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110 Jurnal Ilmiah Edukasi & Sosial, Volume 10, Nomor 2, September 2019, hlm. 110–115

MONOPHTHONG MISPRONOUNCED BY THE PARTICIPANTS OF NEWS ANCHOR COMPETITION IN 28th ANNIVERSARY OF ESA

Cindy Alisia, Ana Ahsana El-Sulukiyyah English Study Program STKIP PGRI PASURUAN [email protected]

Abstract: Having a good is important for learners. However, language learners seem to underestimate pronunciation skill or even they have no idea of it. Therefore, this research is conducted to describe English monophthong vowels mispronunciation, the frequency of it, and the kinds of mispronunciation produced by the participants of news anchor competition in 28th Anniversary of ESA participated by Senior high school students in East Java. This research is a descriptive qualitative research, and the data was collected by using documentation, and human instrument. The data then analyzed through the steps of identifying and describing the error. The result revealed that There were 125 of total errors out of 175 existed monophthong vowels with frequency /u:/&/ɔ:/ was mispronounced once(0.57%), /ʊ/&/ɒ/ twice (1.14%), /i:/&/ɑ:/5 times (2.85%), /ʌ/9 times (5.14%), /æ/ 10 times (5.71%), /ɜ:/12 times (6.85%),/ɪ/ 17 times (9.71%), /ε/28 times (16%), and /ə/ was mispronounced 33 times (18.85%) which is also the most often one. The mispronunciations made were considered as 1 omission (local error), 38 additions, 86 misformations, and 1 misordering (global error). The affecting factors of their mispronunciation is 52% influenced by source language and 33.6% by target language.

Keywords: english vowels, error analysis, mispronunciation, monophthong, pronunciation.

Having a good pronunciation is important for communications, daily life and for teaching and language learners, for instance English learners. learning process. According to Cambridge (2019), Based on the number of the vowels sound, pronunciation is the way in which a word or letter McMahon (2002:73) classified vowels into two. is said, or said correctly, or the way in which a Those are monophthong and . Most of language is spoken. Unfortunately, English the vowels English speakers have considered so learners typically do not know what is the far have been monophthongs, in which the importance of pronunciation. As the result, many quality of the vowel stays fairly consistent from of them pay less attention to it. They just the beginning of its production to the end. pronounce the words in the way people—non- However, there are also several in native English speakers—around them usually English. Hayes (2009) defined a diphthong (note say, which sometimes the pronounced words are the ) is a sequence of two vowels that incorrect. They also find it hard to pronounce functions as a single sound. Monophthong vowels certain words correctly, mostly because the consist of 12, those are /ɑ:/, /ʌ/, /ɔ:/, /ɒ/, /i:/, /ɪ/, different pronunciation habit between the target /ʊ:/, /ʊ/, /e/, /ɜ:/, /æ/, /ə/. Diphthongs consist of 8 language and the source language, which makes as follows /eɪ/, /eə/, /ɑɪ/, /ɑʊ/, /ɔɪ/, /ʊə/, /ɪe/, /əʊ/. them give up in learning pronunciation. However, There are some researchers who conducted a as it turns out, there are many important reasons research related to pronuciation. The first one is why English learnes need to have a good by Puspita (2007) entitled “an analysis of pronunciation. The most three reasons are, for students’ error in pronouncing english vowels”.

