Mispronunciation of English Consonant Sounds by Timorese Students in Yogyakarta
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
MISPRONUNCIATION OF ENGLISH CONSONANT SOUNDS BY TIMORESE STUDENTS IN YOGYAKARTA
AN UNDERGRADUATE THESIS
.. Presented as .Partial Fulfillment ofthe Requii:ements' . For the Degree ofSatjana Sastra .- in English Letters
By
DIONISIO DUARTE SAVIO
StudentNumber: 104214093
ENGLISH LETTERS STUDY PROGRAM DEPARTAMENT ·OF ENGLISH LETTERS FACUL·TYOF LETTERS SANATADHARMA UNIVERSITY YOGYAKARTA 2017 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
MISPRONUNCIATION OF ENGLISH CONSONANT SOUNDS BY TIMORESE STUDENTS IN YOGYAKARTA
AN UNDERGRADUATE THESIS
-"Preseritedas Parti~rFtilfillmentofthe-Requireinenfs For the Degree ofSarjanaSastra in English Letters ".
By
DIONISIO DUARTE SAVIO
Student Number: 104214093
ENGLISH LETTERS STUDY PROGRAM DEPARTAMENTOF ENGLISH LETTERS FACULTY OF LETT:ERS SANATA DHARMA UNIVERSITY YOGY~TA io17 ."
11 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Safjana Sas-fro Undergradnate' Thesfs
MISPRONUNCIATION OF ENGLISH CONSONANT SOUNDS BY TIMORESE STUDENTS IN YOGYAKARTA
By DIONISIO DUARTE SAVIO Student Number: 104214093
Approved by
Anna Pitriati. S.Pel., M. Hum. June 16, 20'17 Advisor
Arina fsti'anah, .Pd., M. Hum. June' 16, 2017 Co-Advisor PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SdijtiHil Sa~m'd Ul1dergtaduate Thesis
MISPRONUNCIATION OF ENGLISH CONSONANT SOUNDS BY TIMORESE STUDENTS IN YOGYAKARTA
By DIONISIO DUARTE SAVIO Student Number: 104214093
Defended 15efC5te tlwBoa:rd dfExaminer's on July 25, 2017 and Declared Acceptable
BOARD OF EXAMINERS
Name Signature
ChairpersOI1 : An.fia Pfttiatl, .Pd.. M.Hum. ~
Secretary : Arina Isti'anah, S.Pd., M.Hum. ~
Member 1 : Fransisca Kristanti. S.Pd.. M.Hrun. ~C4: Member 2 : Anna Fitriati, S.Pd., M.Hmll. ~
Member 3 : Arina 1 .Pd., M.Hum. ~
iv PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF ORIGINALlry
I certify that this undergraduate thesis contains no material which has been
previously submitted for the award of any other degree at any university, and that,
- .- .to_-the best -of·-my-~owledge;- this undergraduate--thesis--?ontains-no- material
pr~viously written by any other person except w4ere due reference is made in the
-text cofthe undergraduate thesis.-·
Yogyakarta, June 16, 2017
Dio
v PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERYATAAN PERSETUJUAN PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini,. saya mahasisw.a Universitas'Sanata Dharma:
.Nama· . ~. :.Dionisio Duarte .. Savio '. Nomor Mahasiswa : 104214093·
Demi pengembangan ilmu pengetahuan, saya memberikan kepada' Perpustakaan Universitas 8anata Dhahna karya iliniah yang berjudul . MISPRONUNCIATION OF ENGLISH CONSONANT SOUNDS By'TIMORESE STUDENTS IN YOGYAKARTA
beserta perangkat yang diperlukan (hila ada). Dengan demikian say~ memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk· pangkalan data, mendistribusikanya secara terbatas, dan mempublikasikanya di internet atau media· lain untuk' kepentigan akadernis tampa perlu meminta izin kepada saya maupun memberikan royalti .kepad.a saya selama t~tap mencantumkan nama saya .sebagai penulis. .
D'emik-ian peryataan ini'saya buat dengan sebenarnya~
Dibuat di Yogyakarta Pada tanggal16 juni 2017
Yang menyatakan,
Dio
VI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IN AT TIME OF UNIVERSAL DECEIT,
~ ~ - . -,. '.: -". - . _. -..... - . - . .. .. _.... , .', 'TELLINGTHETRUTHISA
REVOLUTIONARY ACT· .
• George Orwell
VII PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
FOR MY BELOVED PARENTS, SISTERS
- ...... - .-. -~ ~ "':...... ~
AND BROTHERS
VIII PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Firstly, my deepest gratitude goes to Lord Jesus Christ, who always guides
and leads my way. Secondly, I would like to thank so many p~ople that have
-- -encouraged me with tlleir l<;>ve, Sllpport; pray and inspiration.
I express my gratitude" to my advisor, Anna Fitriati, S.Pd., M. Hum., for
. .. . . - .providing the time to gUide and share the knowledge with me. I also thank for my··
co-advisor, Arina Isti'anah, S.Pd., M.Hum., who has spent the valuable time to
check my undergraduate thesis. My.thanks also go to my lectures, and all staff in
English Letters Departmeni. They had ~elped me much during my study in Sanata
Dharma University.
. - I would. like also to- express my thanks to many people. To my mom and
dad, they are on my side every time. I also like to thank my beloved sisters and
brothers for always understanding and supporting me.
My"gratitude is also aimed to all of my friends in Yogyakarta and all the
folks who have ever existed in this process that I cannot mention one by one. I
fully enjoyed spending my time and passing the precious moments during my
study in Sanata Dhannal.!niversity.
Dionisio Duarte Savio
ix PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
. TABLE OF CONTENTS
TITLE PAGE ~ ii APPROVAL PAGE iii ACCEPTANCE PAGE iv STATEMENT OF ORIGINALITY v _ LEMB~PEllNYArAAN fE~SETUJUA.~.PUBL~IV\Sl· vi -MOTTO PAGE ~ " vii DEDICATION PAGE viii ACKN"OWLEGEMENTS ~ ix "TABLE OF 'CON'TENTS ~.~ : ~ ~.~ 'x' ~ ~ ABSTRACT 1••••••••••••••••••••••••••••••••••••• xii ABSTRAK xiii
CHAPTER I: INTRODUCTION 1 A. Background ofthe Study . 1 B. Problem Fonn.ulation -.. ..•...... 4 ~ c. Objectives ofthe Study H 4 D. Definition ofTeffil··· ~ ~. 4
" CHAPTER II: REVIEW OF LITERATURE 6 A. Review ofRelated Study ~ 6 B. Review-a-:f-Related Theories ~...... 7 1. English Phonetics ~..... 7 2. Tetum Phonetics ~ ~ - ; '13 3. Phonological Rule ~ ...... •...... 18 C. Theoretical Framework...... 20
. CHAPTER III: METHODOLOGY ...... 22 A. Object ofthe·Study 22 . B.. Approach ofth~ Study ~ ~ ~ 22 C. Method ofthe Study 23 1. Data·Collection 24 2. Data Analysis .. 25
CHAPTER IV: ANALYSIS 26 A. The Comparison between English and Teturn Language 26 1.PI~ce ofArticulation ~ 26 2. Manner ofArticulation 28 B. Mispronounced English Consonant Sounds 32
x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V: CONCLUSION 48 BIBLIOGRAPHY 51 APPENDICES 53
Xl PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
DIONISIO DUARTE, SAVIO. Mispronunciation of English Consonant Sounds by Timorese Students in Yogyakarta. Yogyakarta: Department of English Letters, Faculty ofLetters, Sanata Dharma University, 2017.
. .-. This .. unde!gr~dl;.l~t~·thesis i~. _apo.ut,mi.spronunciation. of Engli~h.con~oJ;1ap.t - sounds by' Timorese students in Yogyakarta. Speaking' English is one part of . language learning. In order to speak-English language, the speakers have to know how t9 pronounc~ the English language well. After getting the data from Timorese students in yogyakarta, the writer finds out that Timorese' students inYogyakarta' ' mispronounce some English consonants while pronouncing the words in English language. In the first chapter of this undergraduate thesis the writer describes two problems, which were necessary to discuss in mispronunciation problems. The first problem is what -English ··consonant sounds are mispronounced by Tetum native speakers and the .second problem is what phonological process occurs in the mispronunciation-of English consonant sounds. ." . _ In this undergraduate thesis the writers applies phonetic and phonological "approac1?-es to analysis the problem 'formulation. There are·' two steps that the writer uses to see the' problems. Firstly, the writer describes the differences and the similarities between English and Tetuln language consonant sOllnds. Secondly, the writer finds out 'what consonant· sounds Timorese in'Yogyakarta mispronounced when they pronounce the given words. There are three positions of each sound that. the writer compares in this .. undergraduate thesis, initial position, medial position and final position. Firstly, in initial position, there are seventeen sounds which are similar in initial. position they are [p, b, m, f, v, 3, I, t, d, n, s, Z, 1, r, k, 9, h] and also there are six sounds which .are absent in Te4Im languag.e, they are [y, e, tf, d3, 0, I]. Secondly in medialposition, they are eighteen sounds which are similar. They are [p, b, m, f, .v, 3, f, t, d, n, S,Z, 1, '1, .f, k, 9, h] and also' there are five sounds which are absent in .. Tetum language. They are [y, e; tf, d3, 0]. The last one is in the final position. There are seven sounds which are similar in both languages, they are [p, t, n, s, 1, r, k] and also there are sixteen sounds which are absent "in Tetum language, they are [b, ffi,f, v, 3, f, -d, 1], Z, 8, tI, d3,0,9, I, h]. The last analysis is the mispronunciation of English consonant sounds by Timorese students in Yogyakarta. There are five sounds which Timorese students inYogyakarta mispronounce. They are fe, 0, tf,d3,lJ].
XII PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
DIONISIO DUARTE, SAVIO. Mispronounciation of English Consonant .Sounds by Timorese Students in Yogyakarta. Yogyakarta: Jurusan Sastra Inggris, Faeulitas Sastra,.Sanata DhaIll?-a Univertisy, 2.017.
