be filled and read by the participants. The questionnaire is about the personal question about the students’ background and it would give additional information in the writer’s
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analysis. The questionnaire could be found in the appendix. Fifth, the writer was asking about twenty students from English Letters Department to read poems. The students are from two groups. The first group is the English Letters students batch
2015 and the second group is the English Letters students batch 2018. While the students read the poem, the writer recorded it for further analysis. Sixth, the writer listened carefully to the recording and transcribed the sounds into phonetic transcription.
Seventh, the writer put the transcriptions into the columns for further analysis. This column consists of students’ pronunciations. The writer would use those pronunciations to analyze the phonological processes that appear in students’ pronunciations. To analyze the phonological processes, the writer compares the students’ pronunciations with the pronunciations based on the Longman
Pronunciation Dictionary and some pronunciations videos on YouTube done by the
English native speaker.
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CHAPTER IV
ANALYSIS RESULTS AND DISCUSSIONS
This part is divided into two parts. The first part shows how the English
Letters students of Sanata Dharma University pronounce the selected archaic words in William Shakespeare’s poems. The second part shows the analysis of phonological processes that happen in students’ pronunciations.
A. The Students’ Pronunciations of Archaic Words in Shakespeare’s
Poems
In this part, the writer analyzes all patterns’ mispronunciations of the students. This research focuses on archaic English words in Shakespeare’s poems.
Those words are out of students’ daily vocabularies. Some of them are not familiar with the selected archaic English words. However, some might be familiar because they have seen those words when they learn about the history of English language.
The sample group of students from batch 2015 has been taking History of English
Language subject. On the other hand, the sample group of students from batch 2018 has not been taking the History of English Language subject.
In this research, there are 13 archaic English words. Those unfamiliar words are easily found in literary works at an earlier time. In this part, the writer is showing the pronunciations that the students do. There are two groups of students.
The first is the group of students from batch 2015 and the second is the group of
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students from batch 2018. This is the table of students’ pronunciations of archaic words by English Letters.
Table 4. Students’ Pronunciation of Archaic Words
Students’ Students’ Incorrect Correct Archaic Intended Pronunciation No Pronunciation Words Pronunciation Batch Batch Batch 2015 Batch 2018 2015 2018 1. doth /dʌθ/ [dɔθ], [dɔt], [dɔθ], [dɔt] - - [ðoʊθ], [ðɔt], [doʊθ], [ðɔθ] 2. confounds /kənfaʊndz/ [kənvaʊns], [kɔnfoʊns], - - [kɔnfaʊn], [kɔnfaʊns], [kɔnfoʊns], [kɔnfaʊnd], [kɔnfaʊns], [kənfaʊns] [konfaʊn], [kənfaʊns] 3. bereft /bireft/ [brɪreft], [bəreft], - - [beref], [bɪref], [bəref], [beref], [brif], [berf], [bəref], [bɪref] [bref] 4. leese /liz/ - - /liz/ /liz/ 5. thee /ði/ [doʊ], [di], [θi], [ti], /ði/ /ði/ [θi], [ti] [di] 6. thou /ðaʊ/ [ðoʊ], [θu], [θoʊ], - - [θoʊ], [doʊ], [ðoʊ], [toʊ], [toʊ] [doʊ], [θu] 7. hath /hæθ/ [hʌθ], [həd], [hæd], [hed] /hæθ/ /hæθ/ [hæd] 8. thy /ðaɪ/ [daɪ], [teɪ], [θaɪ], [daɪ], /ðaɪ/ - [θaɪ], [joʊ], [deɪ], [dɪ], [θi] [waɪ] 9. hast /hæst/ [hʌst], [hæs], [hæs], [hʌs] - - [hʌs] 10. gazeth /geɪzəθ/ [geɪzt], [gezəθ], - - [geɪzed], [gəzed], [gezet], [gezəd], [geɪsd], [geɪzd], [geɪzd], [gezet], [geɪzəd], [geɪzəd], [gezəd] [gʌzed]
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11. amazeth /ʌmazeθ/ [əmeɪz], [əmezəθ], - - [əmeɪzd], [əmezəd], [əmeɪs], [əmeɪzd], [əmeɪzəd], [əməzet], [əmezəd] [əmezet] 12. wert /wərt/ [wert], [wer], [wer], /wərt/ /wərt/ [wər] [wert] 13. wrought /rɔt/ [rɔð], [wort], [roʊd], /rɔt/ - [wot], [roʊt], [rɔd], [roʊg] [roʊg], [rʌʊd], [roʊd]
From table 4, the students from batch 2015 and 2018 do so many mispronunciations. However, the students from batch 2015 show a more different pattern in pronouncing those archaic words than the students from batch 2018. All of the students from both batches pronounce correctly the word leese. The students from both batches mispronounce the other twelve words from thirteen words. Their pronunciations’ frequency is shown in the table below.
Table 5. Frequency of Students’ Pronunciation
Archaic 2015 2018 No Words Correct Incorrect Correct Incorrect 1 doth 0 10 0 10 2 confounds 0 10 0 10 3 bereft 0 10 0 10 4 leese 10 0 10 0 5 thee 1 9 3 7 6 thou 0 10 0 10 7 hath 2 8 6 4 8 thy 1 9 0 10 9 hast 0 10 0 10 10 gazeth 0 10 0 10 11 amazeth 0 10 0 10 12 wert 6 4 6 4 13 wrought 1 9 0 10 Total 21 109 25 105
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From table 5, we can compare the students from batch 2015 and 2018 by looking at the total number of their pronunciations. All of the students from batch
2015 and 2018 are mispronouncing the word doth, confounds, bereft, thou, hast, gazeth, and amazeth. It means no one of them does the correct pronunciation.
Whenever they mispronounce those words, some of them show the same pattern of pronunciation. The variety of their mispronunciations is shown in table 4.
For the word doth, the pronunciation should be /dʌθ/. However, the students from batch 2015 show six patterns of mispronunciations which are [dɔθ],
[dɔt], [ðoʊθ], [ðɔt], [doʊθ], and [ðɔθ]. Furthermore, the students from batch 2018 show two patterns of mispronunciations. The mispronunciations of students from batch 2018 for the word doth are [dɔθ] and [dɔt].
For the word confound, the pronunciation should be /kənfaʊndz/. The students from batch 2015 do some mispronunciations which are [kənvaʊns],
[kɔnfaʊn], [kɔnfoʊns], [kɔnfaʊns], [konfaʊn], [kənfaʊns]. Furthermore, the students from batch 2018 show less patterns of mispronunciations. There are four patterns of mispronunciations which are [kɔnfoʊns], [kɔnfaʊns], [kɔnfaʊnd], and
[kənfaʊns].
For the word bereft, the pronunciation should be /biˈreft/. The students from batch 2015 mispronounce this word into six patterns of mispronunciations which are [brɪreft], [beref], [bəref], [brif], [berf], and [bɪref]. Furthermore, the students from batch 2018 mispronounce the word bereft into five patterns of mispronunciations which are [bəreft], [bɪref], [beref], [bəref], and [bref].
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For the word thou, the pronunciation should be [ðaʊ]. The students from batch 2015 do some mispronunciation when they were asked to pronounce this word. There are five patterns of their mispronunciations which are [ðoʊ], [θu],
[θoʊ], [doʊ], and [toʊ]. Furthermore, the students from batch 2018 also show the fifth patterns of mispronunciations for the word thou. Their mispronunciations are
[θoʊ], [ðoʊ], [toʊ], [doʊ], and [θu]. All of these five patterns are the same as the pattern mispronunciations by the group of students’ batch 2015. They show the same five patterns’ mispronunciations.
For the word hast, the pronunciation should be [hæst]. The students from batch 2015 show three patterns of mispronunciations. Their mispronunciations are
[hʌst], [hæs], and [hʌs]. Furthermore, the students from batch 2018 only show two patterns of mispronunciations which are [hæs] and [hʌs]. For this word, the group of students from batch 2015 shows more patterns of mispronunciation.
For the word gazeth, the pronunciation should be [geɪzəθ]. The students from batch 2015 show seven patterns of mispronunciations which are [geɪzt],
[geɪzed], [gezet], [geɪsd], [geɪzd], [geɪzəd], and [gezəd]. Furthermore, the students from batch 2018 also show seven patterns of mispronunciations which are [gezəθ],
[gəzed], [gezəd], [geɪzd], [gezet], [geɪzəd], and [gʌzed].
For the word amazeth, the pronunciation should be /ʌmazeθ/. The students from batch 2015 mispronounce the word amazeth into six patterns of mispronunciations which are [əmeɪz], [əmeɪzd], [əmeɪs], [əmeɪz], [əmeɪzəd], and
[əmezəd]. Furthermore, the students from batch 2018 show five pattern
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mispronunciation. Their patterns of mispronunciations are [əmezəθ], [əmezəd],
[əmeɪzd], [əməzet], and [əmezet].
On the other hand, when the students are asked to pronounce thee, there are some students pronounce correctly the word thee. The group of students from batch 2015 shows one correct pronunciation and nine incorrect pronunciations.
Furthermore, the group of students from batch 2018 shows three correct pronunciations and seven incorrect pronunciations. That means there is only one student from batch 2015 and there are three students from batch 2018 pronounce the correct pronunciation. And the rest of the students which are nine students from
2015 and seven students from 2018 do the mispronunciations. In total for two groups, there are four students who have the right pronunciation and sixteen students mispronounce thee.
For the word thee, the pronunciation should be /ði/. Some of the students from batch 2015 mispronounce this word into four patterns of mispronunciations which are [doʊ], [di], [θi], and [ti]. Furthermore, the students from batch 2018 also mispronounce thee, but their mispronunciations’ patterns are less than students from batch 2015. They show three patterns of mispronunciations which are [θi],
[ti], and [di]. These mispronunciations are the same as mispronunciations that students from batch 2015 have done.
