pronunciation of archaic english words in william

PRONUNCIATION OF ARCHAIC ENGLISH WORDS

IN WILLIAM SHAKESPEARE’S POEMS BY ENGLISH

LETTERS STUDENTS OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

STEFANY NI NYOMAN RAHAYU TRIWULANDARI

Student Number: 154214017

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

UNIVERSITAS SANATA DHARMA

YOGYAKARTA

2019

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PRONUNCIATION OF ARCHAIC ENGLISH WORDS

IN WILLIAM SHAKESPEARE’S POEMS BY ENGLISH

LETTERS STUDENTS OF SANATA DHARMA UNIVERSITY

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements

for the Degree of Sarjana Sastra

in English Letters

By

STEFANY NI NYOMAN RAHAYU TRIWULANDARI

Student Number: 154214017

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS

UNIVERSITAS SANATA DHARMA

YOGYAKARTA

2019


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“The way to get started is to

quit talking and begin doing.”

– Walt Disney


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FOR

MY BELOVED PARENTS &

BROTHERS

Thanks for supports and

prayers never ending.

I love you!

-Aman


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ACKNOWLEDGEMENTS

First, I am grateful for Jesus Christ for always blessing and leading me to

finish my study. His blessing helps me write this thesis. I can finish this study

because of the kind people around me who always support and help me.

Second, I express my gratitude to my thesis advisor Arina Isti’anah, S.Pd.,

M.Hum. for always guiding and giving me some advices in writing this thesis. I

thank her so much for being a supportive, kind and humble advisor. I also thank my

co-advisor Adventina Putranti, S.S, M.Hum. for giving other advices.

Third, I express my gratitude to my family who always give support to me

during my ups and downs. My mom and dad always ask about my thesis progress,

support me, and pray the best for me. I also express my gratitude to my annoying

yet lovely brothers Blico and Dean for the support and prayers. Besides, I also thank

all of my big family for the never ending prayers.

Fourth, I would express my gratitude to my friends from English Letters

students batch 2015 and 2018. Because of their participations, I can finish this thesis

on time. Besides, I express my gratitude to Hestu for always supporting me to do

my revision and praying the best for me. I also thank my best friends for always

motivating and helping me in writing my thesis. They are Nia, Icha, Lina, Jesi, and

Eme. Finally, I would express my gratitude to all people who have motivated me,

helped me and shared their knowledge to me.

Stefany Ni Nyoman Rahayu Triwulandari


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TABLE OF CONTENTS

TITLE PAGE ..................................................................................................... ii

APPROVAL PAGE .......................................................................................... iii

ACCEPTANCE PAGE ..................................................................................... iv

STATEMENT OF ORIGINALITY .................................................................. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH .. vi

MOTTO PAGE ............................................................................................... vii

DEDICATION PAGE ..................................................................................... viii

ACKNOWLEDGEMENTS .............................................................................. ix

TABLE OF CONTENTS ................................................................................... x

LIST OF TABLES ........................................................................................... xii

ABSTRACT .................................................................................................... xiii

ABSTRAK ........................................................................................................ xiv

CHAPTER I: INTRODUCTION ...................................................................... 1

A. Background of the Study ........................................................................... 1

B. Problem Formulation ................................................................................. 4

C. Objectives of the Study ............................................................................. 4

D. Definition of Terms ................................................................................... 5

CHAPTER II: REVIEW OF LITERATURE................................................... 7

A. Review of Related Studies ......................................................................... 7

B. Review of Related Theories ....................................................................... 9

1. English Phonology ................................................................................. 9

2. Indonesian Phonology .......................................................................... 16

3. Phonological Process ........................................................................... 22

4. Archaism ............................................................................................. 27

C. Theoretical Framework ........................................................................... 28

CHAPTER III: METHODOLOGY ................................................................ 30

A. Object of the Study .................................................................................. 30


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file:///D:/etc/AMAN%20SKRIPSI.docx%23_Toc11265087

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B. Approach of the Study ............................................................................. 32

C. Method of the Study ................................................................................ 32

1. Data Collection .................................................................................... 32

2. Data Analysis ...................................................................................... 34

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS ...................... 36

A. The Students’ Mispronunciations of Archaic Words ................................ 36

B. The Phonological Processes in Students’ Mispronunciations ................... 44

1. Vowel Change ..................................................................................... 45

2. Consonant Change ............................................................................... 59

3. Segment Deletion ................................................................................ 67

4. Segment Insertion ................................................................................ 73

CHAPTER V: CONCLUSION ....................................................................... 75

REFERENCES ................................................................................................ 78

APPENDICES ................................................................................................. 80

Appendix 1: Phonetic Transcription of English Letters Students ..................... 80

Appendix 2: Instrumen Penelitian ................................................................... 83


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LIST OF TABLES

No. Table Page

1. Table 1. International Phonetic Alphabet (IPA) 13

2. Table 2. The Indonesian Consonants 21

3. Table 3. The Data of Archaic English Words 31

4. Table 4. Students’ Pronunciation of Archaic Words 37

5. Table 5. Frequency of Students’ Pronunciation 38

6. Table 6. The Vowel Change in Students’ Pronunciations 46

7. Table 7. The Consonant Change in Students’ Pronunciations 59

8. Table 8. The Segment Deletion in Students’ Pronunciations 68


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ABSTRACT

TRIWULANDARI, STEFANY NI NYOMAN RAHAYU. (2019).

PRONUNCIATION OF ARCHAIC ENGLISH WORDS IN WILLIAM

SHAKESPEARE’S POEMS BY ENGLISH LETTERS STUDENTS OF

SANATA DHARMA UNIVERSITY. Yogyakarta: Department of English

Letters, Faculty of Letters, Universitas Sanata Dharma.

English is a widely spoken language in the world. It is used as the lingua

franca. English is considered as an important language in the world. Therefore,

there are so many people learning English. Some of them also take part in English

Letters Department to learn further about the English language. In learning English

especially for Indonesians as non-native English speakers, pronunciation becomes

the most problematic problem. It is because English has different phonology

compared to Indonesia. In learning further about English especially for English

Letters students, they also learn and read some literary works which consist of

archaic words. As Indonesian speakers, they are not familiar at all about archaic

words because archaic words are not used anymore nowadays. To pronounce some

archaic words are challenging for English Letters students. In this research, the

writer asked several English Letters students to pronounce some archaic words in

Shakespeare’s poems.

There are two problems formulated. The first was to discover students’

pronunciation of archaic words. The second was to discuss the phonological

processes found in their pronunciation.

The writer used a sampling method (purposive) to collect the data. Twenty

English Letters students from batch 2015 and 2018 were asked to pronounce the

archaic words. The writer used 13 archaic words in this research. The words were

taken from Shakespeare’s poems. In total there were 260 data in this study.

Furthermore, the writer used the phonological approach to answer the problem

formulation.

The result was 109 times of mispronunciations and 21 times correct

pronunciations of ten English Letters students from batch 2015 were found. On the

other hand, 105 mispronunciations and 25 correct pronunciations of ten English

Letters students from batch 2018 were found in this research. Furthermore, there

were four phonological processes found in the analysis. Those are vowel change,

consonant change, segment deletion, and segment addition. The main reason for

phonological processes occurred in students’ pronunciations because the

Indonesian phonological system influenced students’ pronunciations of the English

words.

Keywords: pronunciation, archaic word, phonology, non-native English speaker


xiv

ABSTRAK

TRIWULANDARI, STEFANY NI NYOMAN RAHAYU. (2019).

PRONUNCIATION OF ARCHAIC ENGLISH WORDS IN WILLIAM

SHAKESPEARE’S POEMS BY ENGLISH LETTERS STUDENTS OF

SANATA DHARMA UNIVERSITY. Yogyakarta: Program Studi Sastra Inggris,

Fakultas Sastra, Universitas Sanata Dharma.

Bahasa Inggris merupakan bahasa yang paling banyak digunakan di dunia

dan berperan sebagai lingua franca. Bahasa Inggris merupakan bahasa yang

dianggap penting. Maka dari itu, banyak orang mempelajari bahasa Inggris dan

beberapa dari mereka mengambil program studi Sastra Inggris. Dalam mempelajari

bahasa Inggris, khususnya orang Indonesia yang tidak berbahasa Inggris secara

aktif, pelafalan kosa kata merupakan masalah terbesar. Ini dikarenakan bahasa

Inggris mempunyai beberapa aturan yang berbeda dengan bahasa Indonesia. Orang

Indonesia biasanya melafalkan kosa kata bahasa Inggris tanpa memikirkan aturan-

aturan bahasa Inggris. Dalam memperlajari bahasa Inggris, khususnya untuk

mahasiswa/i sastra Inggris, mereka juga akan mempelajari dan membaca karya

sastra yang berisi kata-kata bahasa Inggris yang sudah tidak digunakan dalam

kehidupan sehari-hari. Melafalkan kata-kata bahasa Inggris kuno merupakan hal

yang menantang bagi mahasiswa/i sastra Inggris. Untuk membuktikannya, penulis

meminta beberapa mahasiswa/i sastra Inggris untuk melafalkan beberapa kata kuno

yang diambil dari beberapa puisi Shakespeare.

Penelitian ini memiliki dua rumusan masalah. Pertama adalah untuk

mengetahui pelafalan kosa kata bahasa Inggris kuno oleh mahasiswa/i. Kedua

adalah untuk membahas proses fonologi yang ditemukan dalam pelafalan

mahasiswa/i.

Peneliti menggunakan studi sampel untuk mengumpulkan data. Dua puluh

mahasiswa/i sastra Inggris angkatan 2015 dan 2018 diminta untuk melafalkan kosa

kata dalam bahasa Inggris kuno. Peneliti menggunakan 13 kosa kata bahasa Inggris

kuno. Kata-kata yang digunakan diambil dari puisi-puisi Shakespeare. Selanjutnya,

peneliti menggunakan pendekatan fonologi untuk menjawab rumusan masalah.

Hasilnya adalah 109 kali pelafalan yang salah dan 21 kali pelafalan yang

benar dilakukan oleh mahasiswa/i sastra Inggris angkatan 2015. Sebanyak 105 kali

pelafalan yang salah dan 25 pelafalan yang benar dilakukan oleh mahasiswa/i sastra

Inggris angkatan 2018. Selanjutnya, ada 4 proses fonologi ditemukan yaitu

perubahan bunyi vokal, perubahan bunyi konsonan, penghapusan segmen, dan

penambahan segmen. Alasan utama terjadinya proses fonologi tersebut karena

system fonologi Indonesia yang dimiliki oleh mahasiswa/i mempengaruhi pelafalan

kosa kata dalam bahasa Inggris.

Keywords: pronunciation, archaic word, phonology, non-native English speaker


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CHAPTER I

INTRODUCTION

A. Background of the Study

There are so many languages spoken in all countries around the world.

Those languages have different characteristics from one another. English is one of

the widely spoken languages in the world which is used as the lingua franca.

Since the Second World War, English has become the lingua franca (ELF)

of many domains, ranging from business to international politics to

academia, and the globalization fostered by the rise of internet and new

media has accentuated this development. (Rowley-Jolivet, 2017, p. 1)

English is used as the lingua franca for international communication purposes.

People from different countries learn and speak English to be able to communicate

with all people around the world. In Indonesia, English is also learned by

Indonesians.

Indonesian and English are examples of two different languages. Both are

contrastive languages because Indonesian and English have a different way to spell

and pronounce the words. In Indonesian culture, the words are pronounced as the

written version. On the other hand, English has a different way of pronunciation.

English words are not pronounced like the written version, but it is based on the

phonetic transcriptions in the dictionary. Pronunciation cannot be ignored (Levis,

2015). In learning English, pronunciation becomes an important matter because

how the speaker says or delivers the words would affect the audience’s

understanding.


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While English and Indonesian are contrastive, the position of English as

the lingua franca makes the most of Indonesians use it as their third language after

the local language and Indonesian language. Language is a system of spoken or

written symbols that can communicate ideas, emotions, and experiences (Al-Saadi,

2015, p. 34). Language has an important role, especially in communication. People

need language to communicate with other people. However, English as a lingua

franca is usually used to communicate with people from other nationalities who do

not understand Indonesian or locals’ languages of a certain country. In this context,

people who are not native speakers of English have the possibility to pronounce the

incorrect pronunciation of English words.

However, some Indonesians are still enthusiastic to learn English or take

English literature as their concern subject. In learning furthermore about English

literature, people should have basic knowledge about the English language. It is

because English literature is tightly related to literary works such as poems, short

stories, novels, movie script, and etc. Our knowledge of the English language would

help us in the process of learning. In this study, the writer would use poems to be

analyzed.

Poem is any kind of verbal or written language that is structured

rhythmically and is meant to tell a story or express any kind of emotion,

idea, or state of being. Poetry is used to achieve this artistic expression in

several ways. (Ollila & Jantas, 2006, p. 1)

A poem is unique because it usually carries implicit meanings. The author plays

with some words to create a good poem. We should pay more attention to

understand what the author delivers through the poem.


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In this study, the writer would use the poems by William Shakespeare. One

of the reasons to choose Shakespeare is that he is one of the major poets. He gave

us uniquely vivid ways to express hope and despair, sorrow and rage, love and lust

(Anderson, 2014). During his life, he made some great works that made him famous.

Jovanović stated in his scientific journal that Shakespeare was a master of words

(2006). He is a brilliant writer whose name still remembered until nowadays

because of his works in the previous time.

…no writer’s living reputation can compare to that of Shakespeare, whose

plays, written in the late 16th and early 17th centuries for a small repertory

theatre, are now performed and read more often and in more countries than

ever before. (Spencer, Bevington, & Brown, 2018, p. 1)

Shakespeare is one of the major authors in literature and his literary works are still

studied in some schools. Shakespeare is a genius person in using and applying

words in his works. He uses some archaic words which do not use anymore in this

present time. However, some of his literary works are still survived and studied by

the people. It is the reason why the writer chose William Shakespeare. He was the

major author during his time and his literary works were still read and learned by

some people.

People nowadays are familiar with Shakespeare, but they are usually

unfamiliar with some archaic English words in Shakespeare’s poems. It is because

those words are no longer used in today’s communication. Indonesians people who

do not learn about the history of the English language might not know the existence

of the archaic English words in some literary works. When people who have less

knowledge about the English language find or read archaic English words in a


https://www.britannica.com/art/repertory-theatre

https://www.britannica.com/art/repertory-theatre

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sentence or paragraph, they would think those words are not written in English.

This condition could lead people to mispronounce those words.

In this study, the writer would analyze how archaic English words are

pronounced by English Letters students of Sanata Dharma University. The students’

knowledge about archaic English words and experience of pronunciations are quite

important in this study. This would affect the way they pronounce the archaic

English words which are shown in literary works of an earlier time. Algeo states

that the benefit of learning the history of English is that it can help people to

understand the literature in the past time (2010, p.17). The students who have taken

the history of English might familiar with archaic words in the old literary works

like in Shakespeare’s poems. This study helps Indonesian native speakers to know

some of the mispronunciations when pronouncing English words especially the

archaic English words.

B. Problem Formulation

Based on the above, the problems of this study are formulated as follows:

1. How do the English Letters students pronounce archaic English words in

William Shakespeare’s poems?

2. What phonological processes appear in their pronunciation?

C. Objectives of the Study

There are two objectives of the study based on the problem formulation

above. The first is the writer aims to know the pronunciations of archaic words in


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William Shakespeare’s poems by English Letters students. The students are asked

to read the poems loudly and the writer would record it for further analysis.

The second is the writer would analyze the phonological processes that

appear in students’ pronunciations. The recordings of their pronunciations would

be transcribed into phonetic transcriptions before the writer analyze the

phonological processes. The writer only uses the mispronunciations of the students

to see the phonological processes that happen on their pronunciations. Those

mispronunciations would be categorized into groups based on the phonological

processes like deletion, assimilation, insertion, metathesis, and some others.