.. ..' Skirpsi lni membahas kes'alahan' pettgu;capan bu~yi hurl1f konsonan balia~a Inggris oleh pelajar Timor Leste di Yogyakarta. Pengueapan bahasa Inggris adalah bagain dari pembelajaran bahasa, pembicara haius memahami bahasa .Inggris dengan baik agar .benar dalam .pengueapan..Setelah mendapat data dari . pelajar Timor Leste di Yogyakarta, penulis menemukan beberapa kesalahan pengucapan bunyi hurofkonsonan dalam bahasa Inggris. .Bah pertama dalam skripsi ini, penulis memaparkan dua pennasalahan penting dalam pengueapan bunyi huruf konsonan.Pennasalahan pertama adalah bunyi hurufkonsonan apa yang salah diueapakan oleh penutur bahasa Tetum dan yang .kedua adalah Fonologikal proses apa yang muneul dalam kesalahan pengucapan bunyi konsonan bahasa Inggris. Dalam penulisan skripsi ini, penulis "mengunakan pendekatan fonetik dan .. fonolo.gi untuk menganalisa fonnulasi pennasalahan. Ada dua langka yang ditempuh oleh penulisdalam pembahasan masalah. Pertama, penulis memaparkan persamaan dan perbedaan bunyi hurufkonsonan dalam bahasa Inggris dan bahasa Tetum~ Kedua, penulis meneari bunyi huruf consonant yang salah diueapakan oleh pelajar Timor Leste di· Yogyakarta ketika .mengueapkan kalimat yang telah disediakan. Ada tiga posisi di setiap bunyi huruf yang penulis bandin~an dalam. tesis ini. Posisi awal, posisi tengah' dan posisi akhir. Posisiawal, pada posisi awal ada tujuh":belas bunyi hurufkonsonan yang sarna [p, b, rn, f, v, 3, f, t, d, n, s, Z, 1, r, k, 9, h] dan ada juga enam bunyi huruf konsonan yang tidak ada dalam bahasa Tetum [V, 8, tf, d3, 0, 7]. Posisi tengah, pada posisi tengah ada delapan-belas bunyi hu.rufkonsonan -yang' sarna [p, b, m, f, v,3,f, t"d, n, S, z,l, ?, r, k, g, h] dal1 , .juga ada:lima bunyi huruf konsonan yang tidak ada dalam bahasa Tetum [1], 8, tf, d3, 0]. Posisi akhir, pada posisi akhir ada tujuh bunyi huruf konsonan yang sarna dalamkedua bahasa/,[p, t, n, s, 1, r, k] dan ada juga enam-belas bunyi huruf ·konsonan yang tidak ada :dalam bahasa Tetum [b, ffi, f, v, 3, f,d, 1), z, 8, tf, d3, 0, g, 1, h]. Analisis terakhir adalah salah pengucapan bunyi huruf konsonan dalam bahasa Il1ggrisoleh pelajar Timor Leste di Yogyakarta. Ada lima bunyi huruf konsonandalam bahasa Inggris yang salah diucapakanoleh pelajar Timor Leste di Yogyakarta [8,0, tf,d3, 1)].
xiii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
A. Background ofthe Study
After declaring its independence in 2002, East Timor has chosen Portuguese an~ Tetum a~. official languages, while .Indonesian and English are considered as workinglanguages. The government ofTimor Leste promulgates that
the constitution elevates Tetum and Portuguese the status of official langUages, other indigenous languages are afforded the status of national languages which "shall be valued and developed by the state" - .(Constituicao Anotada, 2011: 61)
The ·Goverment <;>f Tim~~ L~ste approves Tetum and Portugues in schools and in c·orirts oflaw. In addition to the ·goverment also develops other local languages in every 10,<;al area. ~ince Indonesia left Timor Leste in 1999, Indonesian has existed in Timor Leste. The government of Timor Leste puts Indonesian and English in the same level. In 2004, World Bank in. Timor Leste states that
Indonesian and English, on the other hand, are defined by the constitution as working language and are only to be used in the civil services side by side with the official languages and only as long as their use it "deemed necessary" (World Bank, 2004: xxi).
Indonesiais the closest neighbour to Timor Leste so that Indonesian'is very useful for economic reason between the two countries.
East Timor has two language families. They are Austronesian languages and
Papuan languages. Austronesian languages are the first.languages which exist in
East Timor. According to Bellwood,around2000 BC, Austronesian people
1 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2
migrated from the Asia continent to the Island of East Timor (Bellwood, 1997:
82). Taylor and Leech also state that
after Austronesian speakers in Timor Island, Papuan society migrated from Eastern Papuan New Guinean to Timor Island. The Papuan languages are spoken primarily in the eastern regions of Timor-Leste beginning at the- coast and moving- a tittle-- inland. These consist of: Makasae, Bunak, Fataluku and Makalero (Taylor and Leech, 2009: 91).
Before Papua~ l~nguage appeared in East Timor, Austronesian language had existed. Geoffery Hull states that
the larger -Austronesian language groups of East Timor include Tetum, Mambai, Galoli, Kemak, and Tokudede. Tetum and Kemak are also span the border and are found in the eastern part of Indonesian Timor. The Kemak speaking group within East Timor is spread in the Bobonaro, Ennera, and Ainaro districts. The less known Austronesian groups in East Timor include Bekais, Naueti, Waima'a, Kairui-Midiki, Idate, Lakalei and Habu (Hull, 1999: 120).
After Timor Leste declared independence in 2002, English began to spread allover Timor Leste and as we know English is considered as a foreign language in several countries. Nowadays, English becomes popular in the world. Timorese people need to speak English, so that they _can communicate to other people.
Sometimes it is easy to Timorese people to learn how to speak English because some .words in English are similar to Portuguese and Spanish. Baugh, Albert C,
Cable and Thomas state that
on the other hand, more than halfofits vocabulary is derived from Latin. Some of these borrowings have been direct,a great many through French, some through the other Romance Language. As a result, English also shares a great number of words with those languages of Europe which are derived from Latin, notably French, Italian, Spanish,and Portuguese (Baugh, AlbertC, Cable and Thomas, -1978:9).
Timorese people who learn Portuguese language in schools and universities are familiar.· with some English vocabularies, for example in English Portuguese PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 3
assimilation: disaster [di 'za:sta] and desastre [desastre]. Therefore, in this study the writer would like to find out which English consonant sounds which are mispronounced when Timorese students speak English.
The writer is going to ask Timorese students in Yogyakarta to pronounce the
English sentences. The writer is also going to find out what consonant sounds
Ti11?-0~ese··· mi~pronounce. According. t~ Roach, _phonet~cs is defined as the scientific study of speech (Roach,' 2001 :5). The particular symbol to represent a particular sound called phonetic transcription which is following IPA
(International Phonetic Association) as the standard phonetic symbol used worldwide.
Then, this study is very worthy because the study describes English and
Tetum phones clearly and specifically. "It can help Timorese people to adapt an effective strategy in learning English by avoiding common mistakes in pronouncing English.
This study is also going to study about the similarities and differences of
English and Tetum phonetics. There is also phonological process that the writer uses to analyze for example what consonant sounds occur after Timorese students mispronounce the English sentences.
It is interesting to see and observe English consonant sound mispronunciation made by Timorese in English language. The first aim of this thesis is the difference and similarity between two languages. The second aim of this thesis is the writer wants to. know the phonological process of English consonant mispronunciation by Timorese students in Yogyakarta. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 4
B. Problem formulation
Here are several problems to help the analysis:
1. What English consonant sounds are mispronounced by Tetum native speakers?
2. What p1l.ono10gical processes occur in the mispronunciation of English
consonant sounds?
.. c. Objectives of ~he Study
Based on the problem formulation, the writer identifies several objectives of
the study. The first is the writer tries to identify the· English consonant sounds
which are mispronounced by Tetum native speaker as a result ofmanner and place
articulation difference. The second is the writer tries to identify the phonological
process as a result ofEnglish consonant mispronunciation by Timorese students.
D. Definition ofTerm
There are several definition of terms that the writer uses to complete this part. Mispronunciation IS the performance errors or mistakes of pronunciation caused by fatigue and inattention, and also lack of knowledge of the rules of the language (Krashen, 1982:139). It means that mispronunciation sometimes happens because oftiredness and weakness ofmind.
Tetum is an official language ofEast Timor. Tetum had also been spoken in
the south eastern part ofTimor Island which called West Timor (Indonesia).
IncreasinglY,Portuguese lexis and grammatical items were inserted thought language contact so that language spoken in the capital and by Portuguese Tetum prasa was significantly different from the original Tetum terik: it is Tetum prasa, shorthanded as Tetum that is named as an official language ofTimor Leste (Quinn, 2015: 112). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 5
It shows that Tetum Terik and Tetum Prasa are different. Tetum in West Timor
(Indonesia) is Tetum Terik. The writer is going to analyse Tetum prasa which shorthanded as Tetum that is named as an official language ofTimor Leste.
Consonants are nonnally representing consonant sounds. Some consonant letters, for example p, s, d,can represent three different sounds put [pat}, sit [SIt] and ~o [du:]. AccQrding .to Fromki1?-' Rodman and. .~yams consonants are produced with some restriction or closure in the vocal tract that impedes the flow ofair from the lungs (Fromkin, Rodman and Hyams, 2003: 231).
A native speaker is someone who speaks a particular language during a baby. Bloomfield states that the first language a human being learns to speak is his native language, he is a native speaker ofhis language (Bloomfield, 1933:43). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
A. Review ofRelated Study
"" '" ~ . . In this section the-writer wants to describe the review ofrelated study which
is The English Consonants Mispronunciation Produced by Sundanese Native
Speakers done by Aloysius Prianto Raharjo...This study is almost related or
identical to the writer's study Mispronunciation ofEnglish Consonant sounds in
Timorese's conversation.