For the word hath, there are two correct pronunciations and eight mispronunciations from students batch 2015. It means there are two people pronounce correctly and eight people mispronounce the word hath. The condition is different from the other group which is the students from batch 2018. There are
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six correct pronunciations and four mispronunciations. It means there are six people pronounce correctly and four people mispronounce the word hath. In this case, the amount of mispronunciation is mostly done by the group of students from batch
2015.
The pronunciation of the word hath should be /hæθ/, but some of the students mispronounce this word. The students from batch 2015 show three patterns of mispronunciations which are [hʌθ], [həd], and [hæd]. Furthermore, the student from batch 2018 shows two patterns of mispronunciations. Their mispronunciations are [hæd] and [hed].
The frequency is very different when the students are asked to pronounce the word thy and wrought. For the word thy, there are one correct pronunciation and nine mispronunciations from students batch 2015. There is only one student pronounce correctly thy and wrought and there are nine students mispronounce thy and wrought. Furthermore, the frequency of mispronunciation from the students from batch 2018 is ten. There is none of them pronounce thy and wrought correctly.
The whole group from 2018 which consists of ten students mispronounce the word thy and wrought. In this case, almost all of students from both groups mispronounce the word thy and wrought, except the only one student from 2015 pronounce both words correctly.
The pronunciation of the word thy should be /ðaɪ/. The students from batch
2015 show five patterns of mispronunciations which are [daɪ], [teɪ], [θaɪ], [joʊ], and
[θi]. Furthermore, the students from batch 2018 also show five patterns of mispronunciations which are [θaɪ], [daɪ], [deɪ], [dɪ], and [waɪ].
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For the word wrought, the pronunciation should be [rɔt]. The students from batch 2015 show seven patterns of mispronunciations. They are [rɔð], [wort], [wot],
[roʊt], [roʊg], [rʌʊd], and [roʊd]. It is different with the students from batch 2018.
They show fewer patterns of mispronunciations. They show three patterns of mispronunciations which are [roʊd], [rɔd], and [roʊg].
The last is pronunciation for the word wert. Both groups show the same amount of frequency for this word. Each group show six correct pronunciations and four mispronunciations for the word wert. Based on the frequency, six students pronounce correctly and four students mispronounce the word wert. The total students from both groups who mispronounce the word wert are eight students and there are twelve students with the correct pronunciation.
The pronunciation of the word wert should be /wərt/. The students from batch 2015 show three patterns of mispronunciations. Their mispronunciation’s patterns are [wert], [wer], and [wər]. Furthermore, the students from batch 2018 show two patterns of mispronunciations. Their mispronunciation’s patterns are
[wer] and [wert].
In total, there are thirteen words which are selected for both groups of students to be pronounced. If we see the total frequency of their pronunciation, we can see both groups’ abilities. The group of students’ batch 2015 do more mispronunciation than the group of students batch 2018. 2015’s students show one hundred and nine mispronunciations of thirteen words and 2018’s students show one hundred and five mispronunciations. This condition shows that the experience of studying History of Language and the length of studying English does not
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determine the correct pronunciation of archaic words. There are twenty-one times of correct pronunciations and one hundred and nine times of mispronunciations that are done by 2015’s students. Furthermore, there are twenty-five times of correct pronunciations and one hundred and five times of mispronunciations that are done by 2018’s students.
From the questionnaire, all of the students from batch 2018 have not learned about the History of English Language, phonetics, and pronunciations, while most of the students from batch 2015 have learned all of it. From this study, the writer finds that the students from both batches do not show the significance of different abilities and they can be used to be the representatives of the whole English
Letters students.
B. The Phonological Processes in Students’ Pronunciations
In this second part, the writer analyzes the phonological process which appears in students’ mispronunciation. The writer finds four types of phonological process that happens in students’ pronunciation. The first is the vowel change. In this phonological process, the writer finds most of the students change the vowels in their pronunciation. The second is the consonant change. Instead of changing vowel sounds, the students also change some consonants in their pronunciation. The third is the segment deletion. In this part, the students delete some vowel and consonant sounds in pronouncing some words. The forth is segment insertion. In this last part, some of the students also insert an unnecessary consonant sound. To make all of the phonological processes which are found in students’ pronunciations,
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the writer will discuss each phonological process on the next subparts. The subparts will be divided into four parts which are vowel change, consonant change, segment deletion, and segment insertion.
1. Vowel Change
The first phonological process was the vowel change. It was one of the phonological processes that occurred in students’ pronunciation. In this part, the writer explained furthermore about the process of vowel change which occurred in students’ pronunciations. Vowel change occurred when the student changed the sound of some vowel in the selected words. In this study, the phonological process that mostly occurred in students’ pronunciations was vowel change. Most of the students changed the vowels when pronouncing the words. Mainly, the Indonesian phonological system influenced the students to change some vowels in pronouncing
English words. The lists of the vowel change were written on the table below.
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Table 6. The Vowel Change in Students’ Pronunciations
No Vowel Change Words 1. /ʌ/ [ɔ] doth 2. [ʌ], [i] [oʊ] doth, thee 3. [ʌ], [i], [e], [æ], [a] [ə] bereft, amazeth, hath 4. /ə/ [ɔ], [o], [e] confounds, gazeth, wert 5. /aʊ/ [oʊ] confounds, thou 6. /i/ [ɪ], [e] bereft 7. /e/ [i] bereft 8. /æ/ [ʌ] hath, hast 9. /æ/ [e] hath 10. /aɪ/ [eɪ], [oʊ] thy 11. /aɪ/ [i], [ɪ] thy 12. /eɪ/ [e], [ʌ] gazeth 13. /eɪ/ [ə] gazeth 14. /a/ [eɪ] amazeth 15. /a/ [e] amazeth 16. /ɔ/ [o] wrought 17. /ɔ/ [oʊ],[ʌʊ] wrought
There were seventeen vowel changes that happened in students’ pronunciations. The writer has categorized the vowel changes that occurred in students’ pronunciations into eighteen notations based on their features. The writer explained furthermore about each vowel change. First, the students changed the vowel sound /ʌ/ into [ɔ]. This vowel change happened in the word “doth”. The students’ pronunciations of changing the vowel sound /ʌ/ into [ɔ] were written below.
ESA 1, ESA 2, ESA 7, ESB 1, ESB 2, ESB 4, ESB 5, ESB 6, ESB 7, ESB 10 : /dʌθ/ [dɔθ] ESA 3, ESA 5, ESA 8, ESB 3, ESB 8, ESB 9 : /dʌθ/ [dɔt] ESA 6 : /dʌθ/ [ðɔt] ESA 10 : /dʌθ/ [ðɔθ]
From the list of students’ pronunciations above, there were eighteen times of vowel change. The eighteen students changed the vowel sound /ʌ/ into [ɔ] while pronouncing the word “doth”. In Indonesian phonology, the letter “o” is
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pronounced as [ɔ]. Therefore, the students as Indonesians tended to pronounce the letter “o” in the word “doth” as [ɔ]. This condition happened because of the influence of the Indonesian phonology. The vowel change of the sound /ʌ/ into [ɔ] can be written in the notation. The notation was written below.
/ʌ/ [ɔ] [+lax, -round]V [+tense, +round]V / C __ C
The notation was read as the lax unrounded vowel became the tense rounded vowel in the environment between consonant.
Second, the students changed the vowel sounds [ʌ] and [i] into diphthong sound [oʊ]. The diphthong is the long vowel sound made from the combination of two vowel sounds. This vowel change happened in the word “doth” and “thee”. The students’ pronunciations which contained the vowel change of the sounds [ʌ] and
[i] into diphthong sound [oʊ] were written below.
ESA 4 : /dʌθ/ [ðoʊθ] ESA 9 : /dʌθ/ [doʊθ] ESA 1 : /ði/ [doʊ]
From the students’ pronunciations above, there were three times of vowel change which were done by ESA 4, ESA 9, and ESA 1. All of the students who were changed the vowel were from batch 2015. For the word “doth”, ESA 4 and
ESA 9 changed the vowel sound /ʌ/ into diphthong sound [oʊ]. In English, the letter
“o” in some words was pronounced as [oʊ]. For the example was the word “so” which was pronounced as [oʊ]. Based on the instrument for research, ESA 4 and
ESA 9 were not familiar with archaic words. This made them changed the vowel sound /ʌ/ into diphthong sound [oʊ] like the vowel sound in the word “so”.
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For the word “thee”, ESA 1 changed the vowel sound /i/ into diphthong sound [oʊ]. The letters “ee” in English is pronounced as /i/. For example, the words
“see” and “pee” which had letters “ee” were pronounced as [si] and [pi]. In this condition, ESA 1 was not aware of the letters “ee” in the word “thee” even ESA 1 knew about archaic English words. The changed of the vowel sounds [ʌ] and [i] into diphthong sound [oʊ] can be written in the notation.
[ʌ], [i] [oʊ] [-round]V [diphthong] / C __ C or __ #
The notation can be read as unrounded vowel became diphthong in the environment between consonants or at the end of the word.
Third, the students changed the vowel sounds [ʌ], [i], [e], [æ], and [a] into
[ə]. These changed of the vowel happened in the words “bereft”, “amazeth”, and
“hath”. The students’ pronunciations which contained the vowel change of the sounds [ʌ], [i], [e], [æ], and [a] into [ə] were written below.