Alisia, El-Sulukiyyah, Monopthong Vowels Mispronounced... 111

The subject of this study was the eleventh grade reception of sound speech and the second one is of SMAN 1 Sigula Banjarnegara in academic about pronunciation with reference to acts of year 2006-2007. The analysis was to find out speaking. kinds of error made by students in pronouncing In the other words, it can be concluded that vowels. the precentage of various errors in pronunciation can be defined as the way speaker pronouncing English vowels is 23,33%. There are produces sound of words which also indicates the five types of dominan errors. There are vowels [i] meaning of the word the speaker pronounces. (5,31%), vowel [ɑ:] (6,67%), vowel [æ] (6,22 %), When speaker incorrectly pronounces a word, it and vowel [ʌ] (0,76%). The second research is by will obviously affect the understanding of the Hepy Yudo Hartoto (2010) entitled “The Errors listener about the related word speaker utters. of English Pronunciation Among The Second Grade Students of Tersono Junior High School Pronunciation Goals Tersono Batang” in which the subject is second In every teaching and learning process, there grade student of Tersono 01 Junior High School must always be a goal to reach, and so is in academic year 2009/2010 with the result there pronunciation. Yoshida (2013) mentioned that a are 11 substitutions of vowel, 7 of diphthong, and more realistic goal, and one that more and more 2 intonations, and the sources of errors were teachers and researchers recommend, is interlingual and intralingual errors. intelligible pronunciation—speaking in a way Based on two research above, it is proved that most listeners can understand without too that students who are also called as English much efort or confusion. In conclusion, the goal Foreign Learners still have problems in of teaching and learning process is to be able to pronounciation. Whereas, EFL needs to have a communicate orally with less or no good pronunciation considering the important of misunderstanding at all. pronunciation itself as already explained in the first four paragraphs. By this, the researcher Pronunciation Difficulties found it interesting to conduct a research under Pronunciation has always been an issue the topic of pronunciation, especially vowels. among many foreign learners. They found it This research is also beneficial for the researcher difficult in learning that one of the English skills as the future English in coping the same problem. and that is a normal phenomenon. Hudson (2013) Participants of news anchor competition is explained five difficulties that most English interested to be analyzed regarding the fact that foreign learners face as follows: they must be the best students that their school have. By this, the researcher wants to know their 1. Written vs Spoken English pronunciation. Therefore, this inspires the English written words contain only 5 general researcher in conducting a study entitled vowels i.e a,i,u,e,o. However, it is a lot complex “Monophthong Vowels Mispronounced by the in spoken form. English has 19 vowel sounds that Participants of News Anchor Competition in 28th should be pronounced, and it is quite difficult for Anniversary of ESA”. English learners to differenciate when to pronounce certain words. For example the sound RIVIEW OF LITERATURE of double o-oo- in the words good, door, and blood. Three of them are pronounced exactly Pronunciation different with exactly different vowels. Pronunciation is never a missed out point to look up to in learning a language. As the 2. Sound statement by Rogers (2017), teaching adult ESL English has 19 vowel sounds and 25 students English Pronunciation from the sounds. Each vowel sounds has its beginning should be treated equally with own mouth position (front, centre, back, open, Speaking, Listening, Reading and Writing. close, spread, relaxed and rounded). Hornby (2005:1164) defined pronuciation is the way in which the language or a particular person 3. Joining pronounces the word of a language, especially in English has various ways of joining words, speaking skill. Slight different in pronunciation such as assimilation in which 2 sounds change may have different meaning. Furthermore, Dalton each other, elision which is one sound disappears, & Seidlhofer (in Fitria, 2014) stated that vowel + vowel joining by adding a /r/, /j/ or /w/ pronunciation in general terms as the production between the sounds and consonant + vowel of significant sound in two senses. The first sense joining in which a consonant joins the next is about pronunciation as the production and syllable. 110 Jurnal Ilmiah Edukasi & Sosial, Volume 10, Nomor 2, September 2019, hlm. 110–115