In his first objective Raharjo tried to find out the similarities and differences
of English and Sundanese· phonetic. The Becond objective of this study was to
: i4entify the English consonants mispronounced by Sundanese native speakers.
.Raharjo (2010) found that there were nine English consonants which were
predicted to be mispronounced after constracting the consonants ofboth English
and Sundanese such as [t], [v], [8], [0], [t], [d3], [J1, [3] and [z]. The fact in the
field showed that the English consonant mispronounciation occurred in the same
consonants like [v], [8], [0], [3] and [z]. Their accuracies were under 50%. The
mispronunciation was caused by their absence in the Sundanese phonological
system. Other consonants such as [t] [t] and [d3] were not difficult to be
pronounced.
Another study of mispronunciation problem is discussed by Kristostomos
(2009). The Phonological Study on Dayak Embaloh English Learners'
Mispronunciation ofEnglish Consonant Sounds. His objective of the study is to
6 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 7
find out how Dayak Embaloh language as the mother tongue influences Dayak
Embaloh English learners' mispronounciation ofEnglish consonants.
In the study, Kristostomos used the empirical approach which means his study was done based on the observation. The writer obtained the data from
Dayak Embaloh students of senior- high school in Benua .Martinus. The writer asked his infonnants to produce some English _words and recorded their pronunciation.
Kristostomos (2009) ·found that most of Dayak Embaloh students tried to subtitute some English consonants into their native consonants because there are some English consonats which do not exist in their native language. Dayak
Embaloh students tried to eliminate t in the final position. -It is because in Dayak
Embaloh phonological system, a consonant combines with another consonant if the two consonants share the same feature-in same place ofarticulation as in word angkan [a1]kan}, tingkam [ti1]kam}, etc. The consonants [1)] an [k]share the same feature that is both ofthem are velar.
In this undergraduate thesis the writer is going to analyse Tetum langauge.
The two previous analysis which were done by AloysiousPrianto Raharjo and
Yohanes Kristostomos analyzed Sundanese and Dayak Embaloh Languages.
B. Review of Related Theories
1. English Pho-netics
'_ Phonetics is a scientific process' to study speech sound where the readers can find out the -variation of speech sounds in TetumandEnglish speaker's pronunciation. Every speech sound produced by moving air. The power source of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 8
our speech sounds is the flow of air from our lungs. The volume of the sound comes out from the lungs are different. Poole Stuart C. states that the distinctiveness of each sound results from the way in which the flow of air is manipulated as it passes through the throat and head (Stuart C. Poole, 1999:41).
Fromkin, Rodman and Hyams state that consonants are produced ·with some restriction or closure in the vocal tract that impedes the flow ofair from the lungs
(Fromkin, Rodman and Hyams, 2003: 242). Consonant sounds differentiate into two parts, place ofarticulation and manner ofarticulation. s. Place ofArticulation
Place of articulation is to identify the place where the consonants are made.
They are bilabial, labiode~tal, interdental, alveolar, palatal, velar, and glottal.
1) Bilabial
Bilabial consonants are made by putting both lips closer together. The upper
lip and .lower lip articulate the sounds when they produce the sounds [p] for
exampe 12at and 12ut; the sound [b] for example Qat; the sound [m] for example
mat and also the ,sound [w] for example where (Mihalicek and Wilson, 2011 :47).
2) Labiodental
Mihalicek and Wilson state that labiodental consonants are· made with the
lower lip against the upper front teeth (Mihalicek and Wilson, 2011 :47). The
bottom lip is the active articulator to produce sounds. English has two
labiodentals they are [f] for example[at and [v] for example r.at. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 9
3) Interdental
Interdental consonants happen when the tip ofthe tongue protrudes between the front teeth. The tips of the tongue are the active articulator while upper teeth and lower teeth are-passive articulator. There are two -interdental sounds in most varieties ofAmerican English. They are [8] for example thigh and [0] for example
!lJy- (Mihalicek and Wilson, 2011 :47).
4) Alveolar
According to Mihalicek and Wilson alveolar sounds are made with the tongue tip at or near the alveolar ridge (Mihalicek and Wilson, 2011: 47). The alveolar ridge is a small ridge just behind the upper front teeth. English has seven alveolar consonants: they are [t] for example tab, [d] for example dab, [s] for example §.ip, [z] for example ~ip, [n] for example!1oose, [1] for example loose and
[r] for example r.ed. .
5) Post-alveolar
Mihalicek and Wilson state th8:t post-alveolar sounds are made a bit further back in the right at the front ofthe hard palate (Mihalicek and Wilson, 2011: 126).
The front portion is hard and the back porsion is soft \vhen the tongue slides back
along the roofofthe mouth. English has four post-alveolar sounds: they are [J1 for
example leash, [3] mea§.ure, [tJ1 church, and [d3]judge.
6) Palatal
Mihalicekand Wilson state that palatal sounds are made with the tongue
near the center of the hard portion of the roof of the mouth (Mihalicek and
Wilson, 2011: 126). The front ofthe tongue is active articulator and the hard palate PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 10
is the passive articulator. English has only one palatal sound. It is [j] sound, for
example: ~es. The front part of tongue rises up to the palate just behind the
alveolar ridge. They are [j], [z], [c], [z], [s].
7) Velar
According to Mihalicek and Wilson
.velar cons~nants are produced at the soft part·of the roof of the mouth behind the hard palate, the velum. Sounds made with the tongue near the velum are said to velar (Mihalicekand Wilson, 2011: 126).
. The back· of the tounge is the active articulator and the p~ssive is the soft palate.
There are three velar sounds in English [k] for example /911, [g] for example gill
and [IJ] for example sing.
8) Glottal
- Mihalicekj and Wilson state that glottal sounds are produced at the laryllX
(Mihalicek and Wilson, 2011: 126). The space between the vocal folds is the
glottis. One is easy to hear: [h] , as in h.igh and h.istory the other is called a glottal
stop and is transcribed phonetically as [t]. This 'sound occurs before each of the
vowel sounds inuh-oh.
b. Manner ofArticulation
After studying place ofarticulation, it is necessary to describe the manner of
articulation. SO,Vedrana and Christin state that the function of manner of
articulation is to know how the air stream is modified by the vocal tract to produce
the sounds (Vedranaand Christin, 2011: 48). It depends largely on the degree of
closure ofthe articulators. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 11
1) Stops
Stops are produced by obstructing the airstream completely in the oral cavity. For example [bJ is a voiced bilabial stop and [pJ is a voiceless bilabial stops. Your lips are closed together for a moment, stopping the airflow ,(voicing, place and manner are the tree-part descriptions). Glottal stop [PJ is made by m~mentarilycl~si~g the vocal folds (Mihali~e~ and Wilson, 2011 :48).
2) Nasal
Mihalicek and Wilson state that nasal are produced by lowering the velum and thus opening the nasal passage to the vocal tract (Mihalicek and Wilson,
2011 :49). When Jhe velum is raised against the back of the throat, no air can escape through the nasal passage. Sounds"m'ade with the velum raised are called oral sound. The sound [mJ as in Kim, [nJas in'kiZfand [1JJas in king, are produced with the velum lowered and hence are called nasal sounds.
3) Fricatives
Fricatives are made by forming a ,nearly complete obstruction of the vocal
'tract. The opening through which the air escapes is very small, and as a result a turbulent noise is produced (much as air escaping from a punctured tire makes a hissing noise), as can be heard frQ.m the consonants; UJ, {vJ, [8J, [oj, lsi, [zJ, [sJ,
[iJ (Mihalicek and Wilson, 2011 :48).
4) Affricates
Mihalicek and Wilson state that affricates are made by briefly stopping the
airstream completely and then releasing the articulators slightly so that frication noise is produced (Mihalicek and Wilson, 2011 :49). This is why phonetics can PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13
Voiceless consonants are [pi, [t}, [k], [0, [B], lsi, UJ, [hi, [tf) and voiced consonants are fbi, [d], [g], [m], [n], [1J], [v], [z], [0], [e], and 0].
Table 2.1 English Consonant Chart
Place'of articulation Bilabial Labiodental Inter Alveolar Post- Palatal Velar Glottal dental alveolar Stop p b t d k 9 ? ------= c.sa...... Fricative f v' 0 0 s z f 3 'h e': :; Affricate tf d3 .~ ...... Nasal m n 1) •e': ~ Lateral I 0 \ liquid •~ = Retroflex 1 =e': ~ Liquid Glide w m j Source (Mihalicek and Wilson, 2011:52)
2. Tetum Phonetics
_Tetum is a branch ofthe Austronesian language family. Tetum is spoken by about 800,000 people mainly in East Timor (Timor Lorosa'e / Timor Leste), where it has been an official language,along with Portuguese, since 2002 when
East Timor became independent. It is also spoken'in West Timor, which is part of
Indonesia (Hull, 200:32). The influence of Portuguese and a lesser extent
Malay/Indonesia in Tetum phonetic has been extensive. Costa' had divided consonants into three parts (Costa, 2000: 21). a. Consonant stop
1) Bilabialpfp)
In Tetum Language bilabial p[p} occurs in the initial position and in the medial position ofthe words. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 14
Example:J2..artidu, J2..erdua, J2..olisia, oSJ2..ital, konJ2..adre (party, pardon, police,
hospital, God father).
2) Bilabial b[bJ
In Tetum Language, bilabial b[b] occurs in the initial position and in the
medial position ofthe words.
. . .Example: b.aku,..b.ulak, .tob.a, teb.es (hit, crazy, sleep, true)~
.3) Alveolar tIt]
In Tetllm·· Lahguage alveolar t[t] occurs in the initial position and in the
medial position ofthe words.
Example: atan, tata, biti, lama, tetu, toba (slave, bit, mat, enter, weigh, sleep).
4) Alveolar d[dJ
IIi Tetum Language alveolar voiced d[d] occurs in the initial position and
medial position ofthe words. -
Exemple: dasa, dada, bada, dalan (broom, pull, short, road).
