the english pronunciation error in reading narrative …

THE ENGLISH PRONUNCIATION ERROR IN READING

NARRATIVE STORY BY THE GOWANESE ENGLISH

FOREIGN LEARNERS

(Descriptive Study at the Second Semester of English Department

Students’ of Muhammadiyah University of Makassar)

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of

English Education Department Faculty of Teacher Training and Education

Muhammadiyah University of Makassar

By

MUTMAINNAH

10535 4461 10

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2014

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No 259 Telp. (0411)866972 Makassar 90221

vii

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini :

Nama : MUTMAINNAH

Stambuk : 10535 4461 10

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut :

1. Mulai peyusunan proposal sampai selesainya skripsi ini, saya yang

menyusunnya sendiri ( tidak dibuat oleh siapapun)

2. Dalam penyusunan skripsi ini , saya akan selalu melakukan konsultasi

dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsi ini.

4. Apabila saya melanggar perjanjian pada butir 1, 2, dan 3, maka saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan kesadaran.

Makassar, Oktober 2014

Yang Membuat Pernyataan

Mutmainnah

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No 259 Telp. (0411)866972 Makassar 90221

viii

PERNYATAAN KEASLIAN SKRIPSI

Saya yang bertanda tangan dibawah ini :

Nama : MUTMAINNAH

Stambuk : 10535 4461 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The English Pronunciation Error in Reading

Narrative Story by the Gowanese English Foreign

Learners

(Descriptive Study at the Second Semester of English

Department Students’ of Muhammadiyah University of

Makassar)

Dengan ini menyatakan bahwa :

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya saya

sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikianlah Pernyataan ini saya buat dengan sebenarnya, dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Oktober 2014

Yang Membuat Pernyataan

Mutmainnah

ix

MOTTO

Without a struggle, there can be no progress.

Freederick Douglass

I dedicated this thesis to

my beloved parents.

x

ABSTRACT

MUTMAINNAH, 2014. The English Pronunciation Error in Reading

Narrative Story by the Gowanese English Foreign Learners (Descriptive Study at

the Second Semester of English Department Students’ of Muhammadiyah

University of Makassar). A thesis FKIP Muhammadiyah University of Makassar

( Under the Supervisor Erwin Akib and Nunung Anugrawati )

This research aimed to analyze (1) the kinds of English pronunciation error in

Reading Narrative Story in term of simple vowels made by the Gowanese

English Foreign Learners and (2) the dominant of pronunciation error in Reading

Narrative Story in term of simple vowels made by the Gowanese English Foreign

Learners.

This research used descriptive qualitative-quantitative method, the

population and sample was 29 people of Gowanese students selected by lottery

from 10 classes of the second semesters in English Department of

Muhammadiyah University of Makassar, the instrument of the research used the

narrative text Cinderella. The data obtained from the test was analyzed

qualitatively-quantitatively to find out pronunciation error in simple vowel made

by the Gowanese English Foreign Learners.

The findings showed that (1) the kinds of student’s error in substitution

were 67,76%, next the errors in addition were18,48% and the error in omission

are 13,76% (2) the dominant error in long vowels was vowels belong to the

vowels /ɜː/ it was 66,90% and the dominant error in short vowels was /ə/ 33.41%.

xi

ACKNOWLEDGEMENT

The researcher expresses the high gratitude to Allah SWT, because of the

blessing and mercies upon him, so the researcher could finish this thesis with the

title “The English Pronunciation Error in Reading Narrative Story by the

Gowanese English Foreign Learners ( Descriptive Study at the Second Semester

of English Department Students of Muhammadiyah University of Makassar ).

Shalawat and greeting are addressed to beloved and chosen messenger to the

prophet Muhammad SAW peace be upon him.

In writing this thesis the researcher found many difficulties, so the researcher

realized that the thesis has a lot of mistakes and weakness. In order to become

perfect, the researcher needs correction and suggestion. The researcher would like

to say thank you very much for the people who gave spirit, advice, suggestion,

and helping to the researcher as follows :

1. Her highest appreciation and deepest thankful to my beloved parents

Muh. La Epa Sm. HK., and Syamsiah, who always be my best parents.

2. Her highest appreciation for the rector of Makassar Muhammadiyah

University, Dr. Irwan Akib, M.Pd.