4. Weak/Strong Structure Types of Error English is constructed from strong and weak There is no certain pronunciation error found sounds. For instance is the schwa sound /ə/ that is by the researcher in recent time. However, the problematic because the schwa is impossible to researcher found in the chapter II of Fitria (2014) see on the written page. published S-1 thesis that Dulay’s (1982) theory can be the refference in determining types of 5. Intonation & Stress pronunciation error by considering the It is a fact that English has more that one compatibilty with pronunciation context. meaning for one words, and it depends on the intonation also the stress to distinguish the 1. Linguistic category taxonomy meaning. There are fall, fall-rise, rise & rise-fall The errors are classified according to the patterns of intonation. However, these subtleties linguistic component, using linguistic terms, can be unnoticed by English learners. Although namely , morphology, syntax, the rules of English stress are simple to learn, but semantic. it is impossible to see on the written page. Thus, it often triggered a misplaced stress. 2. Surface strategy taxonomy a. Omission Common Errors Omission is characterized by the absence of Regarding those difficulties above, many one or more elements, which are needed in a learners mostly make errors in pronuncing certain phrase or a sentence construction words. Most of English learners pronounce some of English words in the way they pronounce their b. Addition fisrt language. It is quite tough for them to be Addition is characterized by the presence of accustomed to the set of sound of the language one or more unnecessary elements. For they are learning. Thus, pronunciation erorrs example, the word write [rɑɪt] is pronounced often happen. Below are the most common errors as [wrɑɪt]. in English Pronunciation especially for vowels c. Misformation sound made by English Learners. Marian (2013) Misformation is characterized by the use of found out there are 4 common errors in English the wrong form of elements in a phrase or a pronunciation made by foreign learners, those are sentence. For instance, when a learner au [ɔː] (as “aw” in “law”), eu [jʊ] (Euclid” pronounces the word put [pʊt] as [pʌt]. /jʊˈklɪd/), the pronunciation of the letter “o”. d. Misordering Pesce (2013) also found 3 common pronunciation Misordering is characterized by the incorrect errors, those are [ə], [i], [e]. Furthermore, Habibi placement or order of one or more language (2016) found the most common errors in his elements in a phrase or a sentence. For research are [I] &[i:]. example, the word ‘ask’ [a:sk] is pronounced as [a:ks] Affecting Factors of Pronunciation There are factors that cause pronunciation 3. Comparative category taxonomy errors occur. Furtheremore, every error has its a. Interlingual Error own factors. Singh (2017) explained in her The error is caused by the interference of the research conducted in India that there are certain learner’s mother tongue (source language) factors that cause defective pronunciation, those b. Intralingual Error are (1)Influence of mother tongue, (2) Lack of The error is caused by interference within the Knowledge, (3) Reflection of Regional target language itself. Area.Meanwhile, Yoshida (2013:8-15) argued that there are 11 factors that affect pronunciation 4. Communicative Effect Category Taxonomy learning i.e(1) The age of the learner, (2) Communicative Effect Category Motivation, (3) Personality and aptitude, (4) Taxonomy consists of two categories. They Methods and quality of teaching, (5) Exposure to are as follows: the target language, (6) The influence of the learner’s language, (7) Fossilization, (8) a. Local Error Hypercorrection, (9) Learning to hear, (10) Local error is caused by the omission of one Feelings that can stand in the way, (11) Learning or more language elements in a sentence pronunciation takes time. construction, which disturb the process of Alisia, El-Sulukiyyah, Monopthong Vowels Mispronounced... 111

communication. An awkward sentence is FINDINGS AND DISCUSSION usually the result of this kind or errors. Surface Strategy Taxonomy b. Global Errors Omission Global error is the error, which cause the The researcher found one participants entire meaning cannot be understood by commited ommision error which also considered readers or listeners. as local error, i.e biggest [bɪgəst], participant 1 omitted vowel /ə/ between consonant /g/ and /s/ Vowels Classification hence, it became [bigs]. That mispronunciation As derivied from Sprat et al’s book (2005) might be affected by the lackness of phonetic vowels are sometimes devided into 1) knowledge as stated by Singh (2017) that when monophthongs (single vowel sounds as in put learners are lack of phonetic or phonology /pʊt/ or dock /dɒk/). knowledge, it will lead them to defective pronunciation. Another factor might come from Figure 1 Vowel Classification the situation during the competition, since one of the rule is participants must present three different news within 5 minutes only, that might cause them rushing in order not to run out of time, therefore it caused some of their is not pronounced appropriately.

Addition There are 37 additions found during the and 2) diphthongs (a combination of two vowels analysis, those are as follow sound e.g the vowels sound in make /meIk/ or in so /səʊ/). Table 1 Addition Error

RESEARCH METHOD No Vowel frequency This study is objected to analyze the 1 /ə/ 9 2 /æ/ 1 pronunciation errors of the news anchor’s 3 /ɪ/ 4 participants, in which the data is in form of audio 4 /ε/ 18 recording. The research design which is best 5 /u/ 1 suited to this research is content analysis with 6 /i/ 2 qualitative approach. As Alan & Bryman (2011) 7 /ɑ/ 2 explaination that content analysis is a research 8 /ɜ/ 1 methodfor sudying documents and communi- cation artifacts, which might be texts of various Furthermore, the researcher assumed that this formats, pictures, audio or video. The Subject of error is dominantly affected by target language this study is senior high school students from (English). Proven by one of the data gained that around East Java which were participated in news most participants pronounced said by [seɪd] anchor competition in ESA’s 28th anniversary, instead of [sεd] for seventeenth times. That is and their records of news presentation, that was because said is the past form of say, which held on February, 2019 in STKIP PGRI pronunciation is [seɪ]. This might be the strongest Pasuruan. There are 20 recordings from the reason for them to equalize the pronunciation of elimination round focusing on economic text. In say and said. this study, the researcher only analyze the monophthong vowels mispronounced by the Misformation participants. The data was collected through documentation in form of audio recording and Participants commited this error excessively assisted by human instrument i.e the researcher compared to te other errors. There were 40 words herself as an observer. The data then analyzed which cosists of 86 vowels mispronunciations as through the steps of identifying (scanning, listed in the Table 2 below. coding, calculating) and describing the error.