ESA 3, ESA 8, ESA 9, ESB 4, ESB 6, ESB 8, ESB 10 : /biˈreft/ [bəref] ESB 1 : /biˈreft/ [bəreft] ESA 1, ESA 6, ESA 7 : /ʌmazeθ/ [əmeɪz] ESA 2, ESA 3, ESA 4, ESA 8, ESB 4, ESB 7 : /ʌmazeθ/ [əmeɪzd] ESA 5 : /ʌmazeθ/ [əmeɪs] ESA 9 :/ʌmazeθ/[əmeɪzəd] ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 :/ʌmazeθ/ [əmezəd] ESB 1 :/ʌmazeθ/ [əmezəθ] ESB 5 : /ʌmazeθ/ [əməzet] ESB 9 : /ʌmazeθ/ [əmezet] ESA 9 :/ʌmazeθ/[əmeɪzəd] ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 :/ʌmazeθ/ [əmezəd] ESB 1 :/ʌmazeθ/ [əmezəθ] ESA 2, ESA 3 : /hæθ/ [həd] ESB 5 : /ʌmazeθ/ [əməzet]
From the list of students’ pronunciations above, there were thirty-nine times of the vowel change. The letter “e” between the letters “b” and “r” in the word
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“bereft” and the letter “e” in the word “amazeth” was pronounced as [ə] by eight students. The letter “e” in “bereft” should be pronounced as [i] and the letter “e” in
“amazeth” should be pronounced as [e]. In Indonesia, the letter “e” can be pronounced as [e] like in the word “elok” [elok] and pronounced as [ə] like in the word “benar” [bənʌr]. The Indonesian phonology system affected the students to pronounce the letter “e” as [ə] in the word “bereft” and “amazeth”. The letter “a” between the letters “m” and “z” should be pronounced as /a/, the letter “a” at the beginning of the word “amazeth” should be pronounced as /ʌ/ and the letter “a” in the word “hath” should be pronounced as /æ/. However, the students pronounced
“a” to be [ə]. In English, the letter “a” is pronounced as [ə] like in the word “above”
[əbʌv]. In this condition, the students were not familiar with the words “amazeth” and “hath”, but they familiar with the word “above”. It made the students to pronounce the letter “a” into [ə] because they used their knowledge about the pronunciation of the familiar word. The notation of this vowel change was written below.
[ʌ], [i], [e], [æ], [a] [ə] [-round]V [+reduce]V / C __ C or # __
The notation above was read as an unrounded vowel became reduce vowel in the environment between consonants or at the beginning of the word.
Fourth, the student changed the vowel sound /ə/ into the vowel sounds [ɔ],
[o], [e]. This vowel change happened in the words “confounds”, “gazeth”, and
“wert”. The students’ pronunciations of this vowel change were provided by the writer.
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ESA 2 : /kənfaʊndz/ [kɔnfaʊn] ESA 3, ESB 1, ESB 6, ESB 7, ESB 8, ESB 9 : /kənfaʊndz/ [kɔnfoʊns] ESA 4, ESA 7, ESA 8, ESA 10, ESB 2, ESB 10 : /kənfaʊndz/ [kɔnfaʊns] ESB 3 : /kənfaʊndz/ [kɔnfaʊnd] ESA 5 : /kənfaʊndz/ [konfaʊn] ESA 2, ESA 4 : /geɪzəθ/ [geɪzed] ESA 3, ESB 5, ESB 9 : /geɪzəθ/ [gezet] ESB 8 : /geɪzəθ/ [gʌzed] ESA 3, ESA 6, ESB 5, ESB 6, ESB 10 : /wərt/ [wert] ESA 5, ESB 3 : /wərt/ [wer]
From the list of students’ pronunciations above, the vowel /ə/ was problematic for the students. There were twenty-eight times of vowel change. In the words “confounds”, the letter “o” was pronounced as [ɔ] and [o]. In Indonesia, the letter “o” is pronounced as [ɔ]. In the word “gazeth”, and “wert”, the letter “e” was pronounced as [e]. In Indonesia, the letter “e” can be pronounced as /e/. To conclude, the Indonesian phonology system affected students’ pronunciation. The notation of this vowel change was written below.
/ə/ [ɔ], [o], [e] [+reduce]V [+tense]V / C __ C
The notation can be read as a reduce vowel became tense vowel in the environment between consonants.
Fifth, the students changed the diphthong sound /aʊ/ into /oʊ/. This change happened in the words “confounds” and “thou”. The list of students’ pronunciations who change the diphthong sound /aʊ/ into /oʊ/ were written below.
ESA 3, ESB 1, ESB 6, ESB 7, ESB 8, ESB 9 : /kənfaʊndz/ [kɔnfoʊns] ESA 1, ESA 9, ESB 2, ESB 5, ESB 6 : /ðaʊ/ [ðoʊ] ESA 3, ESB 1, ESB 4, ESB 10 : /ðaʊ/ [θoʊ] ESA 4, ESA 5, ESA 6, ESA 7, ESB 7, ESB 8 : /ðaʊ/ [doʊ] ESA 8, ESB 3 : /ðaʊ/ [toʊ]
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Based on the lists above, the letters “ou” in the words “confounds” and “thou” should be pronounced as /aʊ/. However, the students changed the diphthong sound
/aʊ/ into [oʊ]. This condition happened because the letters “ou” is pronounced as
[oʊ] in Indonesia. The Indonesian phonology system affected students’ pronunciation because the students pronounced the English word by applying the
Indonesian phonology system.
Sixth, the students changed the vowel sound /i/ into [ɪ] and [e]. This vowel change happened in the word “bereft”. The lists of students’ pronunciations who change the vowel sound /i/ into [ɪ] and [e] were written below.
ESA 1 : /biˈreft/ [brɪreft] ESA 10, ESB 2, ESB 5, ESB 9 : /biˈreft/ [bɪref] ESA 2, ESA 4, ESA 7, ESB 3 : /biˈreft/ [beref] ESA 6 : /biˈreft/ [berf]
From the lists above, there were ten students who changed the vowel sound /i/ into
[ɪ] and [e] in the word “bereft”. In Indonesia, the letter “e” is pronounced as /e/ in the word “elok”. From the lists, there were also some students pronounced the letter
“e” to be [ɪ]. In English, the alphabet “e” is pronounced as the tense vowel sound
[i], but in this research, the letter “e” was pronounced as the lax vowel sound [ɪ].
From this condition can be said that some students were affected by the Indonesian phonology system while the others were not familiar with the word and not aware of that. The notation of this vowel change above was written below.
/i/ [ɪ], [e] [+high, +front]V [+mid-high, +front]V / C __ C
The notation can be read as the high front vowel became the mid-high front vowel in the environment between consonants.
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Seventh, the students changed the sound /e/ into [i]. This vowel change also happened in the word “bereft”. The student’s pronunciation was provided below.
ESA 5 : /biˈreft/ [brif]
From the pronunciation of ESA 5, ESA 5 pronounced the letter “e” as [i]. However, the letter “e” should be pronounced as [e] in the word “bereft”. In English, the alphabet “e” is pronounced as [i]. From this, ESA 5 tried to use the knowledge of the pronunciation of the English alphabet in pronouncing the word “bereft”. The notation was written below.
/e/ [i] [+mid-high, +front]V [+high, +front]V / C __ C
The notation can be read as mid-high front vowel became high front vowel in the environment between consonants.
Eight, the students changed the sound /æ/ into [ʌ]. This vowel change happened in the words “hath” and “hast”. The lists of students’ pronunciations were provided below.
ESA 1, ESA 10 : /hæθ/ [hʌθ] ESA 1 : /hæst/ [hʌst] ESA 7, ESB 10 : /hæst/ [hʌs]
From the lists above, there were five times of vowel change that happened in the word “hath” and “hast”. The students changed the sound /æ/ letter “a” into [ʌ]. In
Indonesia, there is no sound /ʌ/ and the letter “a” is pronounced as /a/. In English, the letter “a” can be pronounced as [ʌ], [æ], or [ə]. In this condition, the students used their knowledge of English to pronounce the letter “a” to be [ʌ]. The notation of the vowel change was provided by the writer.
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/æ/ [ʌ] [-mid, +low]V [+mid+low]V / C __ C
The notation can be read as the low vowel became the mid-low vowel in the environment between consonants.
Ninth, the student also changed the sound /æ/ into [e]. This vowel change happened in the word “hath”. The pronunciation of students who changed the vowel sound/ æ/ into /e/ was written above.
ESB 9 : /hæθ/ [hed]
From the student’s pronunciation above, there was only one student changed the sound /æ/ into [e]. The sound /æ/ was problematic for ESB 9. ESB 9 changed the vowel sound /æ/ which was written as the letter “a” into the vowel sound [e]. This happened because ESB 9 was not familiar with the word “hath” which resulted in changing the vowel sound. The vowel changing of the sounds /æ/ into [e] was written below.
/æ/ [e] [-tense]V [+tense]V / C __ C
The notation can be read as the lax vowel became tense vowel in the environment between consonants.
Tenth, some students changed the sound /aɪ/ into sounds [eɪ] and [oʊ]. This vowel change happened in the word “thy”. Here were the lists of students who were changing the sound /aɪ/ into [eɪ] and [oʊ].
ESA 3 : /ðaɪ/ [teɪ] ESB 6 : /ðaɪ/ [deɪ] ESA 5 : /ðaɪ/ [joʊ]
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From the lists above, three students did the vowel change. The word “thy” was unfamiliar to the students. The word “thy” was written in three consonant letters
“t”, “h”, and “y”. However, the pronunciation of this word was /ðaɪ/. The letter “y” was pronounced as [aɪ]. In Indonesia, all of the words had the vowel letter in the written version. This condition affected the students to change the vowel because the word was not familiar to them.
Eleventh, the students also changed the diphthong sound /aɪ/ into the monophthong sounds [i] and [ɪ]. The process of changing the diphthong sound to be the monophthong sound was called as vowel simplification. The change happened to simplify the pronunciation. This change happened in the word “thy”.
The students’ pronunciations of this vowel change were written below.