D. Definition of Terms

This study would use three terms. They are pronunciation, archaic English

words, and poem. The first term is pronunciation. Pronunciation is an important

matter in communication. However, if people mispronounce some words, others

would not understand what he or she said. There is no single pronunciation of

English sounds, which vary greatly from one dialect to another (Algeo, 2010, p.

24). The way people pronounce English sounds is different depending on the dialect

from the place they are coming from.

The second is archaic English words. Archaic English words are the

obsolete English vocabularies that are not used anymore in the present time as the

purpose of communication. Wisner in her doctoral dissertation said that the term of

archaism is not only to highlight the text itself however it imitates the textual


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conventions to realize the historical literature (2010, p. 4). The archaic words could

be found in the earlier literary works.

The third is the poem. Poems are literary works that usually carry implicit

meanings. Those meanings in the poems are written to communicate to us (Madden,

2002, p. 60). Poems seem like the tools to express ideas, thoughts, and feelings of

the authors. The authors used some words to make a good poem to communicate

their feelings to the readers.


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CHAPTER II

REVIEW OF LITERATURE

This chapter is divided into three parts. The first part is the review of

related studies. It discusses the previous studies which have been done by other

researchers and have a close relation to this study. The second part is the review of

related theories. It discusses the theories which are used in this study. The third part

is the theoretical framework. This part elaborates the contributions of the theories

which are used in this research.

A. Review of Related Studies

In this part, there are four studies related to this study which are used by

the writer. These four related studies have been selected as the references in this

study and have a close relation with this study.

The first related study is a journal article entitled The Pronunciation of

English Fricatives in the Speech by a Non-Native Speaker by Utama, Indrawati, and

Udayana (2018). It discusses the pronunciation of English fricative sounds which

is delivered by I Made Mangku Pastika, the governor of Bali. The similarity of this

journal is about analyzing the English words are pronounced by a non-native

speaker. However, there are also differences between the journal and this study.

The journal uses the speech video by I Made Mangku Pastika as the source of data,

while this study uses the recording of some English Letters students’ pronunciation

as the source of data to be analyzed furthermore.


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The second is a journal article entitled English Pronunciation Errors Made

by Saudi Students by Ababneh (2018). This journal article discusses English

pronunciation errors made by two groups of native Saudi Arab speakers. The Arabic

students made vowel insertion and confusion, orthography, stress, intonation, errors

while pronouncing English words.

The third related study is an undergraduate thesis by Ayumi entitled The

Pronunciations of English Words Containing Silent Letter “G” by The Elementary

and Advance Level Students of English Made Easy (EME) English Course (2018).

She explained in her study that Indonesia and English have different phonology.

Indonesian words do not have silent letters, but English words have silent letters.

This condition affects Indonesians who still pronounce silent letters when

pronouncing English words because of their knowledge of Indonesian phonology.

Her study and this study have similarities which are about analyzing the

pronunciation of non-native English speakers and analyzing the phonological

processes. In her study, she analyzes and distinguishes how elementary and advance

level students pronounce English words containing the silent letter “g”. She

analyzes the pronunciation from different level groups of students. In this study, the

writer also compares the mispronunciations between two groups which are the

beginner and advanced groups.

The fourth is an undergraduate thesis by Anindita (2017) from Sanata

Dharma University entitled English Mispronunciation Produced by Radio Masdha

Announcers. The similarity is about analyzing mispronunciation by students from

Sanata Dharma University. In her study, the participants are the announcers of


9

Radio Masdha excluding English Letters students. However, in this study, the

participants are English Letters students. In her thesis conclusion, the

mispronunciation happens because English sounds do not appear in Indonesian

sound inventories and the announcers bring the Indonesian rule in delivering

English news.

To contrast, this study focusses on analyzing the mispronunciations of

some archaic English words in William Shakespeare’s poems. This study focusses

on archaic English words that are obsolete. This research is aimed to develop the

previous studies in mispronunciation.

B. Review of Related Theories

In this part, the theories which are used to analyze the problem formulation

are discussed. Based on problem formulation, the focus of this study is to analyze

the mispronunciation of archaic English words. There are four theories are used to

answer the questions in the problem formulation. Those theories are English

phonology, Indonesian phonology, phonological process, and archaism.

1. English Phonology

English Phonology is a study about the sound structure in the English

language. The English language is special because every word have their ways of

pronunciations.

Phonology is the study of sound structure in language, which is different

from the study of sentence structure (syntax) or word structure

(morphology), or how languages change over time (historical linguistics).

(Odden, 2005, p. 2)


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Phonology is a study that does not the same from syntax, morphology, or historical

linguistics. English phonology has a special rule than other languages. English has

its way of pronouncing words and those pronunciations are based on IPA

(International Phonetic Alphabet) that we can find in the dictionary. English has its

own rule in pronunciation. Phonology, it is said, is an abstract cognitive system

dealing with rules in a mental grammar: principles of subconscious “thought” as

they relate to language sound (Odden, 2005, p. 2). The language sound that people

make is always related to the phonology of their mother tongue. Unconsciously,

when people talk, they use their phonological system in their minds to process the

words that they read into the sound.

In English Phonology, the English consonants are divided into two

classifications. The two classifications are the place of articulation and the manner

of articulation. Both classifications can differ and they have their characteristics in

categorized the English consonants into the small groups based on their place and

manner of articulation.

Place of articulation is the process of articulating the consonants sounds

based on the place of articulation. Based on McMahon on his book stated that place

of articulation is divided into eight categories such as bilabial, labiodental, dental,

alveolar, post-alveolar, palatal, velar, and glottal (2002, p.30). Those categories are

very different from one another. The location of the active and passive articulators

determines the place of articulation for a consonant (McMahon, 2002, p. 30). Those

eight categories of the place of articulation have a different locations of articulators


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to articulate certain consonants. People can notice the differences when they

produce sounds in the right way.

The first is bilabial. Bilabial is using the bottom lip as the active articulator

and the top lip as the passive articulator (McMahon, 2002, p. 31). For a bilabial

sound, it only uses two parts of the lips to articulate bilabial consonants. The English

consonants which are included into bilabial such as [p], [b], [m], and [w].

The second is labiodental. For labio-dental sounds, the active articulator is

again the bottom lip, but this time it moves up to the top front teeth (McMahon,

2002, p. 31). In labiodental, the sounds are produced when the bottom lip touches

the front teeth. At this place of articulation, labiodental produces two English

consonants such as [f] and [v].

The third is dental. For the two dental fricatives, it follows that the passive

articulator is the top front teeth; the active articulator is the tip of the tongue

(McMahon, 2002, p. 31). In dental, the consonants sounds are produced when the

tip of the tongue touches the top front teeth. That condition results in the English

consonants such as [θ] and [ð].

The fourth is alveolar. Alveolar sounds are produced by the tip or blade of

the tongue moving up towards the alveolar ridge, the bony protrusion you can feel

if you curl your tongue back just behind your top front teeth (McMahon, 2002, p.

32). It occurs when the tongue touches the alveolar ridge. The alveolar consonants

are [t], [d], [n], [s], [z], [r], and [l].

The fifth is post-alveolar. If you move your tongue tip back behind the

alveolar ridge, you will feel the hard palate, which then, moving further back again,


12

becomes the soft palate, or velum (McMahon, 2002, p. 31). The English consonants

which are included in post-alveolar are [ʃ], [tʃ], [ʒ], and [ʤ].

The sixth is palatal. Palatals are produced by the front of the tongue, which

moves up towards the hard palate (McMahon, 2002, p. 32). The English palatal

consonant is [j]. It is produced as we say the word “yes”.

The seventh is velar. For velar sounds, the active articulator is the back of

the tongue, and the passive articulator is the velum, or soft palate (McMahon, 2002,

p. 33). The English velar consonants are [k], [g], [ŋ], and [x].

The eight is glottal. McMahon stated that in glottal, the articulators are the

vocal folds, which constitute a place of articulation as well as having a crucial role

in voicing (2002, p.33). It also does not involve tongue to articulate the consonant.

The English glottal consonant is /h/.

The second classification is the manner of articulation. Manner of

articulation refers to how a consonant at a certain place of articulation is produced,

indicating how airflow is controlled (Odden, 2005, p. 27). In this case, it includes

the place of articulation to indicate the airflow. How close the active and passive

articulators get, determines the manner of articulation (McMahon, 2002, p. 28).

There are six categories of English consonants for the manner of articulation. Those

six categories are stops, fricatives, affricates, nasals, liquids, and glides. The six

categories would be explained in the table. The table is showing the English

consonants based on the place of articulation, manner of articulation and the voicing

sounds of English consonants.


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Table 1. International Phonetic Alphabet (IPA)

for English Consonants (Yule, 2006, p.34)

Bilabial Labiodental Dental Alveolar Palatal Velar Glottal

-v +v -v +v -v +v -v +v -v +v -v +v -v +v

Stops p b t d k g

Fricatives f v θ ð s z ʃ ʒ

Affricates tʃ ʤ

Nasals m n ŋ

Liquids l, r

Glides w j h

Based on table 1, the top row is the place of articulation, the row for two

symbols –v and +v which indicates the sounds are voiced or voiceless, the column

for the manner of articulation on the left column, and the rest is the placement of

consonants based on their position in place of articulation, manner of articulation

and voiced or voiceless sounds. The symbol of –v means voiceless sound and +v

means voiced sound. The table makes us easier to see the classifications of the

English consonants based on the place of articulation, the manner of articulation,

and also the voicing sounds.

For the stops sounds, there are voiced stops and voiceless stops. The voiced

stops sounds are [b], [d], and [g], while the voiceless stops sounds are [p], [t], and

[k]. The fricatives sounds also divided into two categories such as voiced and

voiceless sounds. The voiced fricatives sounds are [v], [ð], [z], and [ʒ], while the

voiceless fricatives sounds are [f], [θ], [s], and [ʃ].

The Affricates sounds only have 2 consonants sounds which are divided

into voiced and voiceless sounds. The first sound is [tʃ] which is voiceless affricates

sound. The second sound is [ʤ] which is voiced affricates sound.


14

For nasals, there are only voiced nasals sounds. There is no voiceless nasal

sound in the manner of articulation. The voiced nasal sounds are [m], [n], and [ŋ].

It is the same as nasals, there is only voiced liquids sounds. The voiced liquid

sounds are [l] and [r]. The special thing for this consonant is both consonants are in

the same place of articulation which is alveolar. The last is glides. There are voiced

and voiceless glides sounds. The voiced glides sounds are [w] and [j], while the

voiceless glides sound is only /h/.

Furthermore, English phonology also has some vowels. We need vowels

to create a meaningful word. The English language has more vowels than the

Indonesian language. Vowel sounds may be specified in terms of the position of the

highest point of the tongue and the position of the lips (Ladefoged, 1993, p. 12).

The position of the articulators affects the sounds of the vowels.

In pronouncing vowels, some factors affect the sound of the vowels.

Ladefoged states in his book that there are three factors described vowels which are

the height of the body of the tongue, the front-back position of the tongue, and the

degree of lip rounding (1993, p. 13). Those three factors are important to be

understood.

The first factor is the height of the body of the tongue. There are three

heights of the tongue which are high, mid, and low. The second factor is the front-

back position of the tongue. Based on this, vowels are classified into two parts such

as front vowels and back vowels. Ladefoged states in his book that front vowels

happen when the highest point of the tongue is in front of the mouth (1993, p. 12).

The vowels that include into front vowels are [i], [æ], [ɪ], and [e], and [ɛ]. The vowel


15

[i] is categorized as a high front vowel, the vowel [æ] is a low front vowel, the

vowel [ɪ] is a mid-high front vowel, the vowel [e] is a mid-front vowel, and the

vowel [ɛ] is a mid-low front vowel. On the other hand, Ladefoged states in his book

that back vowels happen when the position of the tongue is close to the upper or

back surface of the vocal tract (1993, p. 13). There are five categories which are

high back vowel [u], low back vowel [ɒ], mid-high back vowel [ʊ], mid back vowel

[o], and mid-low back vowel [ɔ]. Instead of front and back vowels, there are also

central vowels which are mid-low center vowel [ʌ], mid central vowel [ə], and low

center vowel [a]. The third factor is the lip rounding. Ladefoged stated that lip

rounding is the movement that occurs because of the lowering and raising of the

jaw (1993, p.13). Based on this movement, vowels are described as rounded and

unrounded. The vowels which are included as rounded are [u], [ʊ], [o], and [ɔ]. The

vowels which are included as unrounded are [i], [ɪ], [e], [ɛ], [æ], and [ʌ]. For the

vowel /ə/ is special because it isn’t categorized as rounded nor unrounded because

it is categorized as a reduced vowel.

Vowels also are divided into a group of the tense or lax vowel. Ladefoged

states that the lax vowel is shorter, lower, and slightly more centralized than the

corresponding tense vowel (1993, p.86). People pronounce the tense vowel in a

longer duration, while people pronounce the lax vowel in a shorter duration. Vowels

that are included into tense vowels are [i], [u], [ɔ], [e], [a], [o], and [ɑ]. On the other

hand, vowels that are included in lax vowels are [ɪ], [ʊ], [ʌ], [æ], [ɛ], and [ɒ].

Instead of a single sound vowel, there are also diphthongs. Ladefoged

states in his book that diphthongs are the movements from one vowel to another


16

within a single syllable (1993, p.30). Diphthongs can be said as a combination of

two vowels. There are seven diphthongs in English language which are [eɪ], [aɪ],

[ɔɪ], [əʊ], [aʊ], [ɪə], and [eə].

2. Indonesian Phonology

Indonesian Phonology is a study about the sound structure in the

Indonesian language. This theory is used because the participants are Indonesians.

Indonesian phonological rule shows that the words are pronounced the same as how

those are written. There is no changing sound from the written version with the oral

version. Andi-Pallawa and Alam said in their journal article that the group of sounds

that do not exist in Indonesian sound system are / æ, ʌ, ɜ, v, θ, ð / (2013, p. 128).

Indonesian phonology has two parts of sound systems which would be discussed.

They are Indonesian consonants and Indonesian vowels.

Indonesian consonants are more likely English consonants. Dardjowidjojo

states that the mechanism of Indonesian sounds’ production is the same as English

(2009, p. 36). However, Indonesian only does not have some consonants sounds

like that in English. Consonants are produced by considering the point of

articulation, the manner of articulation, and the vocal fold vibration (Dardjowidjojo,

2009, p. 36). The writer would analyze Indonesian consonants furthermore.

The first consonant is Indonesian bilabial stops. There are two consonant

sounds in bilabial stops which are [p] like in the word pola “pattern” and [b] like in

the word bola “ball”. Both consonants are produced by having the upper and lower


17

lips in contact and the nasal passage closed by the velum (Dardjowidjojo, 2009, p.

37). The consonant sound [p] is voiceless while the consonant sound [d] is voiced.

The second is the Indonesian alveolar stops. There are two consonants

sounds which are [t] like in the word tiga “three” and [d] like in the word dua “two”.

Both consonants sounds are produced by having the tongue tip touch the back part

of the upper teeth (Dardjowidjojo, 2009, p. 38). The consonant sound [t] is

voiceless, while the consonant sound [d] is voiced.

The third is the Indonesian velar stops. There are two consonants sounds

which are [k] like in the word kartu “card” and [g] like in the word garam “salt”.

Both consonants are produced by having the back of the tongue touching the velum

(Dardjowidjojo, 2009, p. 39). The one that makes them different is the vocal folds

vibrate. The consonant sound [k] is voiceless, while the consonant sound [g] is

voiced.