5) Velar k[kJ
In Tetum Language velar k[k] occurs in the initial position, medial position
and in the final position ofthe words.
Example: karau, kabela, kabun. klamar, hamulakfatufs., hafuik difsjn (buffalo,
piece, stomact, spirit, pray, stone, whistling, shoot).
6) Velar g[gJ
In Tetum Language velar g[gJ occurs in the initial position and medial
position ofthe words.
Example: gaba, kananga, Batugade (praise, scoop, Batugade is proper name). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15
7) Glottal[J] (glottal)
In Tetum Language glottal [2]occurs between two vowels ofthe words.
Example: ha_u, namse '_uk, namu_'uk, ne '~e (me, out, dissapear, this). b. Consonantfricative
1) LabiodentalflD
In Te~m Language labiodentalfUJ occur~.in the initi,!-l position, medial.and in the final position ofthe words.
Example: fasi, fahi, futu, nafatin, huruf(wash,· pig, compete, still, angry).
2) Labiodental [v]
In Tetum Language labiodental fricative v[v] occurs in the initial position and medial position ofthe words.
Example: ridru, riola, telerisaun, noiru (glass, viola, television, couple).
3) Alveolar lsi
In Tetum Language alveolar s[s] occurs in the initial position and medial position ofthe words.
Example: §.ala, §.ana, §.ira, §.ubar ,ta§.i (wrong, pot, they, hide, sea).
4) Alveolar [z}
In Tetum1anguage alveolar [z] occurs in the initial position and medial position ofthe word.
Example: ~elu, me~mu (ice, even if).
5) Post-alveolar [J]
In Tetum language post-alveolar ill occurs in the initial position and medial position ofthe word. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 17
d. Consonant lateral liquid
1) Alveolar [I]
In Tetum Language lateral liquid I[/] occurs in the initial position, in the medial and in the final position ofthe words.
Example: lalar, lia, lulik, ha'ul (fly, culture, holy, meat). e. Consonant liquid
I)AIveolar r[r]
In Tetum Language alveolar r[rJ occurs in the initial position, medial position and also final position ofthe word.
Example: maran, mor.Zl-n, resin, batar. (dry, good smell, full, com). f. Consonant glide
1) Bilabial [w]
In Tetum language glide [w] occurs in'initial position al1d medial position of the word.
Example: Watukerbau, WatuIari, kawaimina (Watukerbau is proper name,
Watulari is proper name, language).
2)palatalliJ
In Tetum Language alveolar fricative palate [jJ occurs in the initial and medial position ofthe word.
Example:lura,enlineiru (promise, engineer). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18
Table 2.2 Tetum Consonant Chart
Place ofArticulation Bilabial Labiodental Inter- Alveolar Post Palatal Velar Glottal dental Alveolar
Stop p b t d k 9 7 Fricative- f v s z f 3 h ~ 8 Affricate o .•t------t--+----+----+----+---4--+--+---+--+--t---+----+-+----+--+----t ~ m n t==t------+--+__--+----+----+--+--~-+__--i----+--+--__f_--+-+__--+--+____tNasal ; ~ Lateral 1 .~'< .liquid Liquid 1 Glide w j
3. Phonological Rules
Fromkin, Rodman and Hyams state that the phonological rules relate the phonemic representations to the phonetic representations and are part of a speaker's knowledge.o·fthe language (Fromkin, Rodman and Hyams, 2003:301).
The writer refers to the pho.nological process. The examination of a phonological system gives so many ways inphological rules. There are several phonological rules: a. Assimilation
Rule of assimilation makes a sound to become more like a neighboring sound with respect to some.phonetic property. Fromkin, Rodman and Hyams state that the vowel nasalization rule is an assimilation rule, or a rule that makes neighboring segments more similar by copying or spreading a phonetic property from one segment to the other (Fromkin, Rodman and Hyams, 2003: 301). On the other hand they also state the nazalization rule as
nasalize vowels when they occur before nasal consonants (within the ._ same syllable). This rule specifies the class of sounds affected by the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19
rule: Vowels. it states what phonetic change will occur by applying the rule: Change phonemic oral vowels to phonetic nasal vowels. And It specifies the context or phonological environment. Before nasal consonants within the same syllable (Fromkin, Rodman and Hyams, 2003: 301).
It can also use such notations to state the nasalization rule as
v~ [+nasal]/_ [+nasal] (C) S
For example, Fromkin, Rodman and Hyams state that the condition is met in the
_ word dam because the vowel precedes a nasal consonant (the [-nasal] part); and
optionally by any consonant (the (C part); and then the syllable must end,
indicated by the S (Fromkin, Rodman and Hyams, 2003: 302).
b. Dissimilation
Dissimilation is unlike assimilation, which makes sounds more similar
Fromkin, Rodman and Hyams 'state that it might seem strange, then, to learn that
languages also have dissimilation rules, rules in which a segment becomes less
similar td another segment (Fromkin, Rodman and Hyams, 2003: 306). For
exaIJ;lple: in a fricative dissimilation rule. This rule applies to sequences /fOI and
IsO/, changing them to Uti and [st}. Here the fricative lei becomes dissimilar to the
preceding fricative by becoming a stop. For example, the words flth and sixth
come to be pronounced as ifthey were spelledflit and sikst.
c. Deletion
The phonological rules that delete whole segments, add segments and
features, and change features account for the various phonetic fromsof some
morphemes.. Mihalicek and Wilson state that deletion rules eliminate a sound that
was present at phonemic level. Such rules apply more frequently to unstressed
syllables 'and in casual speech (Mihalicek and Wilson, 2011: 121). For example: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 20
/hi -Deletion (english): /hi may be deleted in unstressed syllables. The /hi-deletion
rule would apply to a sentence such as he handed her his hat / hi htendad hr hIZ
htet / to yield [hi htendad r IZ htet]. Deletion is common in fast speech because it
saves time and articulatory effort. Sounds like [hi that are not very perceptible are
often the 'victims' of deletion because speakers can save time and effort by
. deletin.g them without sa~rificing much infonn~tion.
d. Insertion
According to Mihalicek and Wilson insertion is a segment not present at the
phonemic level to be added to the phonetic fonn of a word (Mihalicek and
Wilson, 2011 : 121). The example for insertion is voiceless stop insertion
(English): between a nasal consonant and a voiceless fricative, a voiceless stop
with the same place of articulation as the nasal is inserted. Thus, for instance, the
voiceless stop insertion rule may apply to the words dance /dtensl--+[dtents},
Istrengthl--+stre1)ka, and hamster Ihcemstrl--+[htempstr}.
e. Metathesis
According to Fromkin, Rodman and Hyams phonological rules may also
reorder sequences of phonemes, in ·which case they are called metathesis rules
(Fromkin, Rodman and Hyams, 2003 :311). For example, the pronunciation ofask
[resks], but the word asking is pronounced [reskin] or [reski1]]. In these dialects, a
metathesis rule reorders the lsiand Ikl in certain contexts.
C. Theoretical Framework
The writer is going to use· phonetics and phonological theories in order to
answer the problem fonnulation in chapter I. It is necessary to ask Timorese PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 21
students in Yogyakarta to pronounce English sentences in order to find out what
English consonant sounds are mispronounced. The writer is also going to use the phonological rules to see the process of the change sounds from one to another.
For example, the process ofinterdental sound [8] changes to alveolar sound [t]. The resulthoppefully can be right base on the Tetum native speaker's pronunciation in pr
CHAPTER III
METHODOLOGY
A. Object of the Study
This study is about the mispronunciation of English consonant sounds by
Timorese students in Yogyakarta. The mispron~nciation of English consonant sounds happen in the daily conversation, -for example: interdental sounds,velar consonant sounds [lJ] and palatal sounds. As a result, they pronounce the sounds incorrectly. In addition, the pronunciation of Tetum language is the same as the pattern ofthe writting. It is different from English language. In English, Fromkin,
Rodman and Hyams state that orthography does not represent the sounds of the words in language systematically (Fromkin, Rodman and Hyams, 2003: 236).
The object of this study is Tetum language. The purpose of this thesis is to find out how Timorese students who study in Yogyakarta pronounce English consonant sounds. Particularly, for students who are not major in English language. The focus of this research is to know what English consonant sounds
Timorese mispronounced in their conversation. The research also tries to use the phonological process to_see Timorese students in pronouncing .English consonant
sounds.
B. Approach ofthe Study
The theories that have been explained above are going to help the author to understand the differences ofEnglish consonants and Tetum consonants. Then the
22 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 23
explanation can help the author to manage the analysis ofthis thesis carefully and
specifically.
The writer would like to apply the phonological approach to find out the
English consonants which are mispronunced by -Til?orese speaker. Fromkin and
- Rodman Hyams state t4at
phonological knowledge includes infonnation about what sounds can -occur at the beginning ofa word, what sounds can occure at the end ofa word and what sound can appear next to each other within a syllable (Fromkin, Rodman and Hyams, 2003:274). Tetum language consonant sounds cannot occur in some words in English. To see
this, say the word of doing [du:i1J} when they say it, they try to omit the final
position of [IJ}. It means that phonological knowledge can help the writer in
_answering all_of the problem fonnulation that have been written in chapter I. In
addition, the author asks Timorese students to pronounce the sentences in order to
find out what consonant sounds are missing--in English.
c..Method-of the Study
The data were taken from the observation. From that point, collecting data is
done by coming to the Timorese students in Yogyakarta. Since the purpose ofthis
research is related to p~onunciation, gathering data is done. Timorese students'
pronunciation is recorded using a tape recorder (instrument). The use of this
instrument is very important since this reseach needs an instrument to save
students' voice. Their voice is going to be replayed in order to make the phonetic
trascriptions ofthe sounds that have been recorded.
After collecting data, those students' voice is transcribed into phonetic
trascrip~ion. These phonetic trascriptions can be compared to actual English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 24
phonetic transcription based on the pronunciation dictionary that is from Longman
Pronunciation Dictionary by J C Wells. Since the theories of English and Tetum
consonants have been written in Review of Related Theories, the differences of both consonans and the difficulties ofstudents can be predicted.