110 Jurnal Ilmiah Edukasi & Sosial, Volume 10, Nomor 2, September 2019, hlm. 110–115

Table 2 Misformation Error of time, which affected them in experiencing slip tongue instead. Therefore, this participant’s No Vowel frequency pronunciation considered as error. 1 /æ/ 9 2 /ə/ 27 Comparative Category Taxonomy 3 /ɪ/ 12 4 /ε/ 11 Interlingual Error 5 /ʌ/ 8 The researcher found quite excessive errors i.e 6 /ʊ/ 2 69 (55,2%) which were caused by the 7 /ɒ/ 1 interference of source language as in the 8 /i/ 3 following Table 3. 9 /ɔ/ 5 10 /ɜ/ 8 Table 3 Interlingual Error

From the table above, it can be seen that the No Vowel frequency participants still have difficulty in pronouncing 1 /ə/ 25 certain vowels, i.e for the short vowels /æ/, /ə/, 2 /æ/ 7 /ɪ/,/e/or/ε/,/ʌ/,/ʊ/, and /ɒ/, meanwile, for the long 3 /ɪ/ 11 vowels are /i/,/ɔ/, and /ɜ/. Furthermore, it ca be 4 /ʌ/ 8 noted that the most mispronounced vowel is /ə/ 5 /ʊ/ 1 with the total of 27 mispronunciations. This 6 /i/ 3 7 /ɔ/ 5 occured because the participatns tend to misform 8 /ɜ/ 8 it with the written vowel letter. For instance, /ə/ in [ə’fɪʃ əl] Official which pronounced as [ɒ’fɪʃ Most of them are having difficulty in əl]. The second vowel which was mispronounced pronouncing vowel which is writte in “o” and “e” more excessive than the other is /ɪ/ wit total 12 letter. As in the word CONcern which should be mispronunciations. From all of them, eleven of pronounced as [kən], but most of the participants them were also misformed with the other vowels pronounced it as [kɒn]. Another example is the based on the written vowel letter. By these two words which begins with vowel letter “e”, such as type of misformation, it can be seen that the Expansion, Extensive, DElivery, etc which sould mispronunciation occured because it was affected be pronounced by vowel [ɪ] but they pronounced by Bahasa Indonesia. it with vowel [e]. The researcer also found The top three mispronunciation is on the participants were having difficulty in doing vowel /e/or/ε/ with total 11 mispronunciations. elision for the word threaten. The vowel letter Differ from the previous top two, in this “e” between “t” and “n” should not be mispronunciation the participants tend to be pronounced as reffered to the dictionary, but all interfered by the target language. They of the participants pronounced the “e” clearly as pronounced the words in the same way as the [θritən] instead of [θret-n]. It proves Hudson other word which is similar in writte form. For (2013) theory that one of five difficulties instance, on the word threatwhich is similar ih language learners face was joinig in which writteh form with treat. Hence, the pronunciation includes elision. became [θrit] instead of [θret]. The fact that their native language is still