The fourth is the Indonesian fricatives. There are six consonant sounds

which are [f], [s], [z], [ʃ], [x], and [h]. The Indonesian fricative [f] can be found in

the word filem “film”. It is produced by having the lower lip touch the tips of the

upper teeth, with the vocal folds not vibrating, and the velum closing the nasal

cavity (Dardjowidjojo, 2009, p. 40). Sometimes, Indonesian people spelled the

consonant sound [f] as [p]. The consonant sound [f] is voiceless. In Indonesia, the

letter “v” is also found, but it is pronounced as [f] or [p] (Dardjowidjojo, 2009, p.

41). For example the letter “v” is in the word variasi “variation”.

The Indonesian fricative [s] is found in the word surat “letter” or pasir

“sand”. This sound is produced by putting the blade of the tongue on the alveolar


18

ridge and the velum closing the nasal cavity (Dardjowidjojo, 2009, p. 41). This

sound is categorized as a voiceless sound. The spelling of [s] sound is consistent.

The Indonesian fricative [z] is found in the word zaman “period”. This

sound is produced almost the same as the production of the sound [s], but in

producing the sound [z] the vocal fold is vibrating. This sound is voiced.

Dardjowidjojo states that many people pronounce the sound [z] like [s] or [ʤ]

(2009, p.41). The changed of the consonant sound can be seen in the word zaman

to be jaman, and zamrut to be jamrut.

The Indonesian fricative [x] can be found in the word khabar “news”. It is

produced by having the back of the tongue move close to the velum but without

touching it (Dardjowidjojo, 2009, p. 42). When people pronounce this sound, the

vocal folds do not vibrate. It means this sound is voiceless. Other words which have

the sound [x] which is spelled in letter “kh” are khusus “special” and akhir “last”.

The last Indonesian fricative sound is [h]. It is produced by having the air

from the lungs pass through the vocal folds and continue through the mouth without

being impeded (Dardjowidjojo, 2009, p. 42). The sound [h] can be found in the

word hujan “rain”, susah “difficult, basah “wet”, pohon “tree”, and hijau “green”.

The fifth is Indonesian affricates [tʃ] and [ʤ]. The Indonesian affricate

sound [tʃ] is found in the word cari “look for”, and cinta “love”. It is made by

having the blade of the tongue touch the alveopalatal area while the velum closing

the nasal passage (Dardjowidjojo, 2009, p. 43). This sound is categorized as a

voiceless sound. The sound [ʤ] is produced the same as the sound [tʃ], but the

sound [ʤ] is voiced sound. Compared to the English /ʤ/, Indonesian [ʤ] is


19

produced with less lip protrusion and less vocal fold vibration (Dardjowidjojo,

2009, p. 44). The sound [ʤ] can be found in the word jika “if”, jatuh “fall”, baja

“steel”, and baju “clothes”.

The sixth is Indonesian nasals sound. There are four sounds which are [m],

[n], [ṅ], and [ŋ]. All of these sounds are found in English except [ṅ]. All of the

nasals sounds are voiced. The Indonesian nasal [m] in mari “let’s” is produced by

having the upper and lower lips in contact (Dardjowidjojo, 2009, p. 45). The sound

[m] has the consistent sound wherever it takes place, for examples are in the words

macan “tiger”, kamus “dictionary”, and rekam “to record”. Next is the Indonesian

nasal [n]. It is produced by putting the tip of the tongue on the alveolar ridge

(Dardjowidjojo, 2009, p. 45). It also has the consistent spelling with “n”. The sound

[n] can be found in the word nama “name”, minum “drink”, kanan “right”, and

pesan “message”.

Furthermore, Indonesia has a special sound which is [ṅ] as in the word

nyuci “to wash”. This sound is produced by having the front part of the tongue touch

the palate blocking the airstream from the lungs (Dardjowidjojo, 2009, p. 45). This

sound is producing of the combination of [n] and [y]. This sound is called a palatal

nasal. The last nasal sound is velar nasal [ŋ]. This sound is made by the back of the

tongue touching the velum (Dardjowidjojo, 2009, p. 46). This sound can be found

in the word ngopi “drink a coffee”, nangis “cry”, bilang “to say”, and barang

“things”. When the position of the sound [ŋ] is in front of the word, it will be

difficult for English speakers to pronounce it. The word ngopi would be pronounced

as [nɔpi].


20

The seventh is the Indonesian lateral sound [l]. It is produced by putting

the tip of the tongue on the alveolar ridge while the velum closing the nasal cavity

(Dardjowidjojo, 2009, p. 46). The vocal folds are vibrating in pronouncing this

lateral sound. This sound is always spelled with the letter “l”. The words which

have the sound [l] are langit “sky”, kalau “if”, and ramal “to predict”.

The eighth is the Indonesian flapped sound [r]. It is produced by having

the tip of the tongue touch the alveolar ridge many times (Dardjowidjojo, 2009, p.

47). When pronouncing this sound, the vocal folds are vibrating. This sound can be

found in the words rumah “house”, merah “red”, and lapar “hungry”.

The ninth is the Indonesian approximants. There are two sounds which are

[w] and [y]. The Indonesian sounds [w] as in waris “heir” and [y] as in sayang

“dear” are often referred to as semi-vowels or approximants (Dardjowidjojo, 2009,

p. 48). It happens because their productions are just like the vowels. However, these

sound are functions as the consonants, not vowels. The sound [w] is produced by

the two lips being close to, but not touching each other and with some lip rounding

although less than that for the English /w/ (Dardjowidjojo, 2009, p. 48). The sound

[w] can be found in other words which are waktu “time”, and sewa “rent”. On the

other hand, the sound [j] is produced by the middle of the tongue raised high toward

the palate but without touching it (Dardjowidjojo, 2009, p. 48). The sound [y] can

be found in other words which are yakin “sure”, and kayu “wood”. Here the table

of Indonesian consonants.


21

Table 2. The Indonesian Consonants

(Dardjowidjojo, 2009, p.50)

Bilabial Labio-

dental

Alveo-

lar

Alveo-

palatal Palatal Velar Glottal

Stops p

b

t

d

k g

Fricatives f s

z ʃ x h

Affricates tʃ

ʤ

Nasals m n ṅ ŋ

Lateral l

Flap r

Approx-

imants w y

From table 2, we can see the lists of Indonesians consonants and there were some

consonants in English that do not appear in Indonesian consonants.

Furthermore, the writer explains about Indonesian vowels. Indonesian

vowels are not much if we compare with English vowels. Dardjowidjojo stated in

his book that Indonesia belongs to eight vowel system and those vowels are /i/, /ɪ/,

/ɛ/, /ɔ/, /u/, /o/, /a/, and /ə/ (2009, p. 50). The number of Indonesian vowels is less

than English vowels.

The vowel [i] is a high front vowel. This vowel sound is used when we

pronounce the word bintang “star”. The vowel [ɪ] as in the word kambing “goat” is

a mid-front vowel. The vowel [ɛ] as in the word repot “busy” is a low front vowel.

The vowel [u] as in the word bumi “earth” is a high back vowel. The vowel [o] as

in the first syllable of the word toko “shop” is a mid-back vowel. The vowel [ɔ] as

in the second syllable of the word rokok “cigarette” is a low back vowel. The vowel


22

[ə] as in the first syllable of the word besar “big” is a mid-central vowel. The vowel

[a] as in the second syllable of the word benar “right” is a low central vowel.

3. Phonological Process

The phonological process is used to help the writer to analyze and answer

the second problem formulation. In the phonological process, some rules would be

applying through this term.

Phonological systems are not made up of isolated and unrelated

phonological rules: there are usually significant interactions between

phonological processes. (Odden, 2005, p. 100)

The phonological processes help to see the relationship between the sounds that are

produced through the phonetic transcription. The phonological process helps to

describe the pronunciations. This term would help to describe the patterns of

students’ mispronunciations.

There are six phonological rules in the phonological process. The six rules

are assimilation rules, dissimilation rules, feature-changing rules, segment insertion

rules, segment deletion rules, and metathesis rules. However, there are two other

rules which would be used by the writer in this study. Those are consonant change

and vowel change. The phonological rules are part of a speaker’s knowledge of the

language (Fromkin, Rodman, & Hyams, 2010, p. 244). Based on that statement, the

pronunciations of students are affected by their knowledge. The phonetic

representation, derived by applying the phonological rules, includes all of the

linguistically relevant phonetic aspects of the sounds (Fromkin, Rodman, & Hyams,

2010, p. 244). Phonological rules take an important part in this research.


23

The first is the assimilation rule. Fromkin, Rodman, & Hyams stated that

assimilation rule is the rule that makes neighboring segments more similar by

duplicating the phonetic property (2010, p. 246). One of the examples of

assimilation rule is nasalized vowel. The vowel becomes nasalized before the nasal

consonant. It could be written in the notation below.

V [+nasal] / __ [+nasal] $

The form can be read as vowels become nasalized in the environment before nasal

segments within a syllable. Based on the notation, V stands for vowels. The arrow

represents the word become. The symbol of [+nasal] on the right arrow is the

phonetic change that occurs. The slash “/” is read as in the environment that shows

the phonological environment. The underscore “__” shows the relative position of

the changing sound in the environment. In this notation, the position is after the

slash which means before a nasal segment. The symbol of [+nasal] after the

underscore symbolizes the nasal segment that affects the changing of the vowel.

The last is the dollar symbol. The dollar symbol shows the boundary of the syllable

and makes sure that the environment does not cross over to the next syllable.

The second is the dissimilation rule. Based on the book entitled An

Introduction to Language, Fromkin, et al. present that dissimilation rule is a

condition where a segment becomes less similar to another segment (2010, p. 248).

This rule is the opposite of assimilation rule. In a certain condition, dissimilation

sometimes happens because it is easier to articulate dissimilar sounds. For example,

when people want to pronounce the words fifth and sixth. Those words are spelled

as fift and sikst. The last consonant sounds [fθ] and [sθ] are changed into [ft] and


24

[st]. This is called as a fricative dissimilation rule. This condition can be written in

the notation below.

[θ] [t] / ___ #

[+dental]C [+alveolar]C / __ #

The notation can be read as a dental consonant becomes the alveolar consonant in

the environment at the end of the word.

The third is the segment insertion rule. The process of inserting a

consonant or vowel is called epenthesis (Fromkin, Rodman, & Hyams, 2010, p.

250). The insertion rule is also called as epenthesis. The example of the insertion

rule is inserting vowel sound /ə/ which is a reduced vowel in the position before the

plural morpheme /z/. It usually happens when the noun ends in a sibilant. The

example of the nouns that apply insertion rule are bridges, ashes, and benches. In

writing the notation for the insertion rule, it is started by using the symbol Ø that

stands for “null”. The notation is written in the form below.

Ø ə / [+sibilant] __ [+sibilant]

The notation above is read as null becomes a schwa between two sibilants. Ø stands

for null. It means zero. The arrow represents the word become. The /ə/ is schwa as

the reduced vowel. The slash “/” is read as in the environment that shows the

phonological environment. The underscore “__” shows the relative position of the

changing sound in the environment. In this case, the position is between two

sibilants.

The fourth is the segment deletion rule. As the name is, the segment

deletion rule is the rule where the present sound is eliminated or deleted. Segment


25

deletion rules are commonly found in many languages and are far more prevalent

than segment insertion rules (Fromkin, Rodman, & Hyams, 2010, p. 251). It means

segment deletion rules commonly happen when people pronounce some English

words. People often delete the unstressed vowel or unstressed consonant in fast

speech. The example of segment deletion of the unstressed consonant is on the

statement He handed his hat. In pronouncing this statement, the unstressed

consonant /h/ is deleted. The phonetic transcription to be [i hændɪd ɪz hæt]. In this

case, the notation would be written as write below.

/h/ Ø / [-stress]

The notation is read as the phoneme /h/ becomes null in the environment unstressed

syllable. The segment deletion rule is also used to simplify the consonant cluster.

For example, when people say hand bag. To make the consonant cluster in those

words to be simple, people usually delete the phoneme /d/ between [n] and [b] to

be [hæn bæg].

The fifth is the metathesis rule. Phonological rules may also reorder

sequences of phonemes, in which case they are called metathesis rules (Fromkin,

Rodman, & Hyams, 2010, p. 253). In metathesis rules, the position of the phonemes

is changing to one another. It usually happens in speech errors. For example, when

people pronounce the words ask and introduce. For the word ask, the phonetic

transcription is /æsk/, but people usually pronounce it as [æks]. For the word

introduce, the phonetic transcription is /intrədjus/, but people usually pronounce it

as [intərdjus]. From this example, it shows that people usually reorder the position

of the phonemes in some words. This condition can be written in the notation.


26

[sk] [ks] / __ #

The notation can be read as the consonant sound [sk] becomes the consonant sound

[ks] in the environment at the end of the word.

The sixth is the feature-changing rule. The feature-changing rule is the rule

that changes the feature of the sounds. The assimilation and dissimilation are kinds

of feature-changing rule. In some cases, a feature already present is changed

(Fromkin, Rodman, & Hyams, 2010, p. 249). This statement shows that the feature

is changing from the feature already present into another feature. The example is

the /z/ plural morpheme. This morpheme has voicing value then it changes into

voiceless when it follows a voiceless sound. This condition can be written into

notation.

[z] [s] / __ #

[+voiced]C [-voiced]C / __ #

The notation can be read as a voiced consonant becomes voiceless consonant in the

environment at the end of the word.

Consonant change happens when the speaker changes the certain

consonant sound into another consonant sound while pronouncing a word. For the

example is the word wrought [rɔt]. The consonant sound [t] is changed into [ð].

This process of changing the sound is called as consonant change. This process can

be written in the notation.

[t] [ð]

[+alveolar, -voiced]C [+dental, +voiced]C

The notation can be read as the alveolar voiceless consonant becomes the dental

voiced consonant.


27

Vowel change happens when the speaker changes the certain vowel sound

into another vowel sound while pronouncing a word. For the example is the word

foreign [fɒrɪn]. The vowel sound [ɪ] is changed into the vowel sound [ə]. This

process is called a vowel change. This process can be written in the notation.

[ɪ] [ə]

[+high, +lax]V [+reduced]V / C__C

The notation can be read as the high lax vowel becomes a reduced vowel in the

environment between the consonants.

4. Archaism

Archaism is the term associated with an earlier time. It can be a word that

existed in the past, but it was no longer used in this present time. Archaism portrays

a social-historical experience in which text becomes the key signifier of historical

ideologies and modes of production (Wisner, 2010, p. 9). The using of archaic

words in some literary works can be identified as the works which were written for

a long time. Wisner also states in her doctoral dissertation that archaism is mostly

related to romance (2010, p. 23). Some writers in the past was likely to used archaic

words to express their feeling into the poems, novels, or other types of literary

works. For the example is Shakespeare whose poems are about love or romance.

The English words which are considered as archaic are the words that do

not use anymore in the present time for daily communication. The archaic words

are usually can be found in the literary works. The examples of archaic words are

thee, thy, thou, garth, nay, and some others. To know the words are archaic or not,

we can check the words in the English dictionary.


28

C. Theoretical Framework

The theories that are used in conducting this research have been elaborated

previously. Phonology is one of the theories used in this research. The theory of

phonology is categorized into two kinds such as English Phonology and Indonesian

Phonology.

English phonology is used to see the nature of English sounds which

become the data. This theory would help to answer the first problem formulation.

English phonology could help to analyze how the English Letters students as the

non-native speakers of English pronouncing English words.

Indonesian phonology is used as a comparison of English phonology. It is

an important theory because the participants are Indonesians. They are non-native

English speakers, but they learn and speak English in certain moments. The writer

analyzes the sound systems in Indonesian as the comparison with the sound systems

in English. This theory could help to find how the phonological system of different

language affects the people to pronounce the different language.

The theory of phonological process is used to describe the mistakes in

students’ pronunciations. The writer could see the process that happens in students’

pronunciations for further analysis. The phonological processes are including the

rules of assimilation, dissimilation, deletion, insertion, metathesis, feature-change,

vowel change, and consonant change.