1. Data Collection
The data in thi~ research i.s Timorese students who studyin Yogyakarta.
There are the steps of data collection. Firstly, the writer lists the name of 20
Timorese students who are studying in Yogyakarta. Ten ofthe students are female
and the others are male. All of them are the 8th semester students i,n university
and they are not major in English language. The writer also chose the students of
Timor Leste whose mother tongue is Tetum language. The reason why the writer
collected data from students of-Timor Leste- whose mother tongue is Tetum
language is because Timorese' has many local languages which become their mother tongue language. Secondly, the author took 20 respondents as the data, the results are going to be analyzed by the writer. The respondents are Timorese
students who study in Yogyakarta. In order to identify the'English consonant
sounds mispronunciation, the students were asked to pronounce the list of the
sentences that the·writerhas prepared in appendix (listed sentences). The twenty
Timorese students were invited to come to author's place during their voice recording. After explaining the aim ofthe undergraduate thesis, Timorese students were really enthusiastic to prollounce the English sentences. While pronouncing
the English sentences, the author recorded their voice. The tape recorder is as an
instrument to record the students'voice to analyse whether Timorese students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 25
mispronounce English sentences or not. After collecting all of the data by recording the student's pronunciation, the recording was listened and phonetic transcription was made. Those phonetic transcriptions were compared with the english phonetic transcriptions in Longman Pronunciation Dictionary.
2. Data Analysis
After collecting the data, the author. analyzed based on the following steps.
Firstly, the author was collecting the information to "analyse the data from the book "or other sources. Secondly, the author was comparing the theory that had been written in Review ofRelated Theories. The analysis was based on the place of articulation and manner of articulation _from both languages. From the recording of phonetic transcription and the data identification, the author could predict what .sounds were changed in pronouncing English sentences and the analysis could be written. There are the steps of analyzing English sound sentences. Firstly, the writer focuses on place of articulation and manner of articulation sounds in order to compare to English phonetic transcription in
Longman dictionary. Secondly, the writer finds out the change of consonant sounds while pronouncing the sentences. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS RESULTS AND DISCUSSION
After getting the data from East Timor students in Yogyakarta, the writer
tries to follow the five steps in method of study in chapter. III. The data that the
_ writ~r got from Timorese. students are ready to analyse. The results. show the
important things to discuss in this chapter. In the analysis and discussion the
writer is going to follow two parts. Firstly, the writer is going to compare both
consonants in place of articulation and manner of articulation. The last one is the
writer is going to find out which consonant sounds are mispronounced by
Timorese students in Yogyakarta.
A. The Comparison between English and Tetum Language.
The writer is going to discuss the similarities and the differences of
consonant sounds between both languages such ··as stops, fricative, liquid, and
glides. According to Fromkin, Rodman and Hyams consonants include a number
of subclasses: stops (including affricates and nasals), fricative, liquids and glides.
(Fromkin, Rodman and Hyams, 2003:257). The aim ofthe discussion is to answer
the prob~em fonnulation in previous chapter.
1. Place ofArticulation
a. Similarities
In Place of articulation, the writer tries to listen to their recording which
showed that there are 5 parts which are similar to Tetum sounds such as bilabial
sound, consist of[p], fbi, [m] and [wi; labiodental sounds, consist ofUJ and [v];
26 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 27
alveolar sound, consist of [t], [dJ, [sJ, [z], [nJ, [1] and [r}; post alveolar sound, consist of [3J and UJ; velar sound consist of [kJ and [gJ. The last one is glottal sound, consist of[hJ and [2]. b. Differences
English and Tetum languages have some differences in place ofarticulation.
.T~tum _l~nguage does no~ have interd.ental sounds. Both English and Tetum languages have post alveolar sound, but Tetum language does not have two sounds in post·alveolar sounds such as [d3J and [tj). English and Tetum languages have velar sound but Tetum sound does not have one sound, that is fIJ}
Table 4.1 The Comparison between English and Tetum Place ofArticulation
Consonant ~n21ish Tetum sounds Initial Medial Final Iriitia1 Medial Final [p] vi' vi' vi' ./ ./ ./ [b] vi' ./ vi' vi' ./ x [m] vi' ./ vi' ./ ./ x [f] vi' vi' vi' ./ ./ x [v] vi' y" vi' ./ ./ x [3] vi' vi' vi' ./ ./ x rn vi' vi' vi' vi' vi' x [t] vi' ./ vi' ./ ./ ./ [d] vi' vi' vi' ./ ./ x [n] vi' ./ vi' ./ ./ ./ [lJ] x vi' x x x [s] vi' ../ ./'" ./ ./ ./ [z] vi' ./ vi' ./ ./ x [1] vi' ~ vi' ./ ./ ./ [r] -/ ./ ./ ./ ./ ./ [8] vi' ./ vi' x x x [tn -/ ./ ./ x x x [d3] vi' ./ ./ x x x [0] vi' ./ vi' x x x [k] vi' ./ ./ ./ ./ ./ [g] vi' ./ ./ ./ ./ x [t] .x ./ x x ./ x [h] vi' ./ ./ ./ ./ x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 28
After finding out the similarities and differences of English and Tetum languages, the .writer also demonstrates each sound compared in each position.
The table above shows that there are two sounds which are missing in initial
.position in English sounds. They are [IJJ and [lJ. In medial position there are no
English sounds which are absent. The [P] sound is absent again in final position of
English sound. In T~tum language. there are six souJ.?-ds ~hich are absent in initial position, they are [IJ}, [OJ, ltD, [d3], [0], [Pl. In medial position there are five sounds which are missingin Tetum language. They are [IJ], [OJ, [tD, [d3], [0]. In the final position of Tetum language there are sixteen sounds which are absent.
They are fbi, [m], UJ, [v], [3], [0, [d], [IJJ, [z}, [0], [tD, [d3], [0], [g], [Pi, [hi·
2. Manner ofArticulation a. The Similarity and Difference of Consonant Sounds in Manner of
Articulation.
After discussing the place of articulation, it is necessary to discuss manner of articulation to answer problem formulation. In manner ofarticulation there are some similarities and differences between both languages. English and Tetum languages have voiced and voiceless. The writer is going to discuss voiced consonant sounds. Voiced consonant sounds in English consist of fbi, [d], [g],
[m], [n], [v], [z], [3J, [IJ}, [0], [d3]. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 29
Table 4.2 Voiced Consonant Sounds
Consonant English Tetum sounds Initial Medial Final Initial Medial Final
[b] ./ ../ ./ ../ ../ x [d] ./ ../ ./ ../ ../ x - [g] ../ ~ ../- 7 -../ x [m] ./ ../ ../ ../ ../ x [n] ./ ../ ../ ../ ../ ../ [v] ../ ./ ./ ./ ./ x [z] ./ ../ ./ ./ ../ x [3] ./ ../ ./ ./ ./ x [1]] x ../ ./ x x x [0] ./ ../ ./ x x x
The table above shows that there is the difference between Tetum and
English Languages. Some ofthe voiced consonant sounds in English do not exist in the table above. -There is the example: firstly, the sounds [pJ, [dJ, [gJ, [mJ,[vJ,
[zJ, [l)J, [oj are -absent in the final position in Tetum language. Secondly, the sound of[1)], [0] do not exist in Tetum language at all.
Besides, the voiced consonant sounds the writer is going to draw the voiceless consonant sounds. Voiceless consonant sounds consist of [pJ, [t}, [k],
UJ, [sJ,[f], [hJ, [t} [8J and [tD·
Table 4.3 Voiceless Consonant Sounds
Voiceless En2lish Tetum consonant sounds Initial Medial Final Initial Medial Final
[p] ./ ../ ../ ../ ../ ../ [t] ./ ../ ../ ../ ../ ../ [k] ~ ../ ../ ../ ../ ../ [fJ ,/ ,/ ../ ../ ../ x [s] ../ .../ ../ ../ .../ ../ U1 ../ ../ ./ ../ ../ x [h] ../ ../ ../ ../ ../ x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 30
Voiceless En~lish Tetum consonant Initial Medial Final Initial Medial Final sounds [t] ~ ~ ~ ~ ~ ../ [8] j( ../ ~ j( j( j( [t] ~ ../ ~ j( j( j(
The difference between English and Tetum sounds are in the above table.
The next sound~ a~e the difference betwe~n ~nglish and Tetum languages," for example. Firstly, in the final position ofTetum language the sounds ofUJ, UJ, [hi are absent. Secondly, Tetum language sounds do not have the sounds [B] and [tD.
The writer also finds out the different sounds in nasal consonant sounds.
Mihalicek and Wilson state that nasal consonant sounds are produced by lowering the velum and thus opening the nasal passage to the vocal tract (Mihalicek, and
\Vilson, 2011 :49). There are the consonant sounds in"English and Tetum languages comparison.
Table 4.4 Nasal Consonant Sounds
Nasal consonant En~lish Tetum sounds Initial Medial Final Initial Medial Final
[m] ../ ../ ../ ../ ../ j( [n] ../ ../ ~ ../ ../ ../ [1]] ../ ../ ../ j( j( j(
The table above shows that there are tree sounds in nasal consonant sounds.
They are [m], [n} and [IJ}. The sound[m} appears in initial position, medial position and absent in final position. The other sound is [n}. This sound exists in each position ofTetum sounds. The last sound is [1J}. This sound does not exist in
Tetum language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 31
In manner of articulation, there are the fricative and affricative consonant sounds. Fromkin, Rodman and Hyams state that fricatives produced when the airflow is so severely obstructed that is causes friction, and the sounds are therefore called fricative (Fromkin, Rodman and Hyams, 2003:247). There is the example of fricative sounds in English which are .[fJ, [v}, UJ, [B}, [s}, [z}, [tj}.