ESA 8 : /ðaɪ/ [θi] ESB 7, ESB 9 : /ðaɪ/ [dɪ]
From the lists above, there were only three students who changed the sound /aɪ/ into
[i] and [ɪ]. In Indonesia, the letter “y”, when became a vowel, can be pronounced as [i] or [ɪ]. However, this usually used for the name of a person. On the other hand, in the English language, the letter “y” can be pronounced as [i], [aɪ] or [j]. There were some possibilities to pronounce the letter “y” in English. This condition affected the students to do the vowel change. This vowel change can be written in the notation.
/aɪ/ [i], [ɪ] [diphthong] [-round]V / __ #
The notation above can be read as diphthong sound became unrounded vowel in the environment at the end of the word.
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Twelfth, the students also changed diphthong sound /eɪ/ into [e] and [ʌ].
This change happened in the word “gazeth”.
ESA 3, ESB 5, ESB 9 : /geɪzəθ/ [gezet] ESA 10, ESB 3, ESB 10 : /geɪzəθ/ [gezəd] ESB 1 : /geɪzəθ/ [gezəθ] ESB 8 : /geɪzəθ/ [gʌzed]
From the lists above, there was a process of changing the diphthong sound /eɪ/ into
[e] and [ʌ]. This process was called as vowel simplification. In the word “gazeth”, the letter “a” was pronounced [e] and [ʌ] by some students. This was problematic for the students because it was quite confusing to pronounce the letter “a” to be /eɪ/.
To pronounce “gazeth”, the students simplified in pronouncing the letter “a” into
[e] and [ʌ]. This vowel change can be written in the notation.
/eɪ/ [e], [ʌ] [diphthong] [-round]V / C __ C
The notation can be read as the diphthong became unrounded vowel in the environment between consonants.
Thirteenth, the student changed the /eɪ/ into [ə]. This vowel change happened in the word “gazeth”. The student’s pronunciation of this vowel change was provided below.
ESB 2 : /geɪzəθ/ [gəzed]
In English, sometimes the letter “a” was pronounced as /ə/ like in the noun phrase
“a new book”. However, the spelling of the alphabet “a” is /eɪ/. Vowel simplification happened in students’ pronunciations. There was a process that changed the diphthong sound /eɪ/ into the schwa sound /ə/. In this vowel change,
ESB 2 pronounced the word “gazeth” using his or her knowledge of pronouncing
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the letter “a” in the noun phrase “a new book”. This vowel change can be written in the notation.
/eɪ/ [ə] [diphthong] [+reduced]V / C __ C
The notation above can be read as the diphthong sound became the reduced vowel in the environment between consonants.
Fourteenth, the students changed the sound /a/ into [eɪ]. This vowel change happened in the word “amazeth”. The students’ pronunciations which changed the vowel sound /a/ into [eɪ] were written below.
ESA 1, ESA 6, ESA 7 : /ʌmazeθ/ [əmeɪz] ESA 2, ESA 3, ESA 4, ESA 8, ESB 4, ESB 7 : /ʌmazeθ/ [əmeɪzd] ESA 5 : /ʌmazeθ/ [əmeɪs] ESA 9 : /ʌmazeθ/ [əmeɪzəd]
From the pronunciations above, there were eleven times of vowel change which were done by eleven students. The second letter “a” in the word “amazeth” was pronounced as /a/, however, the student pronounced it as [eɪ]. In English, the alphabet “a” is pronounced as [eɪ]. This knowledge made the students pronounced the letter “a” into diphthong sound [eɪ]. This vowel change can be written in the notation.
/a/ [eɪ] [+low, -front, -back, +tense, -round]V [diphthong] / C __ C
The notation can be read as the low central tense unrounded vowel became diphthong sound in the environment between consonants.
Fifteenth, the students changed the vowel sound /a/ into [e]. This vowel change happened in the word “amazeth”. The list of students’ pronunciations who changed the sound /a/ into [e] was provided by the writer.
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ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 : /ʌmazeθ/ [əmezəd] ESB 1 : /ʌmazeθ/ [əmezəθ] ESB 9 : /ʌmazeθ/ [əmezet]
From the lists above, there were eight times of changing the vowel sound /a/ into
[e]. From the questioners, most of the students were not familiar with the word
“amazeth”. This affected the student to pronounce the second letter “a” in the word
“amazeth”. This vowel change can be written in the notation.
/a/ [e] [+central]V [+front]V / C __ C
The notation can be read as the central vowel became the front vowel in the environment between the consonants.
Sixteenth, the students changed the vowel sound /ɔ/ into [o]. This vowel change happened in the word “wrought”. The students’ pronunciations which contained vowel change were written below.
ESA 2 : /rɔt/ [wort] ESA 3 :/rɔt/ [wot]
From the list above, two students changed the vowel sound /ɔ/ into [o]. In
Indonesian, the letter “o” can be pronounced as [o] or [ɔ]. In the word “pokok” the first letter “a” is pronounced as [o] and the second letter “a” is pronounced as [ɔ].
Based on the Indonesian phonology system, there were two possibilities in pronouncing the letter “o”. On the other hand, both ESA 2 and ESA 3 were not familiar with the word “wrought”. This condition made both students pronounced the letter “o” which should be pronounced as [ɔ] into [o]. This vowel change can be written in the notation.
/ɔ/ /o/
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[+mid low]V [+mid high]V / C __ C
The notation can be read as the mid low vowel became mid high vowel in the environment between consonants.
Seventeenth, the students changed the vowel sound /ɔ/ into diphthongs sounds [oʊ] and [ʌʊ]. This vowel change happened in the word “wrought”. The lists of students’ pronunciations which changed the vowel sound were written below.
ESA 5, ESA 6, ESA 7 : /rɔt/ [roʊt] ESA 8, ESB 3, ESB 9 : /rɔt/ [roʊg] ESA 10, ESB 1, ESB 5, ESB 6, ESB 7, ESB 8, ESB 10 : /rɔt/ [roʊd] ESA 9 : /rɔt/ [rʌʊd]
From the list above, there were fourteen times of vowel change which were done by fourteen students from both batches. In the word “wrought” the letters “ou” should be pronounced as /ɔ/. However, the students pronounced the letter “ou” as
[oʊ] and [ʌʊ]. In Indonesia, the letters “ou” was pronounced as [oʊ]. This pronunciation is based on the orthography of the word. However, there was one student pronounced the letter “ou” as [ʌʊ]. The letters “ou” seems to produce two sounds at the same time. The Indonesian phonology system affected the students’ pronunciations. This vowel change can be written in the notation.
/ɔ/ [oʊ], [ʌʊ] [+back, +tense, +round]V [diphthong] / C __ C
The notation can be read as the back tense rounded vowel became the diphthong sound in the environment between consonants.
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2. Consonant Change
Consonant Change is the second phonological process. In this subpart, the students change the consonant sound into another consonant sound in a certain word. This process is called as consonant change. The list of the consonant change in students’ pronunciations for some words was written in the table below.
Table 7. The Consonant Change in Students’ Pronunciations
No Consonant Change Words 1. [d], [t] [ð] doth, wrought 2. [θ], [ð] [t], [d] doth, gazeth, thee, thou, thy, amazeth 3. [f], [t] [v], [d], [g] confounds, wrought 4. [z], [ð] [s], [θ] confounds, gazeth, thee, thou, thy 5. /ð/ [j], [w] thy
Based on the table above, the writer analyzed further the consonant change. For number one, the students changed the consonant when pronouncing the words doth and wrought. The consonant sounds [d] and [t] into consonant sound
/ð/. The students changed the alveolar stops consonant [d], [t] into the dental fricative consonant /ð/. The pronunciations of students who changed the consonant sound /d/ into consonant sound /ð/ and changed the consonant sound /t/ into consonant sound /ð/ are listed below.
ESA 4 : /dʌθ/ [ðoʊθ] ESA 6 : /dʌθ/ [ðɔt] ESA 10 : /dʌθ/ [ðɔθ] ESA 1 : /rɔt/ [rɔð]
From the pronunciations’ list above, there are two kinds of consonant change. The first is consonant /d/ which is changed into /ð/ and the second is consonant /t/ which is changed into /ð/. The pronunciation should be with [d] and
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[t] sounds, but the students changed both sounds into /ð/ sound. The notation for this consonant change is written below.
[d], [t] [ð] [+alveolar, +stops]C [+dental, +fricative]C / # __ or __ #
The notation can be read as the alveolar stops consonant became the dental fricative consonant in the environment at the beginning of the word or at the end of the word.
For the word “doth”, ESA 4, ESA 6, and ESA 10 mispronounced the letter
“d” into “ð”. They were not aware of the consonant letter “d” that appeared in front of the word. Based on the Indonesian language, they were supposed to pronounce the letter “d” to be /d/. However, the students are English Letters students who have studied English especially about pronunciation in speaking class. In English, some words were pronounced by adding the consonant sound /h/. However, in
Indonesian, the words were read the same as the written version without adding some other sound like /h/. This condition made some students to use their knowledge of English pronunciation in pronouncing the letter “d” in the word
“doth” by adding the sound /h/.
For the word “wrought”, ESA 1 pronounced the word as /rɔð/ instead of
/rɔt/. ESA 1 changed the last sound of the word /t/ into /ð/. In Indonesian, there is no combination of three letters like “ght” in one word. It was quite confusing for the Indonesian speaker to pronounce the word that has three combination letters at the end of the word. This condition made ESA 1 mispronounced the last sound of the word “wrought”.
For the consonant change number two, the consonants sounds [θ] and [ð] were changed into the consonant sounds [t] and [d]. These conditions happened
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when the student pronounced “doth”, “gazeth”, “thee”, “thou”, “thy”, and
“amazeth”. The pronunciation of students who changed the sound [θ] into sounds
[t] and [d] were listed below.