The theory of archaism is used to help in analyzing the sounds of archaic

English words in Shakespeare’s poems. By knowing the theory of archaism, the


29

writer could know the English sounds which are still used or are not used anymore.

This theory explains that the archaic words were usually used in the previous

literary works.


30

CHAPTER III

METHODOLOGY

This chapter consists of three parts. The first part is the object of the study

which explains the object of the research such as the participants and the chosen

words. The second part is the approach of the study which explains the linguistic

approach used in this study. The third part is the method of the study which explains

the methods used in conducting the research. This part is divided into two which

are data collection and data analysis. Those parts explain how the data were

collected and analyzed.

A. Object of the Study

The objects of the study were the pronunciations of the English Letters

students from Sanata Dharma University. The participants were categorized as

Indonesian speakers or non-native English speakers. The students were from batch

2018 and 2015. The participants were not from the whole group. The writer asked

ten English Letters students from batch 2015 and ten English Letters students from

batch 2018. The total participants were twenty students. The English Letters

students from batch 2015 and 2018 are being the representatives of the whole

English Letters students.

The linguistic elements analyzed in this study were the sounds of the

words. The chosen words were the archaic English words from some of


31

Shakespeare’s poems which are “Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”.

There were some archaic English words found in those poems.

The writer chose the sounds of archaic English words to be analyzed

because the writer wants to see the ability of English Letters students in

pronouncing those words. Those chosen words were described on table 3. Most of

the people showed various pronunciations when pronouncing those chosen words.

It was because those words did not use in the common conversation nowadays.

Table 3. The Data of Archaic English Words

No Archaic Words Present English Pronunciation

1. doth do /dʌθ/

2. confounds overthrow /kənfaʊndz/

3. bereft bereave /bireft/

4. leese lose /liz/

5. thee you /ði/

6. thou you /ðaʊ/

7. hath have /hæθ/

8. thy your /ðaɪ/

9. hast have /hæst/

10. gazeth gaze /geɪzəθ/

11. amazeth amaze /ʌmazeθ/

12. wert be /wərt/

13. wrought work /rɔt/

Those words were used in this study because those words are archaic

English words and easily found in Shakespeare’s or other literary works which were

written in the past. Those words were mostly used by the past author like

Shakespeare in writing his literary works. For the word confound, it still could be

found in this present time. However, the word confound in this study was archaic.


32

B. Approach of the Study

The main purpose of this study was to find out the pronunciation that the

students do and analyze the phonological processes that happen in students’

mispronunciations. The writer used the phonological approach in this study. A

phonological analysis relies on an important idealization of language sound (Odden,

2005, p. 14). The phonological approach was used by the writer to describe the

sounds to be the data of the research in purpose to see the patterns of students’

pronunciation. Therefore, the reason for applying the phonological approach in this

research because it helps the writer to analyze the phonological processes. The

writer compared the English phonology and Indonesian phonology. It gave the best

answer for the second problem formulation.

C. Method of the Study

1. Data Collection

In this part, the writer explained how the data were collected. This study

is categorized as a sample study because it does not use the whole poem and the

participants are not from the whole group. Researchers neither have the time nor

the resources to analyze the entire population so they apply a sampling technique

to reduce the number of cases (Taherdoost, 2016). There are three of Shakespeare’s

poems used in this study: “Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”. The

writer chooses those three poems because those are major of Shakespeare’s great

works. There are so much researches which discuss “Sonnet V”, “Sonnet XVIII”,

and “Sonnet XX”. The writer chooses thirteen archaic English words from the three


33

poems. It is because those thirteen words were commonly used and found in the

literary works in previous times.

The participants are English Letters students from batch 2015 and 2018.

The writer wants to see both batches which are batch 2015 as the advance students

and batch 2018 as the beginner students in English Letters Department. There are

ten students from batch 2015 and there are also ten students from batch 2018. The

participants from batch 2015 are the writer’s classmates and the participants from

batch 2018 were the writer’s students in the grammar tutor class. The writer labeled

the participants who are English Letters students from batch 2015 as ESA 1

(English Student Advanced 1), ESA 2, ESA 3, ESA 4, ESA 5, ESA 6, ESA 7, ESA

8, ESA 9, and ESA 10. However, the participants who are English Letters students

batch 2018 as ESB 1 (English Student Beginner 1), ESB 2, ESB 3, ESB 4, ESB 5,

ESB 6, ESB 7, ESB 8, ESB 9, and ESB 10. The students from batch 2015 are

labeled as advanced students because they have studied longer in English Letters

Department than the students from batch 2018. The students from batch 2015 were

the last batch that got pronunciation class and learned the History of English

language. However, the students from batch 2018 did not get the pronunciations

class. The total participants included in this research are twenty participants. In this

study, there are two hundred and sixty data.


34

2. Data Analysis

In this part, the writer explained in brief how to analyze the data to answer

the problem formulation. Several steps were done to analyze the data. First, the

writer was looking for poems which contain archaic English words. The writer

found some archaic English words in William Shakespeare’s poems especially in

“Sonnet V”, “Sonnet XVIII”, and “Sonnet XX”. Some archaic English words which

are found and used in the three poems are doth, confounds, bereft, leese, thee, thou,

hath, thy, hast, gazeth, amazeth, wert, and wrought. The thirteen archaic words are

chosen by the writer after making sure that those words are no longer used in this

present time. Those 13 words are used in this study because those archaic words are

frequently appear in past literary works.

Second, the writer made a list of some lines which contained those archaic

English words. There are thirteen words that are used as the data. Third, the writer

transcribed those thirteen words of three poems into phonetic transcription. The

writer used Longman Pronunciation Dictionary to convert English text into

International Phonetic Alphabet (IPA) and for some words which could not find in

the dictionary, the writer searches the transcription based on the recordings of

Shakespeare’s poems which are done by the English native speaker. The writer used

the Longman Pronunciation Dictionary because this dictionary can be found in the

library.

Fourth, the writer made a questionnaire that would be filled and read by

the participants. The questionnaire is about the personal question about the

students’ background and it would give additional information in the writer’s


35

analysis. The questionnaire could be found in the appendix. Fifth, the writer was

asking about twenty students from English Letters Department to read poems. The

students are from two groups. The first group is the English Letters students batch

2015 and the second group is the English Letters students batch 2018. While the

students read the poem, the writer recorded it for further analysis. Sixth, the writer

listened carefully to the recording and transcribed the sounds into phonetic

transcription.

Seventh, the writer put the transcriptions into the columns for further

analysis. This column consists of students’ pronunciations. The writer would use

those pronunciations to analyze the phonological processes that appear in students’

pronunciations. To analyze the phonological processes, the writer compares the

students’ pronunciations with the pronunciations based on the Longman

Pronunciation Dictionary and some pronunciations videos on YouTube done by the

English native speaker.


36

CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This part is divided into two parts. The first part shows how the English

Letters students of Sanata Dharma University pronounce the selected archaic words

in William Shakespeare’s poems. The second part shows the analysis of

phonological processes that happen in students’ pronunciations.

A. The Students’ Pronunciations of Archaic Words in Shakespeare’s

Poems

In this part, the writer analyzes all patterns’ mispronunciations of the

students. This research focuses on archaic English words in Shakespeare’s poems.

Those words are out of students’ daily vocabularies. Some of them are not familiar

with the selected archaic English words. However, some might be familiar because

they have seen those words when they learn about the history of English language.

The sample group of students from batch 2015 has been taking History of English

Language subject. On the other hand, the sample group of students from batch 2018

has not been taking the History of English Language subject.

In this research, there are 13 archaic English words. Those unfamiliar

words are easily found in literary works at an earlier time. In this part, the writer is

showing the pronunciations that the students do. There are two groups of students.

The first is the group of students from batch 2015 and the second is the group of


37

students from batch 2018. This is the table of students’ pronunciations of archaic

words by English Letters.

Table 4. Students’ Pronunciation of Archaic Words

No Archaic

Words

Intended

Pronunciation

Students’ Incorrect

Pronunciation

Students’

Correct

Pronunciation

Batch 2015 Batch 2018 Batch

2015

Batch

2018

1. doth /dʌθ/ [dɔθ], [dɔt],

[ðoʊθ], [ðɔt],

[doʊθ], [ðɔθ]

[dɔθ], [dɔt] - -

2. confounds /kənfaʊndz/ [kənvaʊns],

[kɔnfaʊn],

[kɔnfoʊns],

[kɔnfaʊns],

[konfaʊn],

[kənfaʊns]

[kɔnfoʊns],

[kɔnfaʊns],

[kɔnfaʊnd],

[kənfaʊns]

- -

3. bereft /bireft/ [brɪreft],

[beref],

[bəref],

[brif], [berf],

[bɪref]

[bəreft],

[bɪref],

[beref],

[bəref],

[bref]

- -

4. leese /liz/ - - /liz/ /liz/

5. thee /ði/ [doʊ], [di],

[θi], [ti]

[θi], [ti],

[di]

/ði/ /ði/

6. thou /ðaʊ/ [ðoʊ], [θu],

[θoʊ], [doʊ],

[toʊ]

[θoʊ],

[ðoʊ], [toʊ],

[doʊ], [θu]

- -

7. hath /hæθ/ [hʌθ], [həd],

[hæd]

[hæd], [hed] /hæθ/ /hæθ/

8. thy /ðaɪ/ [daɪ], [teɪ],

[θaɪ], [joʊ],

[θi]

[θaɪ], [daɪ],

[deɪ], [dɪ],

[waɪ]

/ðaɪ/ -

9. hast /hæst/ [hʌst], [hæs],

[hʌs]

[hæs], [hʌs] - -

10. gazeth /geɪzəθ/ [geɪzt],

[geɪzed],

[gezet],

[geɪsd],

[geɪzd],

[geɪzəd],

[gezəd]

[gezəθ],

[gəzed],

[gezəd],

[geɪzd],

[gezet],

[geɪzəd],

[gʌzed]

- -


38

11. amazeth /ʌmazeθ/ [əmeɪz],

[əmeɪzd],

[əmeɪs],

[əmeɪzəd],

[əmezəd]

[əmezəθ],

[əmezəd],

[əmeɪzd],

[əməzet],

[əmezet]

- -

12. wert /wərt/ [wert], [wer],

[wər]

[wer],

[wert]

/wərt/ /wərt/

13. wrought /rɔt/ [rɔð], [wort],

[wot], [roʊt],

[roʊg],

[rʌʊd],

[roʊd]

[roʊd],

[rɔd], [roʊg]

/rɔt/ -

From table 4, the students from batch 2015 and 2018 do so many

mispronunciations. However, the students from batch 2015 show a more different

pattern in pronouncing those archaic words than the students from batch 2018. All

of the students from both batches pronounce correctly the word leese. The students

from both batches mispronounce the other twelve words from thirteen words. Their

pronunciations’ frequency is shown in the table below.

Table 5. Frequency of Students’ Pronunciation

No Archaic

Words

2015 2018

Correct Incorrect Correct Incorrect

1 doth 0 10 0 10

2 confounds 0 10 0 10

3 bereft 0 10 0 10

4 leese 10 0 10 0

5 thee 1 9 3 7

6 thou 0 10 0 10

7 hath 2 8 6 4

8 thy 1 9 0 10

9 hast 0 10 0 10

10 gazeth 0 10 0 10

11 amazeth 0 10 0 10

12 wert 6 4 6 4

13 wrought 1 9 0 10

Total 21 109 25 105


39

From table 5, we can compare the students from batch 2015 and 2018 by

looking at the total number of their pronunciations. All of the students from batch

2015 and 2018 are mispronouncing the word doth, confounds, bereft, thou, hast,

gazeth, and amazeth. It means no one of them does the correct pronunciation.

Whenever they mispronounce those words, some of them show the same pattern of

pronunciation. The variety of their mispronunciations is shown in table 4.

For the word doth, the pronunciation should be /dʌθ/. However, the

students from batch 2015 show six patterns of mispronunciations which are [dɔθ],

[dɔt], [ðoʊθ], [ðɔt], [doʊθ], and [ðɔθ]. Furthermore, the students from batch 2018

show two patterns of mispronunciations. The mispronunciations of students from

batch 2018 for the word doth are [dɔθ] and [dɔt].

For the word confound, the pronunciation should be /kənfaʊndz/. The

students from batch 2015 do some mispronunciations which are [kənvaʊns],

[kɔnfaʊn], [kɔnfoʊns], [kɔnfaʊns], [konfaʊn], [kənfaʊns]. Furthermore, the

students from batch 2018 show less patterns of mispronunciations. There are four

patterns of mispronunciations which are [kɔnfoʊns], [kɔnfaʊns], [kɔnfaʊnd], and

[kənfaʊns].

For the word bereft, the pronunciation should be /biˈreft/. The students

from batch 2015 mispronounce this word into six patterns of mispronunciations

which are [brɪreft], [beref], [bəref], [brif], [berf], and [bɪref]. Furthermore, the

students from batch 2018 mispronounce the word bereft into five patterns of

mispronunciations which are [bəreft], [bɪref], [beref], [bəref], and [bref].


40

For the word thou, the pronunciation should be [ðaʊ]. The students from

batch 2015 do some mispronunciation when they were asked to pronounce this

word. There are five patterns of their mispronunciations which are [ðoʊ], [θu],

[θoʊ], [doʊ], and [toʊ]. Furthermore, the students from batch 2018 also show the

fifth patterns of mispronunciations for the word thou. Their mispronunciations are

[θoʊ], [ðoʊ], [toʊ], [doʊ], and [θu]. All of these five patterns are the same as the

pattern mispronunciations by the group of students’ batch 2015. They show the

same five patterns’ mispronunciations.

For the word hast, the pronunciation should be [hæst]. The students from

batch 2015 show three patterns of mispronunciations. Their mispronunciations are

[hʌst], [hæs], and [hʌs]. Furthermore, the students from batch 2018 only show two

patterns of mispronunciations which are [hæs] and [hʌs]. For this word, the group

of students from batch 2015 shows more patterns of mispronunciation.

For the word gazeth, the pronunciation should be [geɪzəθ]. The students

from batch 2015 show seven patterns of mispronunciations which are [geɪzt],

[geɪzed], [gezet], [geɪsd], [geɪzd], [geɪzəd], and [gezəd]. Furthermore, the students

from batch 2018 also show seven patterns of mispronunciations which are [gezəθ],

[gəzed], [gezəd], [geɪzd], [gezet], [geɪzəd], and [gʌzed].

For the word amazeth, the pronunciation should be /ʌmazeθ/. The students

from batch 2015 mispronounce the word amazeth into six patterns of

mispronunciations which are [əmeɪz], [əmeɪzd], [əmeɪs], [əmeɪz], [əmeɪzəd], and

[əmezəd]. Furthermore, the students from batch 2018 show five pattern


41

mispronunciation. Their patterns of mispronunciations are [əmezəθ], [əmezəd],

[əmeɪzd], [əməzet], and [əmezet].

On the other hand, when the students are asked to pronounce thee, there

are some students pronounce correctly the word thee. The group of students from

batch 2015 shows one correct pronunciation and nine incorrect pronunciations.

Furthermore, the group of students from batch 2018 shows three correct

pronunciations and seven incorrect pronunciations. That means there is only one

student from batch 2015 and there are three students from batch 2018 pronounce

the correct pronunciation. And the rest of the students which are nine students from

2015 and seven students from 2018 do the mispronunciations. In total for two

groups, there are four students who have the right pronunciation and sixteen

students mispronounce thee.

For the word thee, the pronunciation should be /ði/. Some of the students

from batch 2015 mispronounce this word into four patterns of mispronunciations

which are [doʊ], [di], [θi], and [ti]. Furthermore, the students from batch 2018 also

mispronounce thee, but their mispronunciations’ patterns are less than students

from batch 2015. They show three patterns of mispronunciations which are [θi],

[ti], and [di]. These mispronunciations are the same as mispronunciations that

students from batch 2015 have done.