interfered their pronunciation although they have Misordering been studying English for years since elementary The researcher only found one participant school. The researcher assumed that this case misordered 1 vowel in the incorrect place which leads them in having fossilization where language also considered as global error, i.e for the word learners experiencing error that is impossible to Subsidies which should be pronounced as [sʌb sɪ be corrected because the learners have considered dis], but the participant misordered vowel /ɪ/ to the error as the right one in wich the error the previous of consonant /s/ then it became becomes a stubborn error although it has been [sʌbɪs dis] in which it turned into another word corrected many times (Yoshida, 2013). which meaning cannot be understood. The factor come from the situation during the competition, Intralingual Error since one of the rule is participants must present This error is caused by the interference three different news within 5 minutes only, that within the target language itself (English). The might cause them rushing in order not to run out resercher found there were 42 errors out of all Alisia, El-Sulukiyyah, Monopthong Vowels Mispronounced... 111 errors were interfered by TL and it equals to Cambridge Dictionary. (online). (http://dictionary. 33.6%. The errors are listed in detail as the cambridge.org) accessed on March 9th, 2019 following Table 4. Dulay, H, Burt, M. and Krashen. 1982. Language two. New York: Oxford University Press. Table 4 Intralingual Error Fitria, Ana Lailatul. 2014. The Errors of English Pronunciation on Vowels Made by The Second Year Students at SMPN 2 Menganti, Gresik. No Vowel frequency State Islamic 1 /ə/ 8 Habibi, M Wildan. 2016. English Pronunciation 2 /ɪ/ 3 Problems Encountered by Indonesian 3 /e/ 28 Advanced Students. Maulana Malik Ibrahim 4 /i/ 3 State University of Malang Hartoto, Hepy Yudo. 2010. The Errors of English From the table above, it can be see that Pronunciation Among The Second Grade participants were having difficulty in Students of Tersono Junior High School pronouncing the words which have similar Tersono Batang. State University of Semarang. structure with the other words. Regarding the S-1 Thesis Published. similarity, participants cosidered the both words Hayes, Bruce. 2009. Introductory Phonology. UK : as one pronunciation. For instance on the word Blackwell Publishing. said which was mispronounced 17 times by Hornby, A.S. 2005.Oxford Advance Learner’s Dictionary. Oxford: Oxford University Press participants as [seɪd] instead of [sεd]. The Hudson, Joseph. 2013. Why is English so difficult to researcher assumes this was because said is the pronounce?. (online), (https:// past form of say, which was pronounced [seɪ]. As pronunciationstudio.com/english-difficult- the result, they thought said is pronounced [seɪd]. pronounce/), accessed on March 24th, 2019 Another word is Threaten which was similar with Marian, Jakub. 2013. Common pronunciation errors in treat. Both of the words look similar especially English. (Online) the structure of the vowel letter. Therefore, (https://jakubmarian.com/common- pronunciation-errors-in-english/ ) accessed on instead of pronouncing it as [θret], they nd pronounced it [θrit]. October 2 2018 McMahon-April, Heinz Giegerich, Laurie Bauer, Derek Britton, Olga Fischer, Norman Macleod, CONCLUSION Donka Minkova, Katie Wales, Anthony Warner From the data analysis, it can be concluded (Eds). 2002. An Introduction toEnglish that the participants of news anchor competition Phonology. Edinburgh : Edinburg University in 28th anniversary of ESA still ad difficulty in Press pronouncing monophthong vowel with the result Pesce, Claudia. 2013. 7 Worst Pronunciation Mistakes ESL Students Make Around the World. (online), (https:// revealed that there were 125 of total errors out of busyteacher.org/14846-7-worst-pronunciation-mistakes- 175 existed monophthong vowels with frequency esl-students-make.html ) accessed on May, 2018. /u:/&/ɔ:/ was mispronounced once (0.57%), Puspita, W.T. 2007. An Analysis of Students’ Error in /ʊ/&/ɒ/ twice (1.14%), /i:/&/ɑ:/ 5 times (2.85%), Pronouncing English Vowels. S-1 Thesis /ʌ/ 9 times (5.14%), /æ/ 10 times (5.71%), /ɜ:/ 12 Published. Semarang. times (6.85%), /ɪ/ 17 times (9.71%), /ε/ 28 times Rogers, Paul. 2017. The important of teacing (16%), and vowel /ə/ was mispronounced 33 pronunciation. (online), (https://community. lincs.ed.gov/discussion/importance-teaching- times (18.85%) which is also the most often one. th The mispronunciations made were considered as pronunciation) accessed on March 17 2019 1 omission (local error), 38 additions, 86 Singh, Preeti. 2017. Spelling and Pronunciation Errors in . New Delhi. misformations , and 1 misordering (global error). Article published on International Journal of The affecting factors of their mispronunciation is Educational Research and Technology (IJERT) 52% influenced by source language and 33.6% Spratt, Mary et al. 2005. The TKT (Teaching by target language. Knowledge Test) Course. New York: Cambridge University Press REFERENCES Yoshida, Marla Trith. 2013. Understanding and Teaching the Pronunciation of English. Alan., Bryman. 2011.. Business Research Methods. Bell, Emma, 1968- (3rd ed.). Cambridge: Oxford University Press. ISBN 9780199583409. OCLC 746155102