ESA 3, ESA 5, ESA 8, ESB 3, ESB 8, ESB 9 : /dʌθ/ [dɔt] ESA 6 : /dʌθ/ [ðɔt] ESA1 : /geɪzəθ/ [geɪzt] ESA3, ESB 5, ESB 9 : /geɪzəθ/ [gezet] ESA 2, ESA 4 : /geɪzəθ/ [geɪzed] ESA 5 : /geɪzəθ/ [geɪsd] ESA 6, ESB 4, ESB 7 : /geɪzəθ/ [geɪzd] ESA 7, ESA 8, ESA 9, ESB 6 : /geɪzəθ/ [geɪzəd] ESA 10, ESB 3, ESB 10 : /geɪzəθ/ [gezəd] ESB 2 : /geɪzəθ/ [gəzed] ESB 8 : /geɪzəθ/ [gʌzed] ESA 2, ESA 3, ESB 9 : /hæθ/ [həd] ESA 4, ESA 5, ESA 7, ESA 8, ESB 4, ESB 5, ESB 8: /hæθ/ [hæd] ESA 2, ESA 3, ESA 4, ESA 8, ESB 4, ESB 7 : /ʌmazeθ/ [əmeɪzd] ESA 9 : /ʌmazeθ/ [əmeɪzəd] ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 : /ʌmazeθ/ [əmezəd]
Based on the data above, the students were not aware of the consonant “th” which pronounced as /θ/. Some of them pronounced the letter “th” into the letter “t” and most of them pronounced the letter “th” into the letter “d”. In this condition, the letter “th” should be pronounced as sound /θ/, but the students changed the sound into sounds [t] and [d]. However, the rest of the students were aware of the letter “th”. They successfully pronounced the letter “th” as /θ/. All of the changed of sound /θ/ happened at the end of the word. Some students were not aware of the letter “th” is pronounced as /θ/. However, Indonesian did not have the combination of the letter “t” and “h” which pronounced together at the same time. This knowledge affected the students as Indonesian speakers pronounced the letter “th” into sounds [t] and [d].
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On the other hand, there is also the letter “th” pronounced as /ð/. In
Indonesia, the sound /ð/ is usually transcribed into the letter “dh”. The pronunciation of students who changed the sound [ð] into sounds [t] and [d] were listed below.
ESA 8, ESB 3 : /ði/ [ti] ESA 8, ESB 3 : /ðaʊ/ [toʊ] ESA 3 : /ðaɪ/ [teɪ] ESB 5 :/ʌmazeθ/ [əməzet] ESB 9 :/ʌmazeθ/ [əmezet] ESA 1 : /ði/ [doʊ] ESA 2, ESA 5, ESA 6, ESA 7, ESA 9, ESB 4, ESB 7, ESB 8: /ði/ [di] ESA 4, ESA 5, ESA 6, ESA 7, ESB 7, ESB 8 : /ðaʊ/ [doʊ] ESA 1, ESA 2, ESA 7, ESB 2, ESB 5, ESB 8 : /ðaɪ/ [daɪ] ESB 6 : /ðaɪ/ [deɪ] ESB 7, ESB 9 : /ðaɪ/ [dɪ] ESA 2, ESA, 3, ESA 4, ESA 8, ESB 4, ESB 7 :/ʌmazeθ/ [əmeɪzd] ESA 9 :/ʌmazeθ/[əmeɪzəd] ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 :/ʌmazeθ/ [əmezəd]
Based on the list, some students changed the sound /ð/ into sounds [t] and
[d]. In some words like the words which were listed above, the letter “th” pronounced as [ð]. For Indonesians, the letter “th” is pronounced as /θ/ not /ð/. The inconsistency of the pronunciation of the letter “th” in English was problematic for students. This condition failed them to pronounce the letter “th” correctly.
However, there were some students pronounced correctly the letter “th” as /ð/ in the word thee, thou, and thy. All of the changed of the sound /ð/ happened at the beginning of the word.
In this condition, the writer put the sounds [ð] and [θ] in the same place which was before the arrow sign. The sounds [ð] and [θ] were the right pronunciations which the students should be pronounced. On the other hand, the sounds [t] and [d] were put after the arrow sign. These sounds were the consonant
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sounds which students changed in their pronunciations. The notation of the consonant change was written below.
[θ], [ð] [t], [d] [+dental, +fricative]C [+alveolar, +stops]C / __ # or # __
The notation can be read as the dental fricative consonant became the alveolar stops consonant in the environment at the end of the word or at the beginning of the word.
For the consonant change number three, the students changed the sounds
[f] and [t] into the sounds [v], [d], and [g] in the word confounds and wrought. The writer categorized the consonant change into two parts. The first was the changed of the sound /f/ into sound /v/ in the word “confounds”. The second was the changed of the sound /t/ into sounds [d] and [g] in the word “wrought”. The list of student’s pronunciation which changed the sound /f/ into sound /v/ was written below.
ESA 1 : /kənfaʊndz/ [kənvaʊns]
From the data of student’s pronunciation, one student of English Letters from batch
2015 changed the sound /f/ into /v/. In the Indonesian language, the letter “f” is pronounced as /f/. The written version is the same as the oral version. However, in
English, the way we pronounce each word depends on the IPA. In the word
“confounds”, the letter “f” is pronounced as /f/, but the student pronounced the letter
“f” as /v/. In this condition, the student was not aware of the letter “f” in the word
“confounds” which made the student just pronounced the voiceless sound /f/ into voiced sound /v/.
The second was the changed of the sound /t/ into sounds [d] and [g] in the word “wrought”. The letter “ght” should be pronounced as /t/, but some students
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pronounced the letter “ght” became [d] and [g]. The list of students’ pronunciations which changed the sound /t/ into sounds [d] and [g] were written below.
ESA 8, ESB 3, ESB 9 : /rɔt/ [roʊg] ESA 9 : /rɔt/ [rʌʊd] ESA 10, ESB 1, ESB 5, ESB 6, ESB 7, ESB 8, ESB 10 : /rɔt/ [roʊd] ESB 4 : /rɔt/ [rɔd]
From the list above, there were twelve students who changed the sound /t/ into sounds [d] and [g]. In Indonesian, there is no word which has three combinations of consonant letters like the word “wrought”. In the word “wrought”, there were combinations of three consonant letters “ght”, but it only pronounced /t/. English has an unexpected rule in its pronunciation. This made the students as Indonesian speakers confused about how the correct way to pronounce the word “wrought”.
This condition also made the students had a problem in pronouncing the consonant letters “ght”. It made them pronounced the letters “ght” became [d] and [g].
The consonant change of the sound /f/ into [v] and the consonant change of the sound /t/ into [d] and [g] were put in one notation because they had a similarity. The similarity was shown through the notation. The notation of the consonant change of sounds [f] and [t] into the sounds [v], [d], and [g] was written below.
[f], [t] [v], [d], [g] [-voiced]C [+voiced]C / C __ V or __ #
The notation can be read as the voiceless consonant became the voiced consonant in the environment between consonant and vowel or at the end of the word.
For the consonant change number four, the students changed the consonant sounds [z] and [ð] into the sounds [s] and [θ]. These consonant change happened
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when they pronounced “confounds”, “gazeth”, “thee”, “thou”, and “thy”. In this condition, the writer categorized the consonant change into two parts. The first is the consonant change of sound /z/ into sound /s/ and the second is the consonant change of sound /ð/ into sound /θ/. The list of students’ pronunciations of the consonant change of sound /z/ into sound /s/ in the words “confounds” and “gazeth” were listed below.
ESA 1 : /kənfaʊndz/ [kənvaʊns] ESA 3, ESB 1, ESB 6, ESB 7, ESB 8, ESB 9 : /kənfaʊndz/ [kɔnfoʊns] ESA 4, ESA 7, ESA 8, ESA 10, ESB 2, ESB 10 : /kənfaʊndz/ [kɔnfaʊns] ESA 6, ESA 9, ESB 4, ESB 5 : /kənfaʊndz/ [kənfaʊns] ESA 5 : /geɪzəθ/ [geɪsd]
From the list above, the students change the sound /z/ into sound [s] at the end of the word “confounds”. On the other hand, one student changes the sound /z/ into sound [s] in the middle of the word when pronouncing the word “gazeth”. In
Indonesia, the letter “z” is pronounced as [z]. It was the same for the word “gazeth” where the letter “z” was pronounced as [z]. ESA 5 changed the sound /z/ into sound
[s]. ESA 5 was not aware of the letter “z” which made him or her pronounce it as
[s]. However, in the word “confounds”, the letter “s” is pronounced as /z/. No one of the students pronounces it correctly. The students pronounced the letter “s” to be
[s].
The second was the consonant change of sound /ð/ into sound [θ]. The student changed the sound /ð/ into sound [θ] when pronouncing the words “thee”,
“thou”, and “thy”. The list of students’ pronunciations of the consonant change of sound /ð/ into sound [θ] was listed below.
ESA 3, ESA 4, ESB 1 : /ði/ [θi] ESA 2, ESA 10, ESB 9 : /ðaʊ/ [θu]
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ESA 3, ESB 1, ESB 4, ESB 10 : /ðaʊ/ [θoʊ] ESA 4, ESA 6, ESA 10, ESB 1, ESB 3, ESB 4 : /ðaɪ/ [θaɪ] ESA 8 : /ðaɪ/ [θi]
From the list of students’ pronunciations above, there are seventeen students changed the sound /ð/ into sound [θ]. In this condition, all of the consonant change happened at the beginning of the words “thee”, “thou”, and “thy”. In the
Indonesian language, the consonant letter “th” is pronounced as /θ/. On the other hand, English has a different way of pronunciation especially on the three words
“thee”, “thou”, and “thy”. The initial consonant letters “th” is pronounced as /ð/ not
/θ/. The difference between Indonesian phonology and English phonology made the students as Indonesian speakers pronounced the letters “th” into sound [θ]. This condition made most of the students changed the sound /ð/ into sound [θ].