For the word hath, there are two correct pronunciations and eight

mispronunciations from students batch 2015. It means there are two people

pronounce correctly and eight people mispronounce the word hath. The condition

is different from the other group which is the students from batch 2018. There are


42

six correct pronunciations and four mispronunciations. It means there are six people

pronounce correctly and four people mispronounce the word hath. In this case, the

amount of mispronunciation is mostly done by the group of students from batch

2015.

The pronunciation of the word hath should be /hæθ/, but some of the

students mispronounce this word. The students from batch 2015 show three patterns

of mispronunciations which are [hʌθ], [həd], and [hæd]. Furthermore, the student

from batch 2018 shows two patterns of mispronunciations. Their mispronunciations

are [hæd] and [hed].

The frequency is very different when the students are asked to pronounce

the word thy and wrought. For the word thy, there are one correct pronunciation and

nine mispronunciations from students batch 2015. There is only one student

pronounce correctly thy and wrought and there are nine students mispronounce thy

and wrought. Furthermore, the frequency of mispronunciation from the students

from batch 2018 is ten. There is none of them pronounce thy and wrought correctly.

The whole group from 2018 which consists of ten students mispronounce the word

thy and wrought. In this case, almost all of students from both groups mispronounce

the word thy and wrought, except the only one student from 2015 pronounce both

words correctly.

The pronunciation of the word thy should be /ðaɪ/. The students from batch

2015 show five patterns of mispronunciations which are [daɪ], [teɪ], [θaɪ], [joʊ], and

[θi]. Furthermore, the students from batch 2018 also show five patterns of

mispronunciations which are [θaɪ], [daɪ], [deɪ], [dɪ], and [waɪ].


43

For the word wrought, the pronunciation should be [rɔt]. The students from

batch 2015 show seven patterns of mispronunciations. They are [rɔð], [wort], [wot],

[roʊt], [roʊg], [rʌʊd], and [roʊd]. It is different with the students from batch 2018.

They show fewer patterns of mispronunciations. They show three patterns of

mispronunciations which are [roʊd], [rɔd], and [roʊg].

The last is pronunciation for the word wert. Both groups show the same

amount of frequency for this word. Each group show six correct pronunciations and

four mispronunciations for the word wert. Based on the frequency, six students

pronounce correctly and four students mispronounce the word wert. The total

students from both groups who mispronounce the word wert are eight students and

there are twelve students with the correct pronunciation.

The pronunciation of the word wert should be /wərt/. The students from

batch 2015 show three patterns of mispronunciations. Their mispronunciation’s

patterns are [wert], [wer], and [wər]. Furthermore, the students from batch 2018

show two patterns of mispronunciations. Their mispronunciation’s patterns are

[wer] and [wert].

In total, there are thirteen words which are selected for both groups of

students to be pronounced. If we see the total frequency of their pronunciation, we

can see both groups’ abilities. The group of students’ batch 2015 do more

mispronunciation than the group of students batch 2018. 2015’s students show one

hundred and nine mispronunciations of thirteen words and 2018’s students show

one hundred and five mispronunciations. This condition shows that the experience

of studying History of Language and the length of studying English does not


44

determine the correct pronunciation of archaic words. There are twenty-one times

of correct pronunciations and one hundred and nine times of mispronunciations that

are done by 2015’s students. Furthermore, there are twenty-five times of correct

pronunciations and one hundred and five times of mispronunciations that are done

by 2018’s students.

From the questionnaire, all of the students from batch 2018 have not

learned about the History of English Language, phonetics, and pronunciations,

while most of the students from batch 2015 have learned all of it. From this study,

the writer finds that the students from both batches do not show the significance of

different abilities and they can be used to be the representatives of the whole English

Letters students.

B. The Phonological Processes in Students’ Pronunciations

In this second part, the writer analyzes the phonological process which

appears in students’ mispronunciation. The writer finds four types of phonological

process that happens in students’ pronunciation. The first is the vowel change. In

this phonological process, the writer finds most of the students change the vowels

in their pronunciation. The second is the consonant change. Instead of changing

vowel sounds, the students also change some consonants in their pronunciation. The

third is the segment deletion. In this part, the students delete some vowel and

consonant sounds in pronouncing some words. The forth is segment insertion. In

this last part, some of the students also insert an unnecessary consonant sound. To

make all of the phonological processes which are found in students’ pronunciations,


45

the writer will discuss each phonological process on the next subparts. The subparts

will be divided into four parts which are vowel change, consonant change, segment

deletion, and segment insertion.

1. Vowel Change

The first phonological process was the vowel change. It was one of the

phonological processes that occurred in students’ pronunciation. In this part, the

writer explained furthermore about the process of vowel change which occurred in

students’ pronunciations. Vowel change occurred when the student changed the

sound of some vowel in the selected words. In this study, the phonological process

that mostly occurred in students’ pronunciations was vowel change. Most of the

students changed the vowels when pronouncing the words. Mainly, the Indonesian

phonological system influenced the students to change some vowels in pronouncing

English words. The lists of the vowel change were written on the table below.


46

Table 6. The Vowel Change in Students’ Pronunciations

No Vowel Change Words

1. /ʌ/ [ɔ] doth

2. [ʌ], [i] [oʊ] doth, thee

3. [ʌ], [i], [e], [æ], [a] [ə] bereft, amazeth, hath

4. /ə/ [ɔ], [o], [e] confounds, gazeth, wert

5. /aʊ/ [oʊ] confounds, thou

6. /i/ [ɪ], [e] bereft

7. /e/ [i] bereft

8. /æ/ [ʌ] hath, hast

9. /æ/ [e] hath

10. /aɪ/ [eɪ], [oʊ] thy

11. /aɪ/ [i], [ɪ] thy

12. /eɪ/ [e], [ʌ] gazeth

13. /eɪ/ [ə] gazeth

14. /a/ [eɪ] amazeth

15. /a/ [e] amazeth

16. /ɔ/ [o] wrought

17. /ɔ/ [oʊ],[ʌʊ] wrought

There were seventeen vowel changes that happened in students’

pronunciations. The writer has categorized the vowel changes that occurred in

students’ pronunciations into eighteen notations based on their features. The writer

explained furthermore about each vowel change. First, the students changed the

vowel sound /ʌ/ into [ɔ]. This vowel change happened in the word “doth”. The

students’ pronunciations of changing the vowel sound /ʌ/ into [ɔ] were written

below.

ESA 1, ESA 2, ESA 7, ESB 1, ESB 2, ESB 4, ESB 5, ESB 6, ESB 7, ESB 10 :

/dʌθ/ [dɔθ]

ESA 3, ESA 5, ESA 8, ESB 3, ESB 8, ESB 9 : /dʌθ/ [dɔt]

ESA 6 : /dʌθ/ [ðɔt]

ESA 10 : /dʌθ/ [ðɔθ]

From the list of students’ pronunciations above, there were eighteen times

of vowel change. The eighteen students changed the vowel sound /ʌ/ into [ɔ] while

pronouncing the word “doth”. In Indonesian phonology, the letter “o” is


47

pronounced as [ɔ]. Therefore, the students as Indonesians tended to pronounce the

letter “o” in the word “doth” as [ɔ]. This condition happened because of the

influence of the Indonesian phonology. The vowel change of the sound /ʌ/ into [ɔ]

can be written in the notation. The notation was written below.

/ʌ/ [ɔ]

[+lax, -round]V [+tense, +round]V / C __ C

The notation was read as the lax unrounded vowel became the tense rounded vowel

in the environment between consonant.

Second, the students changed the vowel sounds [ʌ] and [i] into diphthong

sound [oʊ]. The diphthong is the long vowel sound made from the combination of

two vowel sounds. This vowel change happened in the word “doth” and “thee”. The

students’ pronunciations which contained the vowel change of the sounds [ʌ] and

[i] into diphthong sound [oʊ] were written below.

ESA 4 : /dʌθ/ [ðoʊθ]

ESA 9 : /dʌθ/ [doʊθ]

ESA 1 : /ði/ [doʊ]

From the students’ pronunciations above, there were three times of vowel

change which were done by ESA 4, ESA 9, and ESA 1. All of the students who

were changed the vowel were from batch 2015. For the word “doth”, ESA 4 and

ESA 9 changed the vowel sound /ʌ/ into diphthong sound [oʊ]. In English, the letter

“o” in some words was pronounced as [oʊ]. For the example was the word “so”

which was pronounced as [oʊ]. Based on the instrument for research, ESA 4 and

ESA 9 were not familiar with archaic words. This made them changed the vowel

sound /ʌ/ into diphthong sound [oʊ] like the vowel sound in the word “so”.


48

For the word “thee”, ESA 1 changed the vowel sound /i/ into diphthong

sound [oʊ]. The letters “ee” in English is pronounced as /i/. For example, the words

“see” and “pee” which had letters “ee” were pronounced as [si] and [pi]. In this

condition, ESA 1 was not aware of the letters “ee” in the word “thee” even ESA 1

knew about archaic English words. The changed of the vowel sounds [ʌ] and [i]

into diphthong sound [oʊ] can be written in the notation.

[ʌ], [i] [oʊ]

[-round]V [diphthong] / C __ C or __ #

The notation can be read as unrounded vowel became diphthong in the environment

between consonants or at the end of the word.

Third, the students changed the vowel sounds [ʌ], [i], [e], [æ], and [a] into

[ə]. These changed of the vowel happened in the words “bereft”, “amazeth”, and

“hath”. The students’ pronunciations which contained the vowel change of the

sounds [ʌ], [i], [e], [æ], and [a] into [ə] were written below.

ESA 3, ESA 8, ESA 9, ESB 4, ESB 6, ESB 8, ESB 10 : /biˈreft/ [bəref]

ESB 1 : /biˈreft/ [bəreft]

ESA 1, ESA 6, ESA 7 : /ʌmazeθ/ [əmeɪz]

ESA 2, ESA 3, ESA 4, ESA 8, ESB 4, ESB 7 : /ʌmazeθ/ [əmeɪzd]

ESA 5 : /ʌmazeθ/ [əmeɪs]

ESA 9 :/ʌmazeθ/[əmeɪzəd]

ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 :/ʌmazeθ/ [əmezəd]

ESB 1 :/ʌmazeθ/ [əmezəθ]

ESB 5 : /ʌmazeθ/ [əməzet]

ESB 9 : /ʌmazeθ/ [əmezet]



ESB 1 :/ʌmazeθ/ [əmezəθ]

ESA 2, ESA 3 : /hæθ/ [həd]

ESB 5 : /ʌmazeθ/ [əməzet]

From the list of students’ pronunciations above, there were thirty-nine

times of the vowel change. The letter “e” between the letters “b” and “r” in the word


49

“bereft” and the letter “e” in the word “amazeth” was pronounced as [ə] by eight

students. The letter “e” in “bereft” should be pronounced as [i] and the letter “e” in

“amazeth” should be pronounced as [e]. In Indonesia, the letter “e” can be

pronounced as [e] like in the word “elok” [elok] and pronounced as [ə] like in the

word “benar” [bənʌr]. The Indonesian phonology system affected the students to

pronounce the letter “e” as [ə] in the word “bereft” and “amazeth”. The letter “a”

between the letters “m” and “z” should be pronounced as /a/, the letter “a” at the

beginning of the word “amazeth” should be pronounced as /ʌ/ and the letter “a” in

the word “hath” should be pronounced as /æ/. However, the students pronounced

“a” to be [ə]. In English, the letter “a” is pronounced as [ə] like in the word “above”

[əbʌv]. In this condition, the students were not familiar with the words “amazeth”

and “hath”, but they familiar with the word “above”. It made the students to

pronounce the letter “a” into [ə] because they used their knowledge about the

pronunciation of the familiar word. The notation of this vowel change was written

below.

[ʌ], [i], [e], [æ], [a] [ə]

[-round]V [+reduce]V / C __ C or # __

The notation above was read as an unrounded vowel became reduce vowel in the

environment between consonants or at the beginning of the word.

Fourth, the student changed the vowel sound /ə/ into the vowel sounds [ɔ],

[o], [e]. This vowel change happened in the words “confounds”, “gazeth”, and

“wert”. The students’ pronunciations of this vowel change were provided by the

writer.


50

ESA 2 : /kənfaʊndz/ [kɔnfaʊn]

ESA 3, ESB 1, ESB 6, ESB 7, ESB 8, ESB 9 : /kənfaʊndz/ [kɔnfoʊns]

ESA 4, ESA 7, ESA 8, ESA 10, ESB 2, ESB 10 : /kənfaʊndz/ [kɔnfaʊns]

ESB 3 : /kənfaʊndz/ [kɔnfaʊnd]

ESA 5 : /kənfaʊndz/ [konfaʊn]

ESA 2, ESA 4 : /geɪzəθ/ [geɪzed]

ESA 3, ESB 5, ESB 9 : /geɪzəθ/ [gezet]

ESB 8 : /geɪzəθ/ [gʌzed]

ESA 3, ESA 6, ESB 5, ESB 6, ESB 10 : /wərt/ [wert]

ESA 5, ESB 3 : /wərt/ [wer]

From the list of students’ pronunciations above, the vowel /ə/ was

problematic for the students. There were twenty-eight times of vowel change. In

the words “confounds”, the letter “o” was pronounced as [ɔ] and [o]. In Indonesia,

the letter “o” is pronounced as [ɔ]. In the word “gazeth”, and “wert”, the letter “e”

was pronounced as [e]. In Indonesia, the letter “e” can be pronounced as /e/. To

conclude, the Indonesian phonology system affected students’ pronunciation. The

notation of this vowel change was written below.

/ə/ [ɔ], [o], [e]

[+reduce]V [+tense]V / C __ C

The notation can be read as a reduce vowel became tense vowel in the environment

between consonants.

Fifth, the students changed the diphthong sound /aʊ/ into /oʊ/. This change

happened in the words “confounds” and “thou”. The list of students’ pronunciations

who change the diphthong sound /aʊ/ into /oʊ/ were written below.


ESA 1, ESA 9, ESB 2, ESB 5, ESB 6 : /ðaʊ/ [ðoʊ]

ESA 3, ESB 1, ESB 4, ESB 10 : /ðaʊ/ [θoʊ]

ESA 4, ESA 5, ESA 6, ESA 7, ESB 7, ESB 8 : /ðaʊ/ [doʊ]

ESA 8, ESB 3 : /ðaʊ/ [toʊ]


51

Based on the lists above, the letters “ou” in the words “confounds” and “thou”

should be pronounced as /aʊ/. However, the students changed the diphthong sound

/aʊ/ into [oʊ]. This condition happened because the letters “ou” is pronounced as

[oʊ] in Indonesia. The Indonesian phonology system affected students’

pronunciation because the students pronounced the English word by applying the

Indonesian phonology system.

Sixth, the students changed the vowel sound /i/ into [ɪ] and [e]. This vowel

change happened in the word “bereft”. The lists of students’ pronunciations who

change the vowel sound /i/ into [ɪ] and [e] were written below.

ESA 1 : /biˈreft/ [brɪreft]

ESA 10, ESB 2, ESB 5, ESB 9 : /biˈreft/ [bɪref]

ESA 2, ESA 4, ESA 7, ESB 3 : /biˈreft/ [beref]

ESA 6 : /biˈreft/ [berf]

From the lists above, there were ten students who changed the vowel sound /i/ into

[ɪ] and [e] in the word “bereft”. In Indonesia, the letter “e” is pronounced as /e/ in

the word “elok”. From the lists, there were also some students pronounced the letter

“e” to be [ɪ]. In English, the alphabet “e” is pronounced as the tense vowel sound

[i], but in this research, the letter “e” was pronounced as the lax vowel sound [ɪ].

From this condition can be said that some students were affected by the Indonesian

phonology system while the others were not familiar with the word and not aware

of that. The notation of this vowel change above was written below.