3. Her highest appreciation and deepest thankful are due to Erwin Akib,

S.Pd. M.Pd. as my first consultant and Nunung Anugrawati,S. Pd, M.Pd.as

my second consultant who had guided, advice, correction, and suggestion

during the writing of this thesis..

4. Her highest appreciation also is due to Erwin Akib, S.Pd. M.Pd. as the

head of English Department and Ummy Khaerati, S.Pd., M.Pd.as the vice

of English Department.

5. Her deeply and most great full to Dr. A. Sukri Syamsuri, M.Hum as the

dean of FKIP Unismuh Makassar, and also all lecturers who have taught

the researcher during study at Makassar Muhammadiyah University.

6. Her beloved family, my brothers Fitra and Yusuf ,S.E., and her sister in

law Rahmiati Rahim, S. St. and Ainun Mardiyah Samad, A. Md Kep. For

xii

their affection, help, advice, and suggestion during the writing of this

research.

7. Her deeply appreciate to Yunus, who always help, give an advice, and

giving support during writing this research.

8. Especially for de luna crew. Eko Hadiwijaya as the General Manager,

Adistiah Nathalini Sigilipu as Services and offices manager, to all the

Duty Floor Managers Dian Ikasari, S. Kep. Ners., Ahmad Musyawwir,

Harianto, Erwin Sultan Pehopu, for the support and arranged time table

during study at Muhammadiyah University of Makassar while working at

de luna.

9. Her deeply and most thank full to Riska Kurnia Murni who always helping

to fix the problem during the study at Muhammadiyah University of

Makassar.

10. Her Amazing class in academic year 2010, that cannot mentioned one by

one. It never been forgotten. Thank you so much.

The researcher realize that this thesis is still the simplest ones. Remaining error

are the researcher own; therefore, constructive, criticism, and suggestion will

highly appreciated.

Finally, willingly the researcher prays may all our efforts be blessed by Allah

SWT.

The Researcher

Mutmainnah

xiii

LIST OF CONTENTS

Page

COVER…………………………………………………………………….. i

LEMBAR PENGESAHAN………………………………………………... ii

APPROVAL SHEET…………………………………………………….… iii

COUNSELLING SHEET…………………………………………………. iv

SURAT PERJANJIAN…………………………………………………….. vii

SURAT PERNYATAAN………………………………………………….. viii

MOTTO AND DEDICATION…………………………………………….. ix

ABSTRACT………………………………………………………………... x

ACKNOWLEDGEMENT…………………………………………………. xi

LIST OF CONTENTS…………………………………………………... xiii

LIST OF APPENDICES…………………………………………………… xv

LIST OF CHARTS………………………………………………………… xvi

LIST OF TABLES…………………………………………………………. xvii

CHAPTER I : INTRODUCTION

A. Background……....…………………………………………….. 1

B. Problem Statement……………………………………………... 1

C. Objective of the Study…………………………………………. 3

D. Significance of the Study………………………………………. 4

E. Scope of the Study……………………………………………... 5

CHAPTER II : REVIEW OF RELATED LITERATURE

xiv

A. Previous Related Research Finding……………………………. 6

B. Some Pertinent Ideas………………………………………........7

C. Conceptual Framework………………………………………… 25

CHAPTER III : RESEARCH METHOD

A. Research Design………………………………………………...26

B. Research Variable and Indicator……………………………….. 26

C. Population and Sample………………………………………… 26

D. Research Instrument…………………………………………….27

E. Data collection procedures…………………………….……..... 27

F. Data analysis…………………………………………………… 29

CHAPTER IV : FINDING AND DISCUSSION

A. Finding…………………………………………………………. 31

B. Discussion……………………..……………………………….. 36

CHAPTER V : CONCLUSION AND SUGGESTION

C. Conclusion…………….……………………………………….. 40

D. Suggestion…….………………………………………………... 41

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xv

LIST OF APPENDICES

Appendices I : Research Instrument

Appendices II : Data Analysis

Appendices III : Data Collection

xvi

LIST OF CHARTS

Page

Chart 1 : Kinds of error in pronouncing simple vowels……………. 33

Chart 2 : The dominant error in pronouncing short vowels………... 34

Chart 3 : The dominant error in pronouncing short vowels………... 36

xvii

LIST OF TABLES

Page

Table 1 : Kinds of error in simple vowels………………………….. 32

Table 2 : The dominant error in pronouncing long vowels ……... 34

Table 3 : The dominant error in pronouncing short vowels………... 35

1

CHAPTER I

INTRODUCTION

A. Background

English has four skills. There are speaking, reading, writing and listening.