The consonant change of the sound [z] into sound [s] and the sound [ð] into sound [θ] were written in the one notation. It is because those sounds had a similarity. The notation for the consonant change of sounds [z] and [ð] into sounds
[s] and [θ] was written below.
[z], [ð] [s], [θ] [+voiced]C [-voiced]C / __ # or V __ C or # __
The notation above can be read as the voiced consonant became the voiceless consonant in the environment at the end of the word or between vowel and consonant or at the beginning of the word.
For the consonant change number five, the students changed the consonant sound /ð/ into sounds [j] and [w] in the word “thy”. The list of students’ pronunciations of the consonant change of sound /ð/ into sounds [j] and [w] was written below.
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ESA 5 : /ðaɪ/ [joʊ] ESB 10 : /ðaɪ/ [waɪ]
From the list above, there were only two students who changed the sound /ð/ into sounds [j] and [w]. Two of the consonant change happened at the beginning of the word. In the Indonesian language, the letters “th” in the word “thy” is pronounced as [θ]. However, English had a different way of pronunciation. In the English language, the letters “th” in the word “thy” is pronounced as /ð/. This condition made the students failed to pronounce this word. ESA 5 changed the sound /ð/ into
[j]. ESA 5 did not aware of the consonant letters “th” when pronouncing the word
“thy”. ESB 10 changed the sound /ð/ into [w]. This might happen because ESB 10 distracted by the letter “y” which made the word “thy” looked like the word “why”.
It made ESB 10 pronounced the word “thy” as the same as the word “why” which is [waɪ]. This happened because ESB 10 was not familiar with the word “thy”. The notation for the consonant change of sound /ð/ into sounds [j] and [w] was written below.
/ð/ [j], [w] [+fricative]C [+glides]C / # __
The notation can be read as the fricative consonant became the glides consonant in the environment in the beginning of the word.
3. Segment Deletion
The previous phonological processes were the vowel and consonant change. Besides those two phonological processes, there was also the segment deletion. In this subpart, the students deleted a certain sound even the sound was
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vowel or consonant in a certain word. It is called as a segment deletion. The deleted sounds were listed on the table below.
Table 8. The Segment Deletion in Students’ Pronunciations
No Segment Deletion Words 1. [d], [z], [t] Ø confounds, bereft, hast, wert 2. /θ/ Ø amazeth 3. [i], [e] Ø bereft, amazeth 4. /ə/ Ø gazeth
From the table above, there were two kinds of segment deletion. The first was consonant deletion. In consonant deletion, there were some consonants that were deleted in the certain pronunciations of some words by the students. Based on the table above, the segment deletion number one and two were categorized as consonant deletion. The second was vowel deletion. In vowel deletion, there were some vowels were deleted. Based on the table above, the segment deletion number three and four were categorized as vowel deletion.
For the segment deletion number one, there were three consonant sounds that were deleted. Those three consonants sounds which were deleted were [d], [z], and [t]. Those consonants sounds were deleted while pronouncing the words
“confounds”, “bereft”, “hast”, and “wert”. The list of students’ pronunciations which deleted sound /d/ was written below.
ESA 1 : /kənfaʊndz/ [kənvaʊns] ESA 2 : /kənfaʊndz/ [kɔnfaʊn] ESA 3, ESB 1, ESB 6, ESB 7, ESB 8, ESB 9 : /kənfaʊndz/ [kɔnfoʊns] ESA 4, ESA 7, ESA 8, ESA 10, ESB 2, ESB 10 : /kənfaʊndz/ [kɔnfaʊns] ESA 5 : /kənfaʊndz/ [konfaʊn] ESA 6, ESA 9, ESB 4, ESB 5 : /kənfaʊndz/ [kənfaʊns]
From the list of students’ pronunciations above, there were nineteen students who deleted the sound /d/. There was only one student ESB 3 who did not
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delete the sound /d/. ESB 3 was successful to pronounce the sound /d/ in the word
“confounds”. The word “confounds” had three combinations of consonant letters
“nds”. In English, those three letters “nds” were still pronounced as [ndz]. On the other hand, the Indonesian language did not have the combination of three letters of “nds” in one word. This condition made the students had a problem in pronouncing the word “confounds”. The nineteen students failed to pronounce the consonant sound /d/ and deleted the sound /d/ when pronouncing the word
“confounds”. It was hard for Indonesians to pronounce three combinations of consonant letters in one word.
The second was the segment deletion of sound /z/. The list of students’ pronunciations which deleted sound [z] was written below.
ESA 2 : /kənfaʊndz/ [kɔnfaʊn] ESA 5 : /kənfaʊndz/ [konfaʊn] ESB 3 : /kənfaʊndz/ [kɔnfaʊnd]
From the list of students’ pronunciations above, there were three students who deleted the consonant sound /z/. ESA 2, ESA 5, and, ESB 3 deleted the sound /z/ which should be pronounced after the sound /d/. It was almost the same with the previous explanation, the word “confounds” had three combinations of consonant letters “nds”. Indonesian did not have the three letters of consonants in one word like the letters “nds” in the word “confounds”. ESA 2, ESA 5, and ESB 3 had difficulty in pronouncing the last consonant sound of /z/ in the three consonant letters “nds” and they deleted the sound /z/.
The third was the segment deletion of consonant sound /t/. The segment deletion of consonant sound /t/ happened in three words. Those three words were
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“bereft”, “hast”, and “wert”. The list of students’ pronunciations which deleted sound /t/ was provided by the writer.
ESA 2, ESA 4, ESA 7, ESB 3 : /biˈreft/ [beref] ESA 3, ESA 8, ESA 9, ESB 4, ESB 6, ESB 8, ESB 10 : /biˈreft/ [bəref] ESA 5 : /biˈreft/ [brif] ESA 6 : /biˈreft/ [berf] ESA 10, ESB 2, ESB 5, ESB 9 : /biˈreft/ [bɪref] ESB 7 : /biˈreft/ [bref] ESA 2, ESA 3, ESA 4, ESA 5, ESA 6, ESA 8, ESA 9, ESA 10, ESB 1, ESB 2, ESB 3, ESB 4, ESB 5, ESB 6, ESB 7, ESB 8, ESB 9, ESB 10 : /hæst/ [hæs] ESA 7, ESB 10 : /hæst/ [hʌs] ESA 5, ESB 3 : /wərt/ [wer] ESA 9 : /wərt/ [wər]
From the list of students’ pronunciations above, there were forty-one times deletion of sound /t/. From twenty students while pronouncing three words which were “bereft”, “hast”, and “wert”, the writer found forty-one times deletion of sound
/t/ from sixty possibilities of students’ pronunciations. Forty-one was a quite high number. The students deleted the sound /t/ at the end of the word. The Indonesian language did not have two combination of letters in one word like “ft” in “bereft”,
“st” in “hast”, and “rt” in “wert”. Indonesians had difficulty to pronounce the combinations of two consonant sounds at the same time in one word. This condition made the students to delete the /t/ sound which appeared at the end of the words.
From the segment deletion of three consonants sounds above, the segment deletion can be written in the notation. The notation of the deleted sounds [d], [z], and [t] was written below.
[d], [z], [t] Ø [+alveolar]C Ø / C __ C or __ #
The notation above can be read as alveolar consonant became null in the environment between consonants or at the end of the word.
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For the segment deletion number two, there was one consonant sound that was deleted. The deleted consonant sound was /θ/. The sound /θ/ was deleted in the word “amazeth”. The list of students’ pronunciations which deleted the sound /θ/ was written below.
ESA 1, ESA 6, ESA 7 : /ʌmazeθ/ [əmeɪz] ESA 5 : /ʌmazeθ/ [əmeɪs]
From the list of students’ pronunciations above, there were ESA 1, ESA 5,
ESA 6, and ESA 7 who did the segment deletion. The four students were the English
Letters students from batch 2015. In the Indonesian language, the letter “th” should be pronounced as /θ/. However, in the word “amazeth”, ESA 1, ESA 5, ESA 6, and
ESA 7 were not aware of the letter “th” at the end of the word. Because of their unawareness, they deleted the consonant sound /θ/ in their pronunciations.
From the deletion of sound consonant sound /θ/, the segment deletion can be written in the notation. The notation of the deleted consonant sound /θ/ was written below.
/θ/ Ø [+dental]C Ø / __ #
The notation above was read as the dental consonant became null in the environment at the end of the word.
For the segment deletion number three, there were two vowel sounds that were deleted. The deleted vowel sounds were [i] and [e]. The vowels [i] and [e] were deleted when the students pronounced the words “bereft” and “amazeth”. The list of students’ pronunciations which deleted the vowel sounds [i] and [e] was written below.
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ESA 5 : /biˈreft/ [brif] ESA 7 : /biˈreft/ [bref] ESA 6 : /biˈreft/ [berf] ESA 1, ESA 6, ESA 7 : /ʌmazeθ/ [əmeɪz] ESA 2, ESA 3, ESA 4, ESA 8, ESB 4, ESB 7 : /ʌmazeθ/ [əmeɪzd] ESA 5 : /ʌmazeθ/ [əmeɪs]
From the list of students’ pronunciations above, there were thirteen times of segment deletion of the vowel sounds [i] and [e]. The segment deletion of vowel sounds [i] and [e] happened while pronouncing the words “bereft” and “amazeth”.
The words “bereft” and “amazeth” were no longer used. Besides, the students also were not familiar with those two words. This condition affected the students to delete some vowel sounds [i] and [e] which were needed.
Based on the deleted vowel sounds [i] and [e] above, the segment deletion can be written in the notation. The notation of the segment deletion vowel sounds
[i] and [e] was written below.
[i], [e] Ø [+front, +tense, -round]V Ø / C __ C
The notation can be read as the front tense unrounded vowel became null in the environment between consonants.