/i/ [ɪ], [e]

[+high, +front]V [+mid-high, +front]V / C __ C

The notation can be read as the high front vowel became the mid-high front vowel

in the environment between consonants.


52

Seventh, the students changed the sound /e/ into [i]. This vowel change

also happened in the word “bereft”. The student’s pronunciation was provided

below.

ESA 5 : /biˈreft/ [brif]

From the pronunciation of ESA 5, ESA 5 pronounced the letter “e” as [i]. However,

the letter “e” should be pronounced as [e] in the word “bereft”. In English, the

alphabet “e” is pronounced as [i]. From this, ESA 5 tried to use the knowledge of

the pronunciation of the English alphabet in pronouncing the word “bereft”. The

notation was written below.

/e/ [i]

[+mid-high, +front]V [+high, +front]V / C __ C

The notation can be read as mid-high front vowel became high front vowel in the

environment between consonants.

Eight, the students changed the sound /æ/ into [ʌ]. This vowel change

happened in the words “hath” and “hast”. The lists of students’ pronunciations were

provided below.

ESA 1, ESA 10 : /hæθ/ [hʌθ]

ESA 1 : /hæst/ [hʌst]

ESA 7, ESB 10 : /hæst/ [hʌs]

From the lists above, there were five times of vowel change that happened in the

word “hath” and “hast”. The students changed the sound /æ/ letter “a” into [ʌ]. In

Indonesia, there is no sound /ʌ/ and the letter “a” is pronounced as /a/. In English,

the letter “a” can be pronounced as [ʌ], [æ], or [ə]. In this condition, the students

used their knowledge of English to pronounce the letter “a” to be [ʌ]. The notation

of the vowel change was provided by the writer.


53

/æ/ [ʌ]

[-mid, +low]V [+mid+low]V / C __ C

The notation can be read as the low vowel became the mid-low vowel in the


Ninth, the student also changed the sound /æ/ into [e]. This vowel change

happened in the word “hath”. The pronunciation of students who changed the vowel

sound/ æ/ into /e/ was written above.

ESB 9 : /hæθ/ [hed]

From the student’s pronunciation above, there was only one student changed the

sound /æ/ into [e]. The sound /æ/ was problematic for ESB 9. ESB 9 changed the

vowel sound /æ/ which was written as the letter “a” into the vowel sound [e]. This

happened because ESB 9 was not familiar with the word “hath” which resulted in

changing the vowel sound. The vowel changing of the sounds /æ/ into [e] was

written below.

/æ/ [e]

[-tense]V [+tense]V / C __ C

The notation can be read as the lax vowel became tense vowel in the environment

between consonants.

Tenth, some students changed the sound /aɪ/ into sounds [eɪ] and [oʊ]. This

vowel change happened in the word “thy”. Here were the lists of students who were

changing the sound /aɪ/ into [eɪ] and [oʊ].

ESA 3 : /ðaɪ/ [teɪ]

ESB 6 : /ðaɪ/ [deɪ]

ESA 5 : /ðaɪ/ [joʊ]


54

From the lists above, three students did the vowel change. The word “thy” was

unfamiliar to the students. The word “thy” was written in three consonant letters

“t”, “h”, and “y”. However, the pronunciation of this word was /ðaɪ/. The letter “y”

was pronounced as [aɪ]. In Indonesia, all of the words had the vowel letter in the

written version. This condition affected the students to change the vowel because

the word was not familiar to them.

Eleventh, the students also changed the diphthong sound /aɪ/ into the

monophthong sounds [i] and [ɪ]. The process of changing the diphthong sound to

be the monophthong sound was called as vowel simplification. The change

happened to simplify the pronunciation. This change happened in the word “thy”.

The students’ pronunciations of this vowel change were written below.

ESA 8 : /ðaɪ/ [θi]

ESB 7, ESB 9 : /ðaɪ/ [dɪ]

From the lists above, there were only three students who changed the sound /aɪ/ into

[i] and [ɪ]. In Indonesia, the letter “y”, when became a vowel, can be pronounced

as [i] or [ɪ]. However, this usually used for the name of a person. On the other hand,

in the English language, the letter “y” can be pronounced as [i], [aɪ] or [j]. There

were some possibilities to pronounce the letter “y” in English. This condition

affected the students to do the vowel change. This vowel change can be written in

the notation.

/aɪ/ [i], [ɪ]

[diphthong] [-round]V / __ #

The notation above can be read as diphthong sound became unrounded vowel in the



55

Twelfth, the students also changed diphthong sound /eɪ/ into [e] and [ʌ].

This change happened in the word “gazeth”.

ESA 3, ESB 5, ESB 9 : /geɪzəθ/ [gezet]

ESA 10, ESB 3, ESB 10 : /geɪzəθ/ [gezəd]

ESB 1 : /geɪzəθ/ [gezəθ]


From the lists above, there was a process of changing the diphthong sound /eɪ/ into

[e] and [ʌ]. This process was called as vowel simplification. In the word “gazeth”,

the letter “a” was pronounced [e] and [ʌ] by some students. This was problematic

for the students because it was quite confusing to pronounce the letter “a” to be /eɪ/.

To pronounce “gazeth”, the students simplified in pronouncing the letter “a” into

[e] and [ʌ]. This vowel change can be written in the notation.

/eɪ/ [e], [ʌ]

[diphthong] [-round]V / C __ C

The notation can be read as the diphthong became unrounded vowel in the


Thirteenth, the student changed the /eɪ/ into [ə]. This vowel change

happened in the word “gazeth”. The student’s pronunciation of this vowel change

was provided below.

ESB 2 : /geɪzəθ/ [gəzed]

In English, sometimes the letter “a” was pronounced as /ə/ like in the noun phrase

“a new book”. However, the spelling of the alphabet “a” is /eɪ/. Vowel

simplification happened in students’ pronunciations. There was a process that

changed the diphthong sound /eɪ/ into the schwa sound /ə/. In this vowel change,

ESB 2 pronounced the word “gazeth” using his or her knowledge of pronouncing


56

the letter “a” in the noun phrase “a new book”. This vowel change can be written

in the notation.

/eɪ/ [ə]

[diphthong] [+reduced]V / C __ C

The notation above can be read as the diphthong sound became the reduced vowel

in the environment between consonants.

Fourteenth, the students changed the sound /a/ into [eɪ]. This vowel change

happened in the word “amazeth”. The students’ pronunciations which changed the

vowel sound /a/ into [eɪ] were written below.




ESA 9 : /ʌmazeθ/ [əmeɪzəd]

From the pronunciations above, there were eleven times of vowel change which

were done by eleven students. The second letter “a” in the word “amazeth” was

pronounced as /a/, however, the student pronounced it as [eɪ]. In English, the

alphabet “a” is pronounced as [eɪ]. This knowledge made the students pronounced

the letter “a” into diphthong sound [eɪ]. This vowel change can be written in the

notation.

/a/ [eɪ]

[+low, -front, -back, +tense, -round]V [diphthong] / C __ C

The notation can be read as the low central tense unrounded vowel became

diphthong sound in the environment between consonants.

Fifteenth, the students changed the vowel sound /a/ into [e]. This vowel

change happened in the word “amazeth”. The list of students’ pronunciations who

changed the sound /a/ into [e] was provided by the writer.


57

ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 : /ʌmazeθ/ [əmezəd]

ESB 1 : /ʌmazeθ/ [əmezəθ]

ESB 9 : /ʌmazeθ/ [əmezet]

From the lists above, there were eight times of changing the vowel sound /a/ into

[e]. From the questioners, most of the students were not familiar with the word

“amazeth”. This affected the student to pronounce the second letter “a” in the word

“amazeth”. This vowel change can be written in the notation.

/a/ [e]

[+central]V [+front]V / C __ C

The notation can be read as the central vowel became the front vowel in the

environment between the consonants.

Sixteenth, the students changed the vowel sound /ɔ/ into [o]. This vowel

change happened in the word “wrought”. The students’ pronunciations which

contained vowel change were written below.

ESA 2 : /rɔt/ [wort]

ESA 3 :/rɔt/ [wot]

From the list above, two students changed the vowel sound /ɔ/ into [o]. In

Indonesian, the letter “o” can be pronounced as [o] or [ɔ]. In the word “pokok” the

first letter “a” is pronounced as [o] and the second letter “a” is pronounced as [ɔ].

Based on the Indonesian phonology system, there were two possibilities in

pronouncing the letter “o”. On the other hand, both ESA 2 and ESA 3 were not

familiar with the word “wrought”. This condition made both students pronounced

the letter “o” which should be pronounced as [ɔ] into [o]. This vowel change can be

written in the notation.

/ɔ/ /o/


58

[+mid low]V [+mid high]V / C __ C

The notation can be read as the mid low vowel became mid high vowel in the


Seventeenth, the students changed the vowel sound /ɔ/ into diphthongs

sounds [oʊ] and [ʌʊ]. This vowel change happened in the word “wrought”. The lists

of students’ pronunciations which changed the vowel sound were written below.

ESA 5, ESA 6, ESA 7 : /rɔt/ [roʊt]

ESA 8, ESB 3, ESB 9 : /rɔt/ [roʊg]

ESA 10, ESB 1, ESB 5, ESB 6, ESB 7, ESB 8, ESB 10 : /rɔt/ [roʊd]

ESA 9 : /rɔt/ [rʌʊd]

From the list above, there were fourteen times of vowel change which were done

by fourteen students from both batches. In the word “wrought” the letters “ou”

should be pronounced as /ɔ/. However, the students pronounced the letter “ou” as

[oʊ] and [ʌʊ]. In Indonesia, the letters “ou” was pronounced as [oʊ]. This

pronunciation is based on the orthography of the word. However, there was one

student pronounced the letter “ou” as [ʌʊ]. The letters “ou” seems to produce two

sounds at the same time. The Indonesian phonology system affected the students’

pronunciations. This vowel change can be written in the notation.

/ɔ/ [oʊ], [ʌʊ]

[+back, +tense, +round]V [diphthong] / C __ C

The notation can be read as the back tense rounded vowel became the diphthong

sound in the environment between consonants.


59

2. Consonant Change

Consonant Change is the second phonological process. In this subpart, the

students change the consonant sound into another consonant sound in a certain

word. This process is called as consonant change. The list of the consonant change

in students’ pronunciations for some words was written in the table below.

Table 7. The Consonant Change in Students’ Pronunciations

No Consonant Change Words

1. [d], [t] [ð] doth, wrought

2. [θ], [ð] [t], [d] doth, gazeth, thee, thou, thy, amazeth

3. [f], [t] [v], [d], [g] confounds, wrought

4. [z], [ð] [s], [θ] confounds, gazeth, thee, thou, thy

5. /ð/ [j], [w] thy

Based on the table above, the writer analyzed further the consonant

change. For number one, the students changed the consonant when pronouncing the

words doth and wrought. The consonant sounds [d] and [t] into consonant sound

/ð/. The students changed the alveolar stops consonant [d], [t] into the dental

fricative consonant /ð/. The pronunciations of students who changed the consonant

sound /d/ into consonant sound /ð/ and changed the consonant sound /t/ into

consonant sound /ð/ are listed below.

ESA 4 : /dʌθ/ [ðoʊθ]


ESA 10 : /dʌθ/ [ðɔθ]

ESA 1 : /rɔt/ [rɔð]

From the pronunciations’ list above, there are two kinds of consonant

change. The first is consonant /d/ which is changed into /ð/ and the second is

consonant /t/ which is changed into /ð/. The pronunciation should be with [d] and


60

[t] sounds, but the students changed both sounds into /ð/ sound. The notation for

this consonant change is written below.

[d], [t] [ð]

[+alveolar, +stops]C [+dental, +fricative]C / # __ or __ #

The notation can be read as the alveolar stops consonant became the dental fricative

consonant in the environment at the beginning of the word or at the end of the word.

For the word “doth”, ESA 4, ESA 6, and ESA 10 mispronounced the letter

“d” into “ð”. They were not aware of the consonant letter “d” that appeared in front

of the word. Based on the Indonesian language, they were supposed to pronounce

the letter “d” to be /d/. However, the students are English Letters students who have

studied English especially about pronunciation in speaking class. In English, some

words were pronounced by adding the consonant sound /h/. However, in

Indonesian, the words were read the same as the written version without adding

some other sound like /h/. This condition made some students to use their

knowledge of English pronunciation in pronouncing the letter “d” in the word

“doth” by adding the sound /h/.

For the word “wrought”, ESA 1 pronounced the word as /rɔð/ instead of

/rɔt/. ESA 1 changed the last sound of the word /t/ into /ð/. In Indonesian, there is

no combination of three letters like “ght” in one word. It was quite confusing for

the Indonesian speaker to pronounce the word that has three combination letters at

the end of the word. This condition made ESA 1 mispronounced the last sound of

the word “wrought”.

For the consonant change number two, the consonants sounds [θ] and [ð]

were changed into the consonant sounds [t] and [d]. These conditions happened


61

when the student pronounced “doth”, “gazeth”, “thee”, “thou”, “thy”, and

“amazeth”. The pronunciation of students who changed the sound [θ] into sounds

[t] and [d] were listed below.

ESA 3, ESA 5, ESA 8, ESB 3, ESB 8, ESB 9 : /dʌθ/ [dɔt]


ESA1 : /geɪzəθ/ [geɪzt]

ESA3, ESB 5, ESB 9 : /geɪzəθ/ [gezet]

ESA 2, ESA 4 : /geɪzəθ/ [geɪzed]

ESA 5 : /geɪzəθ/ [geɪsd]

ESA 6, ESB 4, ESB 7 : /geɪzəθ/ [geɪzd]

ESA 7, ESA 8, ESA 9, ESB 6 : /geɪzəθ/ [geɪzəd]

ESA 10, ESB 3, ESB 10 : /geɪzəθ/ [gezəd]

ESB 2 : /geɪzəθ/ [gəzed]


ESA 2, ESA 3, ESB 9 : /hæθ/ [həd]

ESA 4, ESA 5, ESA 7, ESA 8, ESB 4, ESB 5, ESB 8: /hæθ/ [hæd]


ESA 9 : /ʌmazeθ/ [əmeɪzəd]

ESA 10, ESB 2, ESB 3, ESB 6, ESB 8, ESB 10 : /ʌmazeθ/ [əmezəd]

Based on the data above, the students were not aware of the consonant “th”

which pronounced as /θ/. Some of them pronounced the letter “th” into the letter “t”

and most of them pronounced the letter “th” into the letter “d”. In this condition,

the letter “th” should be pronounced as sound /θ/, but the students changed the

sound into sounds [t] and [d]. However, the rest of the students were aware of the

letter “th”. They successfully pronounced the letter “th” as /θ/. All of the changed

of sound /θ/ happened at the end of the word. Some students were not aware of the

letter “th” is pronounced as /θ/. However, Indonesian did not have the combination

of the letter “t” and “h” which pronounced together at the same time. This

knowledge affected the students as Indonesian speakers pronounced the letter “th”

into sounds [t] and [d].


62

On the other hand, there is also the letter “th” pronounced as /ð/. In

Indonesia, the sound /ð/ is usually transcribed into the letter “dh”. The

pronunciation of students who changed the sound [ð] into sounds [t] and [d] were

listed below.