The other o~e is affricat~ soun~s..Fromkin, Rod~~ and Hyams state that affricate sounds are some sounds are produced by a stop closure followed immediately by ·a gradual release of the closure that produces an effect characteristic of a fricative (Fromkin, Rodman and Hyams, 2003 : 248). There are the example of affricate sounds [oj, [IJ} and [d3}. After describing fricative and affricate sounds the'writer is going to compare both languages fricative and affricate sounds.
Table 4.5 Fricative and Affricate Consonant Sounds
English Tetum .. Fricative Initial medial final initial medial final consonants sounds [f] ~ ~ ~ ~ ../ x [s] ~ ../ ~ ~ ../ ../ [J] ~ ../ ~ ~ ../ x [z] ~ ../ ~ ~ ../ x [h] ~ ../ ../ ~ ../ x ra] ~ ../ ~ J( x Ix [tJ1 ~ ../ ~ J( x x Affricate consonant sounds [0] ~ ../ ~ x x x [lJ] J( ../ ~ J( x x [d3] ~ ../ ~ J( x x PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 32
The table above shows that there are six fricative consonant sounds which are absent in final position in Tetum language, they are UJ, UJ, [z}, [hi, [8}, [tf] and also Tetum language does not have two sounds completely, they are [8] and
[tJ]. In affricate consonant sounds the table shows that the sounds [0], [?1], [d3], do not exist in Tetum language.
T~e l~st category is glide and liquid, gl~de consists of.[w} and liquid consists of [1]~ There is the table of glide and liquid sounds in comparison to Tetum language.
Table 4.6 Glide and Liquid Sounds
English Tetum
Glide sound Initial Imedial I final initial I medial I final ~ ~ [w] - I~ 1 y1'. I~ -I x Liquid sound [1] ~ I~ I~ ~ I~ I~
In Tetum language glide sound is present in initial and medial position, the
difference is the sound [wi is absent in final position. Liquid sound [1] in English
and Tetum language are no difference in each position.
B. Mispronounced English Consonant Sounds by Timorese Students in
Yogyakarta
East Timor students in Yogyakarta learn English in Elementary school until
senior high school. In university Timorese students· get the English subject again.
The table that the writer has prepared in appendix for research is really familiar
with Timorese students to pronounce. Unfortunately, the good score which the
Timorese students got .in their studies did not guarantee the correct and accurate PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 33
pronunciation. Non-English native speakers, especially Timorese students are
easily influenced by their native language when learning English language. The
pronunciation involves a lot of elements of the language. The most comment
mistakes usually happen in phonetic and phonological processes, such as in
insertion, substitution, deletion, assimilation and dissimilation. The
mispr
phonological rules. Sometimes, Timotese students substitute-the unfamiliar phone
with the phone which exists in- Tetum language. After listening to- Timorese
students' pronunciation, the writer finds out the mispronunciation problems.
Here are the five mispronunciation consonant sounds.
a. English Consonant Sound [OJ
The English consonant sound -[BJ is .one of the sounds which are
mispronounced by Timorese students in Yogyakarta. When the writer offered the
given word to them, for example: in the word think, the sound [B] in initial
-position as [Biyk]. Timorese students in Yogyakarta are unable. to pronounce it
well. The twenty Timorese students in Yogyakarta which the writer met were
mispronounced the consonant sound [B] in· initial position.• The twenty Timorese
students in Yogyakarta also made the same mistakes when the sound [B] appears
in medial position, for example: the word ether. The English consonant sound [B]
in medial position as [iBar]. Timorese- students mispronounced to another sound.
When· the sound [B]appears in final position, Timorese students got the same
problems. For example: the word breath. The English sound[B] in final position PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 34
as [breO]. The position ofthe tongue is not easy to adapt English sound that way
Timorese students do not know how to pronounce the sound correctly.
1. The sound [B] in phonological analysis:
IBI? [t} I#_V
Consonant IBI- becomes [t} in its environment before a vowel in word: think
.[OI1Jk], thick [OIk] and thin [OIn] .. Consonant IBI becomes [t} .before a_vowel is a~ assimilation rule because it'alters the sound [B] into [t} sound.
IBI? [t} I V_V
Consonant IBI becomes [t} in its environment between vowels in words: ether
[iBar], lithium [IIB.am] and pithy [pIB.i). Consonant IBI becomes [t} between vowels are assimilation rule because it alters the sound [B] into [t} sound.
IBI? ft},IV_#
Consonant 'IBI becomes [t] in its environment after a vowel in- word: breathe
[bre8], bath, andpath. Consonant IBI becomes [t} after a vowel is an assimilation rule because it alters the sound [B] into [t} sound.
When the writer asked the Timorese students to pronounce the sound [B] in initial
and final position the writer found out that they know how to pronounce the word
tree [tri.} instead of three [Bri:] and when the sound [B] .in final position
mat [meet} and math [mceB] , they also know how to pronounce mat [meet} instead
of math [mee()] means that minimal pair in English language also influenced their pronunciation. There is the comparison between the consonant contrasts from the
table below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 35
Table 4.7 Features Contrast of[OJ and It]
[OJ [t}
+fricative -fricative
+interdental +alveolar
_ The distinctive (eatur~ o.f [OJ ~nd [t) are [± __ fricative, ± dental}. Timorese ~ - . -- - ' .-. . " students in Yogyakarta made the mistakes when they produced the sounds of [OJ.
Firstly, they did not put their tip of the tongue between their teeth while blowing air to produce the [OJ sound. The writer found out that Timorese students in
Yogyakarta,s lips tried to touch the alveolar ridge. The result, they were changing the sound [OJ into [t} sound. Second, when Timore~e students in Yogyakarta find the phoneme [0] in initial position like in the words think, thick and thin and also phoneme [0] in medial position like in the words ether, lithium andpithy and the last one, the phoneme [OJ in.final position like in the words breath, bath, and path. They just focused on the.phoneme-[t] sound like in initial position in Tetum words tinan, tahan tilun; in the middle position words like latan, metin, fitun and also in the final position like kasait, u 'ut and' de 'ut. Timorese students in
Yogyakarta, produced [BJ soul).d into [t} sounds, because they go not have [0] sound in Tetum language. b. English Consonant Sound [oj
The, writer asked Timorese students in Yogyakarta to pronounce English consonant sound [0]. There are the words for them to pronounce in initial position, for example the. The soundra] in initial position [oi:}. Among twenty Timorese PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 36
students who got the given words from the writer, no one is able to pronounce it
correctly. Timorese students also made the same mistakes when the sound [oj
appears in medial position, for example: the word mother. The sound [oj in
medial position [mitoarJ.The same problem also happens i.n final position, for
example: the word bathe. Th~- sound [oj in final position as [beioJ. They
_mi~pronounced it like in initial and medial position. Itis. ~ecessary to understand _
phonological knowledge to see· the mispronunciation. Fromkin, Rodman and
- Hyams state that a speaker's phonological knowledge includes information about
what sounds can occur at the beginning of a word, what sounds can occur at the
end of a word, and what sounds can appear next to each other within a syllable
-(Fromkin,Rodman and Hyams, 2003:274). There is the phonological analysis to
see the two different sounds.
-1. The sound [oJ in phonological analysis:
lo/~ [dJ I#_V
Consonant 101 becomes [d] in its environment before a vowel in word: the[oi.],
that[ocetj and this[OISJ. Consonant 101 becomes [dJ before a vowel is an
assimilation rule because it alters the sound [oj into [dJ sound.
lo/~ [dJ 1 V_·V
Consonant 101 becomes [dJ in its environment between vowels in word: mother
[mAoarJ, other[Ao.arJ andanother[anito.a}. Consonant 101 becomes [dJ between
vowels are assimilation rule because it alters the sound [oj into[d] sound. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37
Consonant /o/becomes [d] in its environment after a vowel in word: bathe, clothe
and lithe. Consonant /0/ becomes [d] in the final of the word is an assimilation
rule because it alters the sound [0] into [d] sound.
In each position- Timorese students in Yogyakarta are unable to pronounce
.correctly. That is the contrast table between two sounds [d] and [d]
Table 4.8 Fea_tur~s C.ontrast of.fiJ] and Id] .
[0] [d]
+fricative +stop
+interdental +alveolar
The readers can see the distinctive features from the table above between the
sound [d] and [die The distinctive features are [±fricative .. and ±dental]. The
writer finds out that there are two reasons. Firstly, Tiniorese students' vocal cords
were opened when they produced the sound [d] and also they did not put their
upper and lower lips together..They stopped the air flowed with their tongue
against the area behind the top teeth, in order to produce the sounds they were
- placing their tongue behind the top of the tip to produce' [d] sound. The result
shows that they changed the sound [0] into .[d] in every position. Secondly, the
case of[d] sound almost similar to [OJ sound above, Timorese students just seen
the physical word like in the initial position the, that and this in English words. In
Tetum language the phoneme [t} in initial positio~ like in the words tinan, tahan
ti/un. The next is in the medial position mother, other and another in English
words. In Tetum .language the phoneme [t} appears in medial position like in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 38
words latan, metin and fitun. The last one is in the final position in the words bathe, clothe and lithe in English word and in Tetum words, [t} phoneme appears in final position like in word kasait, u 'ut and de 'ute The writer found out those
Timorese students just saw and produced the sound [t} exactly'in Tetum words because they did not know how to pronounce [0] sound in English. c. En.glish C;onsonant Sound ltD .