For the segment deletion number four, there was one deleted vowel sound.
The deleted vowel sound was /ə/. The symbol of sound /ə/ is called a schwa. The schwa deletion happened when the student pronounced the word “gazeth”. The list of students’ pronunciations was written below.
ESA 1 : /geɪzəθ/ [geɪzt] ESA 5 : /geɪzəθ/ [geɪsd] ESA 6, ESB 4, ESB 7 : /geɪzəθ/ [geɪzd]
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From the list of students’ pronunciations above, there were five deletions found. Schwa was the deleted sound in the word “gazeth”. The vowel schwa is a neutral vowel. The segment deletion of schwa sound was done by three students
ESA 1, ESA 5, and ESA 6 from batch 2015 and two students ESB 4 and ESB 7 from batch 2018. The five students were not aware of each letter in the word
“gazeth”. It was the reason why the students failed to pronounce the word “gazeth” and deleted the schwa sound /ə/. The notation of the schwa deletion was written below.
/ə/ Ø [reduced]V Ø / C __ C
The notation can be read as the reduced vowel became null in the environment between consonants.
4. Segment Insertion
Segment Insertion is the fourth phonological process. In this subpart, the students inserted an unnecessary sound in pronouncing a certain word. This is the least phonological process that occurred in students’ mispronunciation.
In this study, the writer only found one kind of segment insertion. The students inserted the consonant sound [r] in the words “bereft” and “wrought”. The list of students’ pronunciations was listed below.
ESA 1 : /biˈreft/ [brɪreft] ESA 2 : /rɔt/ [wort]
Based on two students’ pronunciations above, ESA 1 and ESA 2 did the segment insertion. The two students from batch 2015 inserted the sound [r] into their
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pronunciations. The sound [r] was inserted while ESA 1 and ESA 2 pronounced the word “bereft” and “wert”.
In Indonesian, the letter “r” was pronounced whenever it took place. For the examples were the letter “r” in the words “ragu”, “sabar”, or “karena”. On the other hand, some words in English which contained the letter “r” sometimes it was silenced. For the example was the letter “r” in the words “paper”. In the word
“paper”, it was pronounced as [peɪpə] and the letter “r” did not pronounce.
However, in this case of segment insertion, ESA 1 and ESA 2 were not aware of the words that they were going to pronounce. From the letters in the word
“bereft”, it did not have the letter “r” between the letters “b” and “e”. From the letters in the word “wrought”, it also did not have the letter “r” after the vowel letters “ou”. The familiarity of the words also affected the pronunciations of the students. The students were not familiar with the words which made them mispronounced the words and added an unnecessary sound into it. The students inserted the sound [r] unconsciously while pronouncing those two words. The consonant insertion above can be written in the notation. The notation of the segment insertion sound /r/ was written below.
Ø /r/ Ø [+alveolar, +liquid, +voiced]C / V __ C or C __ V
The notation can be read as null became the alveolar liquid voiced consonant in the environment between vowel and consonant or between consonant and vowel.
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CHAPTER V
CONCLUSION
This research aims to discover how the English Letters students which are represented by the students from batch 2015 and 2018 pronounce the selected archaic words in Shakespeare’s poems and what phonological processes are found in the students’ pronunciations. There were 13 archaic words that were pronounced by twenty students. The participants were ten English Letters students from batch
2015 and ten English Letters students from batch 2018.
From the discussion and analysis, the frequency of correct pronunciations from both groups of students with different level was lower than the frequency of incorrect pronunciations. In this research, there were two hundred and sixty data on students’ pronunciations. The ten students from batch 2015 were only twenty-one times correct in pronouncing the thirteen words. The number of mispronunciations was higher than the correct pronunciations. The ten students from batch 2015 were one hundred and nine times mispronouncing the thirteen words. Furthermore, the students from batch 2018 showed a different frequency. The ten students from batch
2018 were twenty-five times correct in pronouncing the thirteen words. For the mispronunciations’ frequency, the students from batch 2018 were one hundred and five times mispronouncing the thirteen selected words. Only for the word “leese”, both groups of students were successful to pronounce the word. No one mispronounced the word “leese”. For the total, there were forty-six correct pronunciations and two hundred and fourteen incorrect pronunciations from both batches. The writer found that the students from both batches did not show
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significant different abilities and they were the representatives of the whole English
Letters students. The frequency of incorrect pronunciations of students from both batches is lower than the correct pronunciations. The selected words are not familiar words for the students because the selected words were archaic words.
There were four phonological processes found. They were vowel change, consonant change, segment deletion, and segment insertion. From the research, there were seventeen kinds of vowel change, five kinds of consonant change, four kinds of segment deletion and one kind of segment insertion. The vowel change was the most occurred phonological process in students’ pronunciations. These happened because of some factors. The students had some knowledge of English because they were English Letters students. Sometimes, they used their knowledge in guessing some pronunciations of the words. However, this knowledge was not promising someone to always have the correct pronunciation. Based on the questionnaire, most of the students were not familiar with the selected words. When unfamiliar words should be pronounced for the first time, it was hard to guess the correct pronunciation. However, the different phonology system was the biggest factor which affected students’ pronunciations. The Indonesian phonology system affected the students in mispronouncing English words. The questionnaire was provided after the appendices.
From this research, it is concluded that the students showed a higher number of incorrect pronunciations than the correct pronunciations. Although some students had been learning about phonetics and pronunciations, taking the subject
History of English language, and reading the literary work of Shakespeare, they
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failed to pronounce some words which Shakespeare used in his poems. It is proven that even the students were English Letters students, they also did so many mistakes in pronouncing English words especially for archaic English words in
Shakespeare’s poems. Furthermore, this research was significant because it was quite difficult to find research about archaism. The number of research about archaism was little and this research would be a good reference in doing the next research about archaism or pronunciations of archaic English words.
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REFERENCES
Ababneh, I. (2018). English Pronunciation Errors Made by Saudi Students. European Scientific Journal, 14, No. 2, 244-261. Algeo, J. (2010). The Origins and Development of The English Language: Sixth Edition. Wadsworth: Michael Rosenberg. Al-Saadi, D. N. (2015). IMPORTANCE OF ENGLISH LANGUAGE IN THE DEVELOPMENT OF TOURISM MANAGEMENT. Academic Journal of Accounting and Economics Researches, IV(1), 33-45. Anderson, H. (2014). How Shakespeare Influences. BBC. Andi-Pallawa, B., & Alam, A. F. (2013). A Comparative Analysis between English and Indonesian Phonological Systems. International Journal of English Language Education, 1, No. 3, 103-129. Anindita, L. (2017). English Pronunciation Produced by Radio Masdha Announcers. Undergraduate Thesis, 1-110. Ayumi, P. (2018). The Pronunciations of English Words Containing Silent Letter "G" by The Elementary and Advance Level Students of English Made Easy (EME) English Course. Undergraduate Thesis, 1-119. Dardjowidjojo, S. (2009). ENGLISH PHONETICS AND PHONOLOGY: FOR INDONESIANS. Jakarta: Yayasan Obor Indonesia. Fromkin, V., Rodman, R., & Hyams, N. (2010). An Introduction to Language Ninth Edition. Wadsworth: Wadsworth Cengage Learning. Hogg, R. (2002). An Introduction to Old English. Edinburgh: Edinburgh University Press Ltd. Jovanović, V. Ž. (2006). The Significance of William Shakespeare for The Development of English Word-Formation. ELLS: Interfaces and Integrations Proceedings, I, 109-122. Ladefoged, P. (1993). A Course In Phonetics - Third Edition. Fort Worth: Harcourt College Pub. Levis, J. M. (2015, June 11). The Handbook of English Pronunciation (Introduction). Retrieved from Research Gate: https://www.researchgate.net Madden, F. ( 2002). Exploring Poetry. London: Longman.