ESA 8, ESB 3 : /ði/ [ti]

ESA 8, ESB 3 : /ðaʊ/ [toʊ]

ESA 3 : /ðaɪ/ [teɪ]

ESB 5 :/ʌmazeθ/ [əməzet]

ESB 9 :/ʌmazeθ/ [əmezet]

ESA 1 : /ði/ [doʊ]

ESA 2, ESA 5, ESA 6, ESA 7, ESA 9, ESB 4, ESB 7, ESB 8: /ði/ [di]

ESA 4, ESA 5, ESA 6, ESA 7, ESB 7, ESB 8 : /ðaʊ/ [doʊ]

ESA 1, ESA 2, ESA 7, ESB 2, ESB 5, ESB 8 : /ðaɪ/ [daɪ]

ESB 6 : /ðaɪ/ [deɪ]

ESB 7, ESB 9 : /ðaɪ/ [dɪ]

ESA 2, ESA, 3, ESA 4, ESA 8, ESB 4, ESB 7 :/ʌmazeθ/ [əmeɪzd]



Based on the list, some students changed the sound /ð/ into sounds [t] and

[d]. In some words like the words which were listed above, the letter “th”

pronounced as [ð]. For Indonesians, the letter “th” is pronounced as /θ/ not /ð/. The

inconsistency of the pronunciation of the letter “th” in English was problematic for

students. This condition failed them to pronounce the letter “th” correctly.

However, there were some students pronounced correctly the letter “th” as /ð/ in

the word thee, thou, and thy. All of the changed of the sound /ð/ happened at the

beginning of the word.

In this condition, the writer put the sounds [ð] and [θ] in the same place

which was before the arrow sign. The sounds [ð] and [θ] were the right

pronunciations which the students should be pronounced. On the other hand, the

sounds [t] and [d] were put after the arrow sign. These sounds were the consonant


63

sounds which students changed in their pronunciations. The notation of the

consonant change was written below.

[θ], [ð] [t], [d]

[+dental, +fricative]C [+alveolar, +stops]C / __ # or # __

The notation can be read as the dental fricative consonant became the alveolar stops

consonant in the environment at the end of the word or at the beginning of the word.

For the consonant change number three, the students changed the sounds

[f] and [t] into the sounds [v], [d], and [g] in the word confounds and wrought. The

writer categorized the consonant change into two parts. The first was the changed

of the sound /f/ into sound /v/ in the word “confounds”. The second was the changed

of the sound /t/ into sounds [d] and [g] in the word “wrought”. The list of student’s

pronunciation which changed the sound /f/ into sound /v/ was written below.

ESA 1 : /kənfaʊndz/ [kənvaʊns]

From the data of student’s pronunciation, one student of English Letters from batch

2015 changed the sound /f/ into /v/. In the Indonesian language, the letter “f” is

pronounced as /f/. The written version is the same as the oral version. However, in

English, the way we pronounce each word depends on the IPA. In the word

“confounds”, the letter “f” is pronounced as /f/, but the student pronounced the letter

“f” as /v/. In this condition, the student was not aware of the letter “f” in the word

“confounds” which made the student just pronounced the voiceless sound /f/ into

voiced sound /v/.

The second was the changed of the sound /t/ into sounds [d] and [g] in the

word “wrought”. The letter “ght” should be pronounced as /t/, but some students


64

pronounced the letter “ght” became [d] and [g]. The list of students’ pronunciations

which changed the sound /t/ into sounds [d] and [g] were written below.

ESA 8, ESB 3, ESB 9 : /rɔt/ [roʊg]

ESA 9 : /rɔt/ [rʌʊd]

ESA 10, ESB 1, ESB 5, ESB 6, ESB 7, ESB 8, ESB 10 : /rɔt/ [roʊd]

ESB 4 : /rɔt/ [rɔd]

From the list above, there were twelve students who changed the sound /t/ into

sounds [d] and [g]. In Indonesian, there is no word which has three combinations

of consonant letters like the word “wrought”. In the word “wrought”, there were

combinations of three consonant letters “ght”, but it only pronounced /t/. English

has an unexpected rule in its pronunciation. This made the students as Indonesian

speakers confused about how the correct way to pronounce the word “wrought”.

This condition also made the students had a problem in pronouncing the consonant

letters “ght”. It made them pronounced the letters “ght” became [d] and [g].

The consonant change of the sound /f/ into [v] and the consonant change

of the sound /t/ into [d] and [g] were put in one notation because they had a

similarity. The similarity was shown through the notation. The notation of the

consonant change of sounds [f] and [t] into the sounds [v], [d], and [g] was written

below.

[f], [t] [v], [d], [g]

[-voiced]C [+voiced]C / C __ V or __ #

The notation can be read as the voiceless consonant became the voiced consonant

in the environment between consonant and vowel or at the end of the word.

For the consonant change number four, the students changed the consonant

sounds [z] and [ð] into the sounds [s] and [θ]. These consonant change happened


65

when they pronounced “confounds”, “gazeth”, “thee”, “thou”, and “thy”. In this

condition, the writer categorized the consonant change into two parts. The first is

the consonant change of sound /z/ into sound /s/ and the second is the consonant

change of sound /ð/ into sound /θ/. The list of students’ pronunciations of the

consonant change of sound /z/ into sound /s/ in the words “confounds” and “gazeth”

were listed below.




ESA 6, ESA 9, ESB 4, ESB 5 : /kənfaʊndz/ [kənfaʊns]


From the list above, the students change the sound /z/ into sound [s] at the

end of the word “confounds”. On the other hand, one student changes the sound /z/

into sound [s] in the middle of the word when pronouncing the word “gazeth”. In

Indonesia, the letter “z” is pronounced as [z]. It was the same for the word “gazeth”

where the letter “z” was pronounced as [z]. ESA 5 changed the sound /z/ into sound

[s]. ESA 5 was not aware of the letter “z” which made him or her pronounce it as

[s]. However, in the word “confounds”, the letter “s” is pronounced as /z/. No one

of the students pronounces it correctly. The students pronounced the letter “s” to be

[s].

The second was the consonant change of sound /ð/ into sound [θ]. The

student changed the sound /ð/ into sound [θ] when pronouncing the words “thee”,

“thou”, and “thy”. The list of students’ pronunciations of the consonant change of

sound /ð/ into sound [θ] was listed below.

ESA 3, ESA 4, ESB 1 : /ði/ [θi]

ESA 2, ESA 10, ESB 9 : /ðaʊ/ [θu]


66

ESA 3, ESB 1, ESB 4, ESB 10 : /ðaʊ/ [θoʊ]

ESA 4, ESA 6, ESA 10, ESB 1, ESB 3, ESB 4 : /ðaɪ/ [θaɪ]

ESA 8 : /ðaɪ/ [θi]

From the list of students’ pronunciations above, there are seventeen

students changed the sound /ð/ into sound [θ]. In this condition, all of the consonant

change happened at the beginning of the words “thee”, “thou”, and “thy”. In the

Indonesian language, the consonant letter “th” is pronounced as /θ/. On the other

hand, English has a different way of pronunciation especially on the three words

“thee”, “thou”, and “thy”. The initial consonant letters “th” is pronounced as /ð/ not

/θ/. The difference between Indonesian phonology and English phonology made the

students as Indonesian speakers pronounced the letters “th” into sound [θ]. This

condition made most of the students changed the sound /ð/ into sound [θ].

The consonant change of the sound [z] into sound [s] and the sound [ð]

into sound [θ] were written in the one notation. It is because those sounds had a

similarity. The notation for the consonant change of sounds [z] and [ð] into sounds

[s] and [θ] was written below.

[z], [ð] [s], [θ]

[+voiced]C [-voiced]C / __ # or V __ C or # __

The notation above can be read as the voiced consonant became the voiceless

consonant in the environment at the end of the word or between vowel and

consonant or at the beginning of the word.

For the consonant change number five, the students changed the consonant

sound /ð/ into sounds [j] and [w] in the word “thy”. The list of students’

pronunciations of the consonant change of sound /ð/ into sounds [j] and [w] was

written below.


67

ESA 5 : /ðaɪ/ [joʊ]

ESB 10 : /ðaɪ/ [waɪ]

From the list above, there were only two students who changed the sound /ð/ into

sounds [j] and [w]. Two of the consonant change happened at the beginning of the

word. In the Indonesian language, the letters “th” in the word “thy” is pronounced

as [θ]. However, English had a different way of pronunciation. In the English

language, the letters “th” in the word “thy” is pronounced as /ð/. This condition

made the students failed to pronounce this word. ESA 5 changed the sound /ð/ into

[j]. ESA 5 did not aware of the consonant letters “th” when pronouncing the word

“thy”. ESB 10 changed the sound /ð/ into [w]. This might happen because ESB 10

distracted by the letter “y” which made the word “thy” looked like the word “why”.

It made ESB 10 pronounced the word “thy” as the same as the word “why” which

is [waɪ]. This happened because ESB 10 was not familiar with the word “thy”. The

notation for the consonant change of sound /ð/ into sounds [j] and [w] was written

below.

/ð/ [j], [w]

[+fricative]C [+glides]C / # __

The notation can be read as the fricative consonant became the glides consonant in

the environment in the beginning of the word.

3. Segment Deletion

The previous phonological processes were the vowel and consonant

change. Besides those two phonological processes, there was also the segment

deletion. In this subpart, the students deleted a certain sound even the sound was


68

vowel or consonant in a certain word. It is called as a segment deletion. The deleted

sounds were listed on the table below.

Table 8. The Segment Deletion in Students’ Pronunciations

No Segment Deletion Words

1. [d], [z], [t] Ø confounds, bereft, hast, wert

2. /θ/ Ø amazeth

3. [i], [e] Ø bereft, amazeth

4. /ə/ Ø gazeth

From the table above, there were two kinds of segment deletion. The first

was consonant deletion. In consonant deletion, there were some consonants that

were deleted in the certain pronunciations of some words by the students. Based on

the table above, the segment deletion number one and two were categorized as

consonant deletion. The second was vowel deletion. In vowel deletion, there were

some vowels were deleted. Based on the table above, the segment deletion number

three and four were categorized as vowel deletion.

For the segment deletion number one, there were three consonant sounds

that were deleted. Those three consonants sounds which were deleted were [d], [z],

and [t]. Those consonants sounds were deleted while pronouncing the words

“confounds”, “bereft”, “hast”, and “wert”. The list of students’ pronunciations

which deleted sound /d/ was written below.






ESA 6, ESA 9, ESB 4, ESB 5 : /kənfaʊndz/ [kənfaʊns]

From the list of students’ pronunciations above, there were nineteen

students who deleted the sound /d/. There was only one student ESB 3 who did not


69

delete the sound /d/. ESB 3 was successful to pronounce the sound /d/ in the word

“confounds”. The word “confounds” had three combinations of consonant letters

“nds”. In English, those three letters “nds” were still pronounced as [ndz]. On the

other hand, the Indonesian language did not have the combination of three letters

of “nds” in one word. This condition made the students had a problem in

pronouncing the word “confounds”. The nineteen students failed to pronounce the

consonant sound /d/ and deleted the sound /d/ when pronouncing the word

“confounds”. It was hard for Indonesians to pronounce three combinations of

consonant letters in one word.

The second was the segment deletion of sound /z/. The list of students’

pronunciations which deleted sound [z] was written below.



ESB 3 : /kənfaʊndz/ [kɔnfaʊnd]

From the list of students’ pronunciations above, there were three students who

deleted the consonant sound /z/. ESA 2, ESA 5, and, ESB 3 deleted the sound /z/

which should be pronounced after the sound /d/. It was almost the same with the

previous explanation, the word “confounds” had three combinations of consonant

letters “nds”. Indonesian did not have the three letters of consonants in one word

like the letters “nds” in the word “confounds”. ESA 2, ESA 5, and ESB 3 had

difficulty in pronouncing the last consonant sound of /z/ in the three consonant

letters “nds” and they deleted the sound /z/.

The third was the segment deletion of consonant sound /t/. The segment

deletion of consonant sound /t/ happened in three words. Those three words were


70

“bereft”, “hast”, and “wert”. The list of students’ pronunciations which deleted

sound /t/ was provided by the writer.

ESA 2, ESA 4, ESA 7, ESB 3 : /biˈreft/ [beref]

ESA 3, ESA 8, ESA 9, ESB 4, ESB 6, ESB 8, ESB 10 : /biˈreft/ [bəref]



ESA 10, ESB 2, ESB 5, ESB 9 : /biˈreft/ [bɪref]

ESB 7 : /biˈreft/ [bref]

ESA 2, ESA 3, ESA 4, ESA 5, ESA 6, ESA 8, ESA 9, ESA 10, ESB 1, ESB 2, ESB

3, ESB 4, ESB 5, ESB 6, ESB 7, ESB 8, ESB 9, ESB 10 : /hæst/ [hæs]

ESA 7, ESB 10 : /hæst/ [hʌs]

ESA 5, ESB 3 : /wərt/ [wer]

ESA 9 : /wərt/ [wər]

From the list of students’ pronunciations above, there were forty-one times

deletion of sound /t/. From twenty students while pronouncing three words which

were “bereft”, “hast”, and “wert”, the writer found forty-one times deletion of sound

/t/ from sixty possibilities of students’ pronunciations. Forty-one was a quite high

number. The students deleted the sound /t/ at the end of the word. The Indonesian

language did not have two combination of letters in one word like “ft” in “bereft”,

“st” in “hast”, and “rt” in “wert”. Indonesians had difficulty to pronounce the

combinations of two consonant sounds at the same time in one word. This condition

made the students to delete the /t/ sound which appeared at the end of the words.

From the segment deletion of three consonants sounds above, the segment

deletion can be written in the notation. The notation of the deleted sounds [d], [z],

and [t] was written below.

[d], [z], [t] Ø

[+alveolar]C Ø / C __ C or __ #

The notation above can be read as alveolar consonant became null in the

environment between consonants or at the end of the word.


71

For the segment deletion number two, there was one consonant sound that

was deleted. The deleted consonant sound was /θ/. The sound /θ/ was deleted in the

word “amazeth”. The list of students’ pronunciations which deleted the sound /θ/

was written below.



From the list of students’ pronunciations above, there were ESA 1, ESA 5,

ESA 6, and ESA 7 who did the segment deletion. The four students were the English

Letters students from batch 2015. In the Indonesian language, the letter “th” should

be pronounced as /θ/. However, in the word “amazeth”, ESA 1, ESA 5, ESA 6, and

ESA 7 were not aware of the letter “th” at the end of the word. Because of their

unawareness, they deleted the consonant sound /θ/ in their pronunciations.

From the deletion of sound consonant sound /θ/, the segment deletion can

be written in the notation. The notation of the deleted consonant sound /θ/ was

written below.

/θ/ Ø

[+dental]C Ø / __ #

The notation above was read as the dental consonant became null in the


For the segment deletion number three, there were two vowel sounds that

were deleted. The deleted vowel sounds were [i] and [e]. The vowels [i] and [e]

were deleted when the students pronounced the words “bereft” and “amazeth”. The

list of students’ pronunciations which deleted the vowel sounds [i] and [e] was

written below.


72


ESA 7 : /biˈreft/ [bref]





From the list of students’ pronunciations above, there were thirteen times

of segment deletion of the vowel sounds [i] and [e]. The segment deletion of vowel

sounds [i] and [e] happened while pronouncing the words “bereft” and “amazeth”.

The words “bereft” and “amazeth” were no longer used. Besides, the students also

were not familiar with those two words. This condition affected the students to

delete some vowel sounds [i] and [e] which were needed.

Based on the deleted vowel sounds [i] and [e] above, the segment deletion

can be written in the notation. The notation of the segment deletion vowel sounds

[i] and [e] was written below.

[i], [e] Ø

[+front, +tense, -round]V Ø / C __ C

The notation can be read as the front tense unrounded vowel became null in the


For the segment deletion number four, there was one deleted vowel sound.

The deleted vowel sound was /ə/. The symbol of sound /ə/ is called a schwa. The

schwa deletion happened when the student pronounced the word “gazeth”. The list

of students’ pronunciations was written below.

ESA 1 : /geɪzəθ/ [geɪzt]


ESA 6, ESB 4, ESB 7 : /geɪzəθ/ [geɪzd]


73

From the list of students’ pronunciations above, there were five deletions

found. Schwa was the deleted sound in the word “gazeth”. The vowel schwa is a

neutral vowel. The segment deletion of schwa sound was done by three students

ESA 1, ESA 5, and ESA 6 from batch 2015 and two students ESB 4 and ESB 7

from batch 2018. The five students were not aware of each letter in the word

“gazeth”. It was the reason why the students failed to pronounce the word “gazeth”

and deleted the schwa sound /ə/. The notation of the schwa deletion was written

below.