The English' consonant sound of [tf) is one of the post-alveolar sounds in
English. The 'Timorese students in Yogyakarta really do not know how to pronounce it. In Tetum language there is no sound [tf) in initial position, that way when the writer offered the word choke, the sound [ij] ininitial position [tfauk],
Timorese students mispronounced into [kauk], there is the problem when the sound [ij] appears in medial position, for example: the word recharge. The sound
[tfl appears in medial position [ri:tfa.~d3]. Timorese students mispronounced into
[ri:ka:3]. There is the example when the sound [tfl appears in final position in the word of match. The sound [tfl appears in final position [meetfl. When the writer asked them to pronounce the sound Imeetfl they changed into [meek]. The final sound [tfl changed into, [k] sound. It means that they were still unable to pronounce it correctly. The write is going to analyze, the sound [ij] from phonological side:
1. The sound [tfl in phonological analysis:
Itf! ~{k] 1#_V PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39
ltD [k]
+affricate -stop
+palatal +velar
- -The distinctive features of phonological analysis in table above are
[±affricate and ±palatal]. When Timorese ~tudents produced the sound ltD jn initial position, medial position and final position, the writer finds out that there was no one students produced the correct pronunciation. Firstly, Timorese students in Yogyakarta mispronounced ltD sound because they did not know how to pull the sound back to the palatal region. It is the cause of sound change from
[tD into [k] sound. Secondly, the writer has explained in the background of this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40
undergraduate thesis that Tetum and Portuguese languages exist in Timor Leste.
The process of substitution the phoneme in Portuguese language is necessary to
understand in order to know sound change in English sounds. Tetum language lent
- a lot ofwords from Portugues language like corupcao, capasidade, -carakteristica,
candidato, cultura. The initial position ofthe words above is phoneme [tf). When
Tetum language _owns those \yords,_ they change consonant ,lei becomes [k]
phoneme. For example corupcao -7 korupsaun, capasidade -7 kapasidade,
carakteristica -7 karakteristika candidato ~ kandidatu and cultura -7 kultura.
When Timorese students in Yogyakarta found the words choke, cheep and chuck
in English, the sound [tf) in initial position they changed ch [tf)~ kphoneme like
in Portuguese. They become choke~ khoke, cheep~ kheep, chuck~ khuck. The
change also -happens' in- medial position in Portuguese into Tetum language" in
medial position, for example lei in medial position recurso -7"rekursu, musica-7
musika, americano ~ americano. When Timorese students in Yogyakarta found
the words recharge, .lichen and machine in English, the sound [tDch in medial
position in English words they changed into [k] phoneme, for example ch [tD~
[k} phoneme like in Portuguese.-
On the other side, the'writer also finds out that'Timorese students also
chang,ed the sound [tf) into another sound. After offering the sound [tf) as 'ch' in
the initial position, medial and also final position, and the writer also offered
Timorese students the sound [t.fl as (tu' in medial position in order to see the
difference. For example, the writer offered the words: culture [kAltfar), adventure
[adventfar}, picture [pltfar], future [fju:tfar}, natural [ncetfrl] and situation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41
[sIjueifan}. The result shows that Timorese changed those sounds into another
sounds in English language. In phonological analysis the writer finds out that:
1. The sound [ij] in phonological analysis:
Itf!~· [t} I~_V
Consonant Itf! becomes [t] in its environment between a consonant and vowel in
. word: culture [kttltfar}, adventure.[adventfar} and pi~ture [pItfar}. Consonant Itf! becomes [t] between a consonant and vowel is an assimilation rule because it
alters the sound [tD into [t] sound.
Itf!":' [tj I V_V
Consonant Itf! becomes [t] in its environment between vowels in word: future
[fju: tfar}, -natural [ncetfrl] and situation [sIjueifan}. Consonant It[! becomes [t] between vowels are assimilation rule because it alters the sound ftD into [tj
sound.
There is not only the consonant sounds change from It[!~ [k] but also the
consonant sounds change from It[!~ [tj. The table below is the contrast features between the sounds [tD and [t]
Table 4.10 Features Contrast of[tD and It]
[tD [t]
+affricate +stop
+palatal +alveolar
After finding out the contrast features of [tD and[t], the table above shows
the difference distinctive features of both sounds [±affricate and ±palata1].There PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42
are two reasons why Timorese students in Yogyakarta mispronounced the sound ltD into [t}. The writer sees that: the first, when Timorese students in Yogyakarta pronounced the sound [tD they did not know how to pull the sound back to the palatal region that way they are going to find the easiest way to pronounce it. The second, one of the easiest ways to pronoul1ce the sound ltD is just pronounced it
~aturally because letter t e~i~ts in Tetum consonant s?unds that way when they found out the letter t in the word ofEnglish like culture [kAltfar], future [fju: tfar] and natural [ncetjrl] they just pronounced it likes tin Tetum consonant sound. d. English Consonant Sound /IJI
The English consonant sound [1J] is difficult for Timorese students to pronounce even the sound [1Ji is existence in Indonesian. Timorese students hear the sound [1Ji so many times in Indonesia but it is still difficult to pronounce it. It is not a scientific reason that way the writer offered the words to Timorese students to pronounce. In English sounds, there is no sound [1Ji in initial position that way the writer offered the sound [1J] in medial position, for example: The sound [vJ in medial position: the word singer. In English sound is [si1Jar], when the writer asked Timorese students to pronounce[lJ] sound, they changed it into
[sinar]. The last one, the writer offered the sound .[IJ] in final position, for example: the word sing. The sound [V] in final position as [SlY}. Timorese students pronounced [SI1J} into [sIn], in order to see the accuracy of Timorese students in Yogyakarta pronunciation, specifically the sound [V], the writer is going to apply the phonological analysis. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 43
1. The sound [IJ} in phonological analysis:
Consonant /IJ/ becomes [n} in its environment between vowels in word: singer
[siIJar}, ankle [ceIJ.kl] and ink [IIJk}. Consonant /IJI be~omes[n] between vowels
are assimilation rule because it alters the sound [IJ} into [n} sound.
-Consonant /IJ/ becomes [n} in its environment after a vowel in word: sing [SIIJ],
rung [rttlJ} and ting [tIIJ}. Consonant /1)/ becomes [n} -after a vowel is an
assimilation rule because it alters the sound [IJ] into [n} sound.
After finding the environment in every position, the writer is going to
contrast both sounds to each other.
Table 4.11 Features Contrast of[1J]and [n]
[IJ} [n}
+velar +alveolar
There is the distinctive feature between two sounds [IJ} and [n}, it is
[±velar}. The table above shows that [IJ} sound is the sound from the single
consonants group. [IJ}· sound is called v~lar nasal which mt;ans the speakers carry
·'the tongue up against the back ofthe mouth and the air comes out from the nose.
The[1J} sound makes through the nose rather the mouth. It is voiced sound
because the speakers use the vocal cord to produce it. The position ofthe tongue
is in back of the mouth and it makes the air comes out from the mouth is
completely blocked and then make the voiced sound through the nose. The [n} PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44
sound also a consonant sound but it is alveolar nasal sound, that is the different
between both [nJ and [1)J sounds. The alveolar nasal sound means that the
speakers put their tongue against the ridge behind the top ofthe teeth and the· air
comes out through the nose. The [rlJ sound is voiced becallse it makes through the
nose rather than mouth. It is like the [1)J sound, the air c0!-11es through mouth is
completely blocked and. the. sound produces thr0-ugh the nose. The twenty "
"Timorese students in Yogyakarta mispronounced the sound [1)J into [nJ sound
because Timorese students did not know how to carry their tongue against their
back of the mouth, they only put their tongue against the ridge behind the top of
the teeth. After interviewing and listening again to the tape recording of their
voices, the writer finds out that there was an articulation pr<;lblem. When Timorese
students in Yogyakarta pronounced [1)J sound, it was :not happening in the back of
the mouth but they put their front part ofthe tongue to touch behind the teeth. As·
the result, they changed the sound [yJ into [nJ sound in medial and final position.
e. English Consonant Sound [d31
Timorese students in Yogyakarta do not learn sound segments, that way
when they read the word judge, the sound [d3Ad3J in initial position [d3Ad3J
mispronounced into [3Ad:3J. The writer also offered the sound [d3Jin medial,
position, for example the word engineer [endJlnlarJ. Timorese mispronounced it
into [en3Inlar1. It is not different to [d31 sound in final position. When the writer
offered the word ridge, the [d31 sound in final position [r1d3J, Timorese students
mispronounced it into [rI31. After listening carefully the writer finds out that there
was a problem with Timorese students 'articulation in pronouncing the sound PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46
The indication of phonological feature shows that there is a distinctive feature between two sounds that is [±affricateJ. When the writer interviewed
Timorese students in Yogyakarta, the writer finds out that they held the sound too long as in [rI3J, it is supposed to be one strong puffofair for example [rId3J.That is the reason why they changed the sound [d3J into [3J, even both sounds produced the air throu~ the side t~eth.
After getting the sound changes from [d3J into [3J, the writer also gave phoneme OJ in English consonant sounds. Some words in English physically appearance is phoneme OJ in initial position, medial position such as job [d3a:bJ,
June [d3u:nJ, jealous [dJel.asJ, major [meI.dJarJ, rejoin [ri: d33InJ and reject _
[rI'd3kt}. In English consonant sounds in initial position and medial position are
OJ phoneme but their sounds are [d3J sound. That is the phonological analysis to see the English consonant sounds from [d3J sound changes into OJ sound.
1. The sound [d3J in pho!1ological analysis:
/d3/-? OJ /#_V
Consonant /d3/ becomes OJ in its environment before a vowel in word: job
[d3a:bJ, June [d3u:nJ andjealous [d3el.asJ. Consonant /d3/becomes OJ before a vowel is an assimilation rule because it alters the sound [d3J into tiJ sound.
/d3/-? OJ /V_V
Consonant /d3/ becomes OJ in its environment between vowels in word: major
{meI. d3arJ, rejoin {ri:d33In]and reject [rI'd3ktJ. Consonant /d]/ becomes OJ between vowels are assimilation rule because it alters ·the sound [d3J into OJ sound. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47
Twenty Timorese students in Yogyakarta not only changed the consonant
sound [dJJ into [JJ but also changed the consonant sound [d3J into ilJ. The writer
also prepares the contrast table between to different sound [d31 and ilJ
Table 4.13 Features Contrast of[d31 andOJ
ilJ
+affricate +glid~
The distinctive feature between the sound [dJJ and ilJ is only one feature, it
is [±affricateJ. When the writer asked Timorese students in Yogyakarta to
pronounce the sound [d3J in initial position and medial position, they changed the
s~und [dJJ into ilJ because there are two reasons: the first, Timorese students in
Yogyakarta did not know how to make their front part of the tongue touches the
hard palate located behind the alveolar ridge and the air passes t~ough the mouth.