Talking about speaking in Indonesia, people do not used English in daily

communication, and only certain communities used it as daily language. No

wonder most of Indonesians have difficulties in speaking English with good

pronunciation, because they are not familiar with the language. Their English

pronunciation is still influenced by their regional dialect, accent, environment, and

their mother tongue language Hakim (2012:1)

Pronunciation deals with the production or fluency in producing the

language. Every language has different sounds. So, when we communicate in

English, we produce the English sounds. The sounds can be divided into two

parts, namely consonant and vowel sounds The consonants are the sounds in

which some kinds of obstruction to the air stream in the mouth are produced

Learning to acquire the pronunciation habit of a foreign language. In order to hear

the new language accurately enough to imitate, the foreign learner must respond

to a whole new sounds system Broughton, Geoffrey at.al (2012:49).

The pronunciation of English is influenced by the differences of

geographical areas where English is spoken. In this case, Trudgil in Hakim

(1994:2) stated that where are you from, of course, there are something which

1

2

influence how you speak. In addition, people speak different kind of English

depending on what kind of social background they come from. In foreign

language teaching, pronunciation is the one area where it is generally agreed that

imitation is the essence of the learning process. Some people are better at

imitation than others, but one thing is should be clear in order to imitate correctly,

one must have heard correctly what is to be imitated.

This research is to investigate the pronunciation error in reading narrative

story in term of simple vowel, short, and long vowels by the Gowanese English

Foreign Learners.

According to Allen in Hakim (1960:35) pronunciation is one of element of

the language that has big contribution for better English speaking. Pronunciation

is important to be learnt, because with good pronunciation, our English can be

clear and easy to understand. Learning pronunciation is not a simple process of

memorizing a number a items that can be mapped on to mother tongue. It is true

that pronunciation has important role in oral communication. If someone speaks in

bad pronunciation, the listeners cannot understand what the speakers talking about

or it may disturb others’ understanding. Native speakers of the English language

are able to recognized foreign accents within non-native English speakers such as

Makassar accent proves that there are differences in the English spoken by native

and non-native speakers. Therefore, pronunciation errors made by non-native

speakers of the English language should not be considered as random attempts to

produce unfamiliar sounds and words but instead as a reflection of the segmental

3

and supra segmental features of their native languages. For this reason, it is

necessary for the English language teachers to be more aware of how the mother

tongue of the non-native English speakers can have influence on the English

pronunciation. In order to understand pronunciation difficulties that are caused by

phonological transfer. It is important that the differences between the English

language and the first language of the non-native English speakers be compared

and studied.

Talking about pronunciation or foreign accent in English the mother

tongue influence. The mother tongue or speakers’ mother tounge is said to be the

most influential factor in determining the success. Therefore, based on the

explanation above, the researcher conduct this research under the title “The

English Pronunciation Error in Reading Narrative Story by the Gowanese

English Foreign Learners ( Descriptive Study at the Second Semester of

English Department Students of Muhammadiyah University of Makassar )

B. Problem Statement

1. What kinds of English pronunciation error in reading narrative story in

term of simple vowels made by the Gowanese English foreign learners ?

2. What are the dominant pronunciation error in reading narrative story in

term of simple vowels made by the Gowanese English foreign learners

C. Objective of the Research

Based on the problem statement, the objective of the research is to find

out:

4

1. The kinds of English pronunciation error in reading narrative story in term

of simple vowels made by the Gowanese English Foreign Learners.

2. The dominant of pronunciation error in reading narrative story in term of

simple vowels made by the Gowanese English foreign Learners.