/ə/ Ø

[reduced]V Ø / C __ C

The notation can be read as the reduced vowel became null in the environment

between consonants.

4. Segment Insertion

Segment Insertion is the fourth phonological process. In this subpart, the

students inserted an unnecessary sound in pronouncing a certain word. This is the

least phonological process that occurred in students’ mispronunciation.

In this study, the writer only found one kind of segment insertion. The

students inserted the consonant sound [r] in the words “bereft” and “wrought”. The

list of students’ pronunciations was listed below.

ESA 1 : /biˈreft/ [brɪreft]

ESA 2 : /rɔt/ [wort]

Based on two students’ pronunciations above, ESA 1 and ESA 2 did the segment

insertion. The two students from batch 2015 inserted the sound [r] into their


74

pronunciations. The sound [r] was inserted while ESA 1 and ESA 2 pronounced the

word “bereft” and “wert”.

In Indonesian, the letter “r” was pronounced whenever it took place. For

the examples were the letter “r” in the words “ragu”, “sabar”, or “karena”. On the

other hand, some words in English which contained the letter “r” sometimes it was

silenced. For the example was the letter “r” in the words “paper”. In the word

“paper”, it was pronounced as [peɪpə] and the letter “r” did not pronounce.

However, in this case of segment insertion, ESA 1 and ESA 2 were not

aware of the words that they were going to pronounce. From the letters in the word

“bereft”, it did not have the letter “r” between the letters “b” and “e”. From the

letters in the word “wrought”, it also did not have the letter “r” after the vowel

letters “ou”. The familiarity of the words also affected the pronunciations of the

students. The students were not familiar with the words which made them

mispronounced the words and added an unnecessary sound into it. The students

inserted the sound [r] unconsciously while pronouncing those two words. The

consonant insertion above can be written in the notation. The notation of the

segment insertion sound /r/ was written below.

Ø /r/

Ø [+alveolar, +liquid, +voiced]C / V __ C or C __ V

The notation can be read as null became the alveolar liquid voiced consonant in

the environment between vowel and consonant or between consonant and vowel.


75

CHAPTER V

CONCLUSION

This research aims to discover how the English Letters students which are

represented by the students from batch 2015 and 2018 pronounce the selected

archaic words in Shakespeare’s poems and what phonological processes are found

in the students’ pronunciations. There were 13 archaic words that were pronounced

by twenty students. The participants were ten English Letters students from batch

2015 and ten English Letters students from batch 2018.

From the discussion and analysis, the frequency of correct pronunciations

from both groups of students with different level was lower than the frequency of

incorrect pronunciations. In this research, there were two hundred and sixty data on

students’ pronunciations. The ten students from batch 2015 were only twenty-one

times correct in pronouncing the thirteen words. The number of mispronunciations

was higher than the correct pronunciations. The ten students from batch 2015 were

one hundred and nine times mispronouncing the thirteen words. Furthermore, the

students from batch 2018 showed a different frequency. The ten students from batch

2018 were twenty-five times correct in pronouncing the thirteen words. For the

mispronunciations’ frequency, the students from batch 2018 were one hundred and

five times mispronouncing the thirteen selected words. Only for the word “leese”,

both groups of students were successful to pronounce the word. No one

mispronounced the word “leese”. For the total, there were forty-six correct

pronunciations and two hundred and fourteen incorrect pronunciations from both

batches. The writer found that the students from both batches did not show


76

significant different abilities and they were the representatives of the whole English

Letters students. The frequency of incorrect pronunciations of students from both

batches is lower than the correct pronunciations. The selected words are not familiar

words for the students because the selected words were archaic words.

There were four phonological processes found. They were vowel change,

consonant change, segment deletion, and segment insertion. From the research,

there were seventeen kinds of vowel change, five kinds of consonant change, four

kinds of segment deletion and one kind of segment insertion. The vowel change

was the most occurred phonological process in students’ pronunciations. These

happened because of some factors. The students had some knowledge of English

because they were English Letters students. Sometimes, they used their knowledge

in guessing some pronunciations of the words. However, this knowledge was not

promising someone to always have the correct pronunciation. Based on the

questionnaire, most of the students were not familiar with the selected words. When

unfamiliar words should be pronounced for the first time, it was hard to guess the

correct pronunciation. However, the different phonology system was the biggest

factor which affected students’ pronunciations. The Indonesian phonology system

affected the students in mispronouncing English words. The questionnaire was

provided after the appendices.

From this research, it is concluded that the students showed a higher

number of incorrect pronunciations than the correct pronunciations. Although some

students had been learning about phonetics and pronunciations, taking the subject

History of English language, and reading the literary work of Shakespeare, they


77

failed to pronounce some words which Shakespeare used in his poems. It is proven

that even the students were English Letters students, they also did so many mistakes

in pronouncing English words especially for archaic English words in

Shakespeare’s poems. Furthermore, this research was significant because it was

quite difficult to find research about archaism. The number of research about

archaism was little and this research would be a good reference in doing the next

research about archaism or pronunciations of archaic English words.


78

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McMahon, A. (2002). An Introduction to English Phonology. Edinburgh:

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Appendices:

Appendix 1. Phonetic Transcription of English Letters Students

No. Archaic

Words

Intended

Pronunciation

Pronunciation of

Students Batch

2015

Pronunciation of

Students Batch

2018

1. doth /dʌθ/ ESA1: /dɔθ/

ESA2: /dɔθ/

ESA3: /dɔt/

ESA4: /ðoʊθ/

ESA5: /dɔt/

ESA6: /ðɔt/

ESA7: /dɔθ/

ESA8: /dɔt/

ESA9: /doʊθ/

ESA10: /ðɔθ/

ESB1: /dɔθ/

ESB2: /dɔθ/

ESB3: /dɔt/

ESB4: /dɔθ/

ESB5: /dɔθ/

ESB6: /dɔθ/

ESB7: /dɔθ/

ESB8: /dɔt/

ESB9: /dɔt/

ESB10: /dɔθ/

2. confounds /kənfaʊndz/ ESA1: /kənvaʊns/

ESA2: /kɔnfaʊn/

ESA3: /kɔnfoʊns/

ESA4: /kɔnfaʊns/

ESA5: /konfaʊn/

ESA6: /kənfaʊns/

ESA7: /kɔnfaʊns/

ESA8: /kɔnfaʊns/

ESA9: /kənfaʊns/

ESA10: /kɔnfaʊns/

ESB1: /kɔnfoʊns/

ESB2: /kɔnfaʊns/

ESB3: /kɔnfaʊnd/

ESB4: /kənfaʊns/

ESB5: /kənfaʊns/

ESB6: /kɔnfoʊns/

ESB7: /kɔnfoʊns/

ESB8: /kɔnfoʊns/

ESB9: /kɔnfoʊns/

ESB10: /kɔnfaʊns/

3. bereft /biˈreft/ ESA1: /brɪreft/

ESA2: /beref/

ESA3: /bəref/

ESA4: /beref/

ESA5: /brif/

ESA6: /berf/

ESA7: /beref/

ESA8: /bəref/

ESA9: /bəref/

ESA10: /bɪref/

ESB1: /bəreft/

ESB2: /bɪref/

ESB3: /beref/

ESB4: /bəref/

ESB5: /bɪref/

ESB6: /bəref/

ESB7: /bref/

ESB8: /bəref/

ESB9: /bɪref/

ESB10: /bəref/

4. leese /liz/ ESA1: /liz/

ESA2: /liz/

ESA3: /liz/

ESA4: /liz/

ESA5: /liz/

ESA6: /liz/

ESA7: /liz/

ESA8: /liz/

ESB1: /liz/

ESB2: /liz/

ESB3: /liz/

ESB4: /liz/

ESB5: /liz/

ESB6: /liz/

ESB7: /liz/

ESB8: /liz/


81

ESA9: /liz/

ESA10: /liz/

ESB9: /liz/

ESB10: /liz/

5. Thee /ði/ ESA1: /doʊ/

ESA2: /di/

ESA3: /θi/

ESA4: /θi/

ESA5: /di/

ESA6: /di/

ESA7: /di/

ESA8: /ti/

ESA9: /di/

ESA10: /ði/

ESB1: /θi/

ESB2: /ði/

ESB3: /ti/

ESB4: /di/

ESB5: /ði/

ESB6: /ði/

ESB7: /di/

ESB8: /di/

ESB9: /θi/

ESB10: /θi/

6. thou /ðaʊ/ ESA1: /ðoʊ/

ESA2: /θu/

ESA3: /θoʊ/

ESA4: /doʊ/

ESA5: /doʊ/

ESA6: /doʊ/

ESA7: /doʊ/

ESA8: /toʊ/

ESA9: /ðoʊ/

ESA10: /θu/

ESB1: /θoʊ/

ESB2: /ðoʊ/

ESB3: /toʊ/

ESB4: /θoʊ/

ESB5: /ðoʊ/

ESB6: /ðoʊ/

ESB7: /doʊ/

ESB8: /doʊ/

ESB9: /θu/

ESB10: /θoʊ/

7. hath /hæθ/ ESA1: /hʌθ/

ESA2: /həd/

ESA3: /həd/

ESA4: /hæd/

ESA5: /hæd/

ESA6: /hæθ/

ESA7: /hæd/

ESA8: /hæd/

ESA9: /hæθ/

ESA10: /hʌθ/

ESB1: /hæθ/

ESB2: /hæθ/

ESB3: /hæθ/

ESB4: /hæd/

ESB5: /hæd/

ESB6: /hæθ/

ESB7: /hæθ/

ESB8: /hæd/

ESB9: /hed/

ESB10: /hæθ/

8. thy /ðaɪ/ ESA1: /daɪ/

ESA2: /daɪ/

ESA3: /teɪ/

ESA4: /θaɪ/

ESA5: /yoʊ/

ESA6: /θaɪ/

ESA7: /daɪ/

ESA8: /θi/

ESA9: /ðaɪ/

ESA10: /θaɪ/

ESB1: /θaɪ/

ESB2: /daɪ/

ESB3: /θaɪ/

ESB4: /θaɪ/

ESB5: /daɪ/

ESB6: /deɪ/

ESB7: /dɪ/

ESB8: /daɪ/

ESB9: /dɪ/

ESB10: /waɪ/

9. hast /hæst/ ESA1: /hʌst/

ESA2: /hæs/

ESA3: /hæs/

ESA4: /hæs/

ESB1: /hæs/

ESB2: /hæs/

ESB3: /hæs/

ESB4: /hæs/


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ESA5: /hæs/

ESA6: /hæs/

ESA7: /hʌs/

ESA8: /hæs/

ESA9: /hæs/

ESA10: /hæs/

ESB5: /hæs/

ESB6: /hæs/

ESB7: /hæs/

ESB8: /hæs/

ESB9: /hæs/

ESB10: /hʌs/

10. gazeth /geɪzəθ/ ESA1: /geɪzt/

ESA2: /geɪzed/

ESA3: /gezet/

ESA4: /geɪzed/

ESA5: /geɪsd/

ESA6: /geɪzd/

ESA7: /geɪzəd/

ESA8: /geɪzəd/

ESA9: /geɪzəd/

ESA10: /gezəd/

ESB1: /gezəθ/

ESB2: /gəzed/

ESB3: /gezəd/

ESB4: /geɪzd/

ESB5: /gezet/

ESB6: /geɪzəd/

ESB7: /geɪzd/

ESB8: /gʌzed/

ESB9: /gezet/

ESB10: /gezəd/

11. amazeth /ʌmazeθ/ ESA1: /əmeɪz/

ESA2: /əmeɪzd/

ESA3: /əmeɪzd/

ESA4: /əmeɪzd/

ESA5: /əmeɪs/

ESA6: /əmeɪz/

ESA7: /əmeɪz/

ESA8: /əmeɪzd/

ESA9: /əmeɪzəd/

ESA10: /əmezəd/

ESB1: /əmezəθ/

ESB2: /əmezəd/

ESB3: /əmezəd/

ESB4: /əmeɪzd/

ESB5: /əməzet/

ESB6: /əmezəd/

ESB7: /əmeɪzd/

ESB8: /əmezəd/

ESB9: /əmezet/

ESB10: /əmezəd/

12. wert /wərt/ ESA1: /wərt/

ESA2: /wərt/

ESA3: /wert/

ESA4: /wərt/

ESA5: /wer/

ESA6: /wert/

ESA7: /wərt/

ESA8: /wərt/

ESA9: /wər/

ESA10: /wərt/

ESB1: /wərt/

ESB2: /wərt/

ESB3: /wer/

ESB4: /wərt/

ESB5: /wert/

ESB6: /wert/

ESB7: /wərt/

ESB8: /wərt/

ESB9: /wərt/

ESB10: /wert/

13. wrought /rɔt/ ESA1: /rɔð/

ESA2: /wort/

ESA3: /wot/

ESA4: /rɔt/

ESA5: /roʊt/

ESA6: /roʊt/

ESA7: /roʊt/

ESA8: /roʊg/

ESA9: /rʌʊd/

ESA10: /roʊd/

ESB1: /roʊd/

ESB2: /rɔd/

ESB3: /roʊg/

ESB4: /rɔd/

ESB5: /roʊd/

ESB6: /roʊd/

ESB7: /roʊd/

ESB8: /roʊd/

ESB9: /roʊg/

ESB10: /roʊd/


83

Table 2. Phonetic Transcription of English Letters Students

Instrumen Penelitian

Deskripsi:

Instrumen penelitian ini merupakan dari penelitian skripsi oleh Stefany Ni

Nyoman Rahayu Triwulandari berjudul Pronunciation of Archaic English Words

in William Shakespeare’s Poems by English Letters Students of Sanata Dharma

University.

Instruksi:

A. Pilihlah opsi di bawah ini dengan memberikan tanda silang (x) pada

pernyataan yang Anda anggap benar.

No Pernyataan Beri tanda (X)

1. Bahasa ibu saya adalah bahasa Indonesia. a. ya b.

tidak

2. Saya pernah belajar mengenai phonetics dan

pronunciation.

a. ya b.

tidak

3. Saya adalah mahasiswa/i prodi Sastra Inggris

angkatan ……….

a. 2015 b.

2018

4. Saya sedang atau sudah mengambil mata kuliah

HOELANG.

a. ya b.

tidak

5. Saya tahu mengenai Archaic English words. a. ya b.

tidak

6. Saya pernah membaca karya sastra yang

mengandung kata-kata dalam bahasa Inggris kuno.

a. ya b.

tidak

7. Saya mengenal karya sastra William Shakespeare. a. ya b.

tidak

B. Ucapkan kalimat di bawah ini sebanyak satu kali yang akan direkam oleh

peneliti

1. The lovely gaze where every eye doth dwell.

2. To hideous winter, and confounds him there.

3. Beauty's effect with beauty were bereft.

4. Leese but their show; their substance still lives sweet.

5. Shall I compare thee to a summer's day?

6. Thou art more lovely and more temperate.

7. And summer's lease hath all too short a date.

8. But thy eternal summer shall not fade.

9. Hast thou, the master-mistress of my passion.

10. Gilding the object whereupon it gazeth.

11. Which steals men’s eyes and women’s souls amazeth.

12. And for a woman wert thou first created.

13. Till nature as she wrought thee fell a-doting.

Terimakasih telah berpartisipasi dalam penelitian ini. Silakan memberikan tanda

tangan pada kolom yang telah disediakan yang menyatakan bahwa Anda setuju

berpartisipasi dalam penelitian ini.


84

Peneliti

(Stefany Ni Nyoman Rahayu)

Partisipan

_____________________


pronunciation of archaic english words in william

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