The second, one of the easiest ways to pronounce the sound [d3J is just
pronounced it naturally because ilJ sound exists in Tetum consonant sounds that
way when they found the phoneme ilJ in the word of English like job [d3a:bJ,
June [dJu:nJ, major [meI.dJarJ and rejoin [ri: dJJlnJ they just pronounced them
like ilJ in Tetum consonant sounds. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V
CONCLUSION
After doing -the research of mispronunciation consonant sounds by
Tinioiese students'jn Yogyakarta, the wrifer states that there are the similarity and differences of cons?nant sounds in Tetum and English languages. The writer uses the phonetic and phonological theori'es to find out the mispronunciation consonant' sounds by Timorese students in Yogyakarta. In this chapter the writer is going to conclude the result of the research. After doing the analysis and discussion in chapter IV the writer finds out that there are five English consonant sounds in the list that Timorese students in Yogyakarta mispronounced.
Before concluding the five mispronunciation sounds. 'Firstly, the writer is going to conclude the similarities and differences of both Tetum and English languages. There are the similarities between Tetum and English languages, they are bilabial voiced stop [pJ, bilabial voiced ,stop, [bJ, bilabial voiced nasal [mJ and voiced glide [wJ, labiodental voiceless fricative [fl, labiodental voiced fricative [vJ, voiceless stop [t], voiced stop [dJ, voiceless fricative [sJ, voiced fricative [zJ, alveolar voiced nasal [n], alveolar voiced liquid [l] and alveolar voiced [rJ, palatal voiced fricative [3J, palatal voiceless fricative [fl, velar voiceless stop [lrJ, velar voiced stop [gJ, glottal fricative [hi.
Tetum and English languages also have the difference sounds in place of articulation and manner ofarticulation, some ofthe consonant sounds are absence in Tetum language, they are bilabial voiced fricative [BJ and bilabial voiced
48 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49
fricative [0], palatal voiced fricative [d3], palatal voiceless fricative [tf], and velar voiced nasal [1J}.
The voiced tape recording analysis shows that five sounds are mispronounced by Timorese students in Yogyakarta. They are [BJ, [oj, [ d3J, [tf] and fIJJ. In phonological analysis, Timorese students change the absence sounds into anothe~ sounds. The)' are the change_ sounds: firstly, Timorese students chang~ the sound [OJ into [tj sound in initial position, medial position and in final position. Secondly, Timorese students in Yogyakarta change the sound [oj into
[d] sound in initial position, medial position and final position. It means that
Timorese students change - interdental sounds into alveolar sounds. Thirdly,
Timorese 'students change the sound H[d3J into [3J in initial position, medial position and in final position. On the other side, Timorese students also change the sound [d3J into [jJ sound in initial position and medial position. Fourthly,
Timorese students in Yogyakarta change the sound [tf] into [kJ sound in initial position, medial position and in final position. On the other side, Timorese students also change the sound [tf] into [t] sound in medial position. Fifthly,
Timorese students change the sound [1JJ into [nJ sound in medial position and also in final position.
Timorese students in Yogyakarta do not knowhow to pronounce the consonants sounds because there are some reasons that the writer finds out after doing the research for twenty .Timorese students in Yogyakarta. The first,
Timorese students in Yogyakarta do not have the knowledge about the sound itself. It means that Timorese students never study about phonetic and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50
phonological studies. The second, they cannot pronounce the English sounds correctly because those sounds do not exist in Tetum language. The last one is their position oflips and tongues are not familiar with the five sounds in English language [BJ,[oJ, [d3J, [tf) and [1)}. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51
BIBLIOGRAPHY
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Bloomfield, Leonard.' Language history: from Language. New York: Holt, Rinehart, and Winston, 1933.
Constituent Assembly. Constitution ofthe Democratic Republic of Timor Leste. Dili: Ministerio De Justica 2002.
.Costa, Luis. Dictionario De Tetum-Portugues. Lisboa: Biblioteca Nacional, 2000.
Dulay, Heidi, Marina Burt, .and Stephen Kreshen. Language Two. New York: Oxford University Press, 1982.
Fromkin, Victoria, Robert Rodman, Nina Hymans. An' introduction to language. Massachusetts: Heinle, 2003.
Hull, Geoffrey. Standard Tetum English Dictionary. Sydney: Macarthur, 1999.
Jacob James W, Cheng Yao Sheng and Porter K. Maureen. Indigenous Education. Language, Culture and Identity. New York: Springer, 2015.
Krashen, S.D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press, 1982.
Kristomos, Yohanes. The-"Phonological Study on Dayak Embaloh English Learners' Mispronunciation of English Consonant Sounds. Yogyakarta: Sanata Dharma University, 2009.
Leech k,Taylor. "Findi1?g space for non-dominant language in Education: Language policy and medium ofInstruction in Timor Leste 2000-2012" Current issues in Language Plainning. Vol.2. Issue 1 (March 2009): pp.91.
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Poole, Stuart C. An Introduction to Linguistics. University ofEdinburgh: Palgrave Macmillan, 1999.
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Raharjo, Aloysius Prianto. The English Consonants Mispronunciation Produced by Sudanese Native speakers. Yogyakarta: Sanata Dharma University, 2010.
Roach, Peter. Phonetic. Oxford: Oxford University Press, 2001. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53
APPENDIX
The Data Indicator ofPhoneme and Sentences in English
Phoneme Initial position Medial position Final position
[pJ I put [put] the The boy stood_on tiptoe We stood on the -cake on the table [tfptau] top[tapJ of the mountain
[bJ I kick the ball Do not sit on the I spun the globe [b:J:l]-in the field' table,l-telbl] please! [glaubJon Sunday'
[tf) It is our culture 1. It is my adventure [kttltarJ. [adventar] 2. Mypicture [plktarJ on the table 3. It is natural [ncetral] 4. The situation [sIjueitanJ is ok 5. Your bright future[JJu: tfarJ [t] She tells [telsJ me I beat him with·a stick I put [put] the the story .[stlkJ book on the head
OJ 1. I have a job 2. 1. He is our Today IS June major[meI.d3arJ 2. She [d3u:nJ 3. She is rejoins [ri:d3:JlnJ the jealous [d3el. as] group ·3. I reject [ri.d3ekt] you [dJ she dips[dIPSJ the I play the cards [ca:dsJ She loved [IAvdJ
toe me
[k] Kiss[kIsJrne A scoop[scu:pJnew . A rock [ra:kJ band
please!
[gJ His guards[ga:rdJ Put the jingers[fi1JgarJ I have a new are two people on the table bag[bcegJ
[lJ Uh-oh,['l1duJ 1 Throwaway your Have a save flight forgot my pen hatred[hi.trldJ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54
fflaIt]
[fJ My leftfootffut] I drink coffee[ka:fi] He is my new staff[stceff
[v] A transit van[vcen] I have an anvil['cenvIl] I laugh[lceff at her
[0] 1. We think [tI1]k] 1. The ether [I:ter] 1. She took a treatment.in hospital 2. of you 2. It is a It is lithium[IIt.am] 3. A breath [breat} 2. I pithy[pIt. i} remark thick [tlk] rope 3. took a bath [ba:t]
It is a thin[tIn] 3. A garden path
jacket 4. My [pa:t]
number is three
{tri:]
[0] 1. I like the [di.} 1. I love my 1.Theybathe[beid] best one 2. 1 want mother[mtlder] that [dcet] one 3. 2. I met other{tldar] in the river 2. I This[dIS] is good people 3. She wants another[a 'ntlder] pen clothe [kla:d] a
boy 3. He had a
lithe[laId] face
[s] I bought a There IS a steep We love descent[dI'sent] peace[pi:s] soap[saup] in the
shop
[z] The Zip[ZIp] has She designs [dI'zaIn] it The show full of pizzazz [pI 'zcez] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55
stuck
She is shy [faI]of The best mission [mIj. We sell thefish [ft an] n me
[3] Zero[3Ir.ou] is my The have a vision [vI3. They amaze number an] in the future [a'meI3] me
[h ] How [haul are you The whole [hou/} world I puh [puh] the will know me doing? door
[t.fl 1. He chokes 1. Thefeature [ft:tar] of Today is a big [leauk] the bottle the house is new 2. I match [meek] with water 2. The recharge [rika:rd3] my bird cheep[k i:p]3.- phone 3. -It is a· lichen Chuck it out [Ii. lean] -4.- It's a machine [mao !den]
1. The sell the Jell 1. I have a region[ri: 1. His name IS O[jel.au] 2. Please 3an] 2. He is an George[gau'31 2. do not judge [3~3] engineer[en.3I'nIar] 3. Please don't judge me 3. He is gentle The - regency[ri.3ant.si] [j~31 me 3. A [3en.tl] country 4. It is our mountain ridge [rI regional [ri.Janal] 5. I 31 4. The new register['re3Istar] your bridge [brI3] 5. name They nudge [nt1.3] me
[m] I hunt a We get anew I dream[dri:m] of nloose[mu:s] lamp[ltempJ you
fnJ I nap [ncep] at I touch the snow [snou] I design [dI'zaln] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 56
night time the house
[l)J 1. She IS the best 1. They sing [sIn] singer[sInarJ 2. My ankle[cen.kl] IS swollen for you 2. I rung 3.. A bottle ofink [Ink] .. [rttn] the bell 3. It
is a ting [tInJsound
[l] She leaves [li'vs] I like a mild [maIldJone Ifeellji:l] happy
me
[r] I ate fried rice My friend's I put it under [raIs] yesterday burial[ber'I.al]ceremony [ttn.dar] the table is today
[wi I go with [WID] We swim [swIm] in the There is a good you to Manila swimming pool view[v}:u]