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McMahon, A. (2002). An Introduction to English Phonology. Edinburgh: Edinburgh University Press Ltd. Odden, D. (2005). Introducing Phonology. New York: Cambridge University Press. Ollila, B., & Jantas, J. (2006). The Definition of Poetry. wordpress, 1. Rowley-Jolivet, E. (2017). English as a Lingua franca in research articles: the SciELF corpus. ASp, 1. Spencer, T. J., Bevington, D., & Brown, J. R. (2018). William Shakespeare. Encyclopædia Britannica, 1. Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management (IJARM), V, No. 2, 18-27. Utama, L. G., Indrawati, N. L., & Udayana, I. N. (2018, Mei). The Pronunciation of English Fricatives in the Speech by a Non Native Speaker. Jurnal Humanis, Fakultas Ilmu Budaya Unud, 22, No. 2, 395-401. doi:10.24843/JH.2018.v22.i02.p17 Wijana, I. D. (2014, April). Indonesian Vowels and Their Allophones. Humaniora, 14, No. 1, 39-42. Wisner, L. B. (2010, August). Archaism, or Textual Literalism in the Historical Novel. Doctoral Dissertations, 1-242. Retrieved from https://trace.tennessee.edu/
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Appendices:
Appendix 1. Phonetic Transcription of English Letters Students
No. Archaic Intended Pronunciation of Pronunciation of Words Pronunciation Students Batch Students Batch 2015 2018 1. doth /dʌθ/ ESA1: /dɔθ/ ESB1: /dɔθ/ ESA2: /dɔθ/ ESB2: /dɔθ/ ESA3: /dɔt/ ESB3: /dɔt/ ESA4: /ðoʊθ/ ESB4: /dɔθ/ ESA5: /dɔt/ ESB5: /dɔθ/ ESA6: /ðɔt/ ESB6: /dɔθ/ ESA7: /dɔθ/ ESB7: /dɔθ/ ESA8: /dɔt/ ESB8: /dɔt/ ESA9: /doʊθ/ ESB9: /dɔt/ ESA10: /ðɔθ/ ESB10: /dɔθ/ 2. confounds /kənfaʊndz/ ESA1: /kənvaʊns/ ESB1: /kɔnfoʊns/ ESA2: /kɔnfaʊn/ ESB2: /kɔnfaʊns/ ESA3: /kɔnfoʊns/ ESB3: /kɔnfaʊnd/ ESA4: /kɔnfaʊns/ ESB4: /kənfaʊns/ ESA5: /konfaʊn/ ESB5: /kənfaʊns/ ESA6: /kənfaʊns/ ESB6: /kɔnfoʊns/ ESA7: /kɔnfaʊns/ ESB7: /kɔnfoʊns/ ESA8: /kɔnfaʊns/ ESB8: /kɔnfoʊns/ ESA9: /kənfaʊns/ ESB9: /kɔnfoʊns/ ESA10: /kɔnfaʊns/ ESB10: /kɔnfaʊns/ 3. bereft /biˈreft/ ESA1: /brɪreft/ ESB1: /bəreft/ ESA2: /beref/ ESB2: /bɪref/ ESA3: /bəref/ ESB3: /beref/ ESA4: /beref/ ESB4: /bəref/ ESA5: /brif/ ESB5: /bɪref/ ESA6: /berf/ ESB6: /bəref/ ESA7: /beref/ ESB7: /bref/ ESA8: /bəref/ ESB8: /bəref/ ESA9: /bəref/ ESB9: /bɪref/ ESA10: /bɪref/ ESB10: /bəref/ 4. leese /liz/ ESA1: /liz/ ESB1: /liz/ ESA2: /liz/ ESB2: /liz/ ESA3: /liz/ ESB3: /liz/ ESA4: /liz/ ESB4: /liz/ ESA5: /liz/ ESB5: /liz/ ESA6: /liz/ ESB6: /liz/ ESA7: /liz/ ESB7: /liz/ ESA8: /liz/ ESB8: /liz/
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ESA9: /liz/ ESB9: /liz/ ESA10: /liz/ ESB10: /liz/ 5. Thee /ði/ ESA1: /doʊ/ ESB1: /θi/ ESA2: /di/ ESB2: /ði/ ESA3: /θi/ ESB3: /ti/ ESA4: /θi/ ESB4: /di/ ESA5: /di/ ESB5: /ði/ ESA6: /di/ ESB6: /ði/ ESA7: /di/ ESB7: /di/ ESA8: /ti/ ESB8: /di/ ESA9: /di/ ESB9: /θi/ ESA10: /ði/ ESB10: /θi/ 6. thou /ðaʊ/ ESA1: /ðoʊ/ ESB1: /θoʊ/ ESA2: /θu/ ESB2: /ðoʊ/ ESA3: /θoʊ/ ESB3: /toʊ/ ESA4: /doʊ/ ESB4: /θoʊ/ ESA5: /doʊ/ ESB5: /ðoʊ/ ESA6: /doʊ/ ESB6: /ðoʊ/ ESA7: /doʊ/ ESB7: /doʊ/ ESA8: /toʊ/ ESB8: /doʊ/ ESA9: /ðoʊ/ ESB9: /θu/ ESA10: /θu/ ESB10: /θoʊ/ 7. hath /hæθ/ ESA1: /hʌθ/ ESB1: /hæθ/ ESA2: /həd/ ESB2: /hæθ/ ESA3: /həd/ ESB3: /hæθ/ ESA4: /hæd/ ESB4: /hæd/ ESA5: /hæd/ ESB5: /hæd/ ESA6: /hæθ/ ESB6: /hæθ/ ESA7: /hæd/ ESB7: /hæθ/ ESA8: /hæd/ ESB8: /hæd/ ESA9: /hæθ/ ESB9: /hed/ ESA10: /hʌθ/ ESB10: /hæθ/ 8. thy /ðaɪ/ ESA1: /daɪ/ ESB1: /θaɪ/ ESA2: /daɪ/ ESB2: /daɪ/ ESA3: /teɪ/ ESB3: /θaɪ/ ESA4: /θaɪ/ ESB4: /θaɪ/ ESA5: /yoʊ/ ESB5: /daɪ/ ESA6: /θaɪ/ ESB6: /deɪ/ ESA7: /daɪ/ ESB7: /dɪ/ ESA8: /θi/ ESB8: /daɪ/ ESA9: /ðaɪ/ ESB9: /dɪ/ ESA10: /θaɪ/ ESB10: /waɪ/ 9. hast /hæst/ ESA1: /hʌst/ ESB1: /hæs/ ESA2: /hæs/ ESB2: /hæs/ ESA3: /hæs/ ESB3: /hæs/ ESA4: /hæs/ ESB4: /hæs/
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ESA5: /hæs/ ESB5: /hæs/ ESA6: /hæs/ ESB6: /hæs/ ESA7: /hʌs/ ESB7: /hæs/ ESA8: /hæs/ ESB8: /hæs/ ESA9: /hæs/ ESB9: /hæs/ ESA10: /hæs/ ESB10: /hʌs/ 10. gazeth /geɪzəθ/ ESA1: /geɪzt/ ESB1: /gezəθ/ ESA2: /geɪzed/ ESB2: /gəzed/ ESA3: /gezet/ ESB3: /gezəd/ ESA4: /geɪzed/ ESB4: /geɪzd/ ESA5: /geɪsd/ ESB5: /gezet/ ESA6: /geɪzd/ ESB6: /geɪzəd/ ESA7: /geɪzəd/ ESB7: /geɪzd/ ESA8: /geɪzəd/ ESB8: /gʌzed/ ESA9: /geɪzəd/ ESB9: /gezet/ ESA10: /gezəd/ ESB10: /gezəd/ 11. amazeth /ʌmazeθ/ ESA1: /əmeɪz/ ESB1: /əmezəθ/ ESA2: /əmeɪzd/ ESB2: /əmezəd/ ESA3: /əmeɪzd/ ESB3: /əmezəd/ ESA4: /əmeɪzd/ ESB4: /əmeɪzd/ ESA5: /əmeɪs/ ESB5: /əməzet/ ESA6: /əmeɪz/ ESB6: /əmezəd/ ESA7: /əmeɪz/ ESB7: /əmeɪzd/ ESA8: /əmeɪzd/ ESB8: /əmezəd/ ESA9: /əmeɪzəd/ ESB9: /əmezet/ ESA10: /əmezəd/ ESB10: /əmezəd/ 12. wert /wərt/ ESA1: /wərt/ ESB1: /wərt/ ESA2: /wərt/ ESB2: /wərt/ ESA3: /wert/ ESB3: /wer/ ESA4: /wərt/ ESB4: /wərt/ ESA5: /wer/ ESB5: /wert/ ESA6: /wert/ ESB6: /wert/ ESA7: /wərt/ ESB7: /wərt/ ESA8: /wərt/ ESB8: /wərt/ ESA9: /wər/ ESB9: /wərt/ ESA10: /wərt/ ESB10: /wert/ 13. wrought /rɔt/ ESA1: /rɔð/ ESB1: /roʊd/ ESA2: /wort/ ESB2: /rɔd/ ESA3: /wot/ ESB3: /roʊg/ ESA4: /rɔt/ ESB4: /rɔd/ ESA5: /roʊt/ ESB5: /roʊd/ ESA6: /roʊt/ ESB6: /roʊd/ ESA7: /roʊt/ ESB7: /roʊd/ ESA8: /roʊg/ ESB8: /roʊd/ ESA9: /rʌʊd/ ESB9: /roʊg/ ESA10: /roʊd/ ESB10: /roʊd/
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Table 2. Phonetic Transcription of English Letters Students Instrumen Penelitian Deskripsi: Instrumen penelitian ini merupakan dari penelitian skripsi oleh Stefany Ni Nyoman Rahayu Triwulandari berjudul Pronunciation of Archaic English Words in William Shakespeare’s Poems by English Letters Students of Sanata Dharma University. Instruksi: A. Pilihlah opsi di bawah ini dengan memberikan tanda silang (x) pada pernyataan yang Anda anggap benar. No Pernyataan Beri tanda (X) 1. Bahasa ibu saya adalah bahasa Indonesia. a. ya b. tidak 2. Saya pernah belajar mengenai phonetics dan a. ya b. pronunciation. tidak 3. Saya adalah mahasiswa/i prodi Sastra Inggris a. 2015 b. angkatan ………. 2018 4. Saya sedang atau sudah mengambil mata kuliah a. ya b. HOELANG. tidak 5. Saya tahu mengenai Archaic English words. a. ya b. tidak 6. Saya pernah membaca karya sastra yang a. ya b. mengandung kata-kata dalam bahasa Inggris kuno. tidak 7. Saya mengenal karya sastra William Shakespeare. a. ya b. tidak
B. Ucapkan kalimat di bawah ini sebanyak satu kali yang akan direkam oleh peneliti 1. The lovely gaze where every eye doth dwell. 2. To hideous winter, and confounds him there. 3. Beauty's effect with beauty were bereft. 4. Leese but their show; their substance still lives sweet. 5. Shall I compare thee to a summer's day? 6. Thou art more lovely and more temperate. 7. And summer's lease hath all too short a date. 8. But thy eternal summer shall not fade. 9. Hast thou, the master-mistress of my passion. 10. Gilding the object whereupon it gazeth. 11. Which steals men’s eyes and women’s souls amazeth. 12. And for a woman wert thou first created. 13. Till nature as she wrought thee fell a-doting. Terimakasih telah berpartisipasi dalam penelitian ini. Silakan memberikan tanda tangan pada kolom yang telah disediakan yang menyatakan bahwa Anda setuju berpartisipasi dalam penelitian ini.
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Peneliti Partisipan
(Stefany Ni Nyoman Rahayu) ______