D. Significance of the Study

The findings of the research are expected to be useful information for

many people in learning process such as:

1. Lecturer

This study will contribute to improving teaching and learning English

as Foreign Language. By identifying error of the students in English

pronunciation in terms of simple vowels, the teacher will realize the

problems in the process of English Foreign Language learning. Error Analysis

is useful in foreign language learning. Errors can tell the teacher how far

towards the goal the learner has progressed and consequently, what remains

for him or her to learn. So, students errors are valuable feedbacks. Error

Analysis helps the teachers to identify in a systematic manner the specific

and common language problems students have, so that they can focus more

attention on these types of errors. The significance of this study is, therefore,

to inform educators and language study material developers about the kind of

errors.

5

2. Students

Errors are important for learner, since the students making of errors, it

can give advice to the learner in order to learn more.

3. The Researcher

To give an information about the importance of studying errors in

learning English as foreign language in term of pronunciation. Give some

advice to all of people to learn because learning does not occur in a vacuum,

when learning takes place, there are some influencing factor, such as a

guidebook, a teacher, or an instruction sheet present, and give the chance to

the other researcher to explore more about pronunciation.

E. Scope of the Research

The scope of the study are to find out and analyze the English

pronunciation error in reading narrative story in term of simple vowels, long

vowels and short vowels sounds by the Gowanese English foreign learner.

Gowanese English Foreign Learner in here is the student who use Makassar

Language as their mother tongue. We need to understand how students compose

in both their native languages and in English to understand. Especially in

monitoring errors.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Finding

Shang (2009). Journal. A Study of Pronunciation Problems of English

Learners in China In order to learn English well, the second language learners

should pay attention of the importance of the English pronunciation learning. The

factors mentioned above influencing Chinese students pronounce English, which

is the first language interference by interference of mother tongue in learning

English pronunciation, learners’ age, attitude, psychological factor and prior

pronunciation instruction and the learners’ insufficient knowledge of phonology

and phonetics to a large extent affecting the acquisition of the English

pronunciation. On the other hand, the presentations of distinctions between

Chinese and English phonological systems may raise our awareness of the

differences of the two sound systems to avoid errors in pronunciation. Imitation,

listening and speaking, Reading aloud are good suggestions for pronunciation

improvement of English learners. Certainly, there’s a long way for learners of

English pronunciation to go.

Hakim (2012). An Analysis Of Phonetics b, d, g, j, _ and ð into English

pronunciation for Java Students. Generated in this study is there are some

phonetics which 80% of total respondents felt difficult to remove the emphasis

Javanese accent when they speak in English, the phonetic d and ð. Based on

explanation above, both of them included into the sound of phonetics.

6

7

Javanese accent when they speak in English, the phonetic d and ð. Based

on explanation above, both them included into the sound of phonetics.

This is caused when the tip of the tongue of speakers as close to the active

articulator upper teeth, which should only be undertaken only on the tip of the

tongue and conducted for 1 second, but when the student who produces the sound

of Java, they do it by using the tip of the tongue and tongue leaves, and they do it

with a greater air pressure with a longer time if compared to normal speakers. So,

the sound that produced is suppressed.

Hasyim (2002). Error Analysis in the Teaching of English After talking

much about error analysis in language learning. Conclude that error analysis is

required in developing or increasing the techniques in teaching English. By doing

the error analysis, a teacher can concentrate on the materials in which most

learners made error, a teacher can also evaluate himself whether he success in

teaching or not, and finally He can improve his techniques in teaching by

preparing systematic materials.

B. Some Pertinent Ideas

1. Error

Learners’ errors are usually classified in different categories. Burt in Xue

Mei (1975) made a distinction between “global” and “local” errors. Global errors

hinder communication and they prevent the learner from comprehending some

aspects of the message. Local errors only affect a single element of a sentence, but

do not prevent a message from being heard. According to Hendrickson in Xue

8

Mei (1980), global errors need not be corrected and they are generally held true.

But the expressions such as “a news”, or “an advice” are systematic errors, and

they need to be corrected. As for pre systematic errors, teachers can simply

provide the correct one. For systematic errors, since learners have already had the

linguistic competence, they can explain this kind of errors and correct them

themselves. So teachers just remind them when they commit such errors. The kind

of errors should be corrected, it needs teachers’ intuition and understanding of

errors. At the same time, the teacher should consider the purpose of the analysis

and analyze them in a systematic way.

2. Error Analysis

Error analysis is an activity to reveal errors found in writing and

speaking. Richards in Hasyim (1985:96). Error analysis is the study of errors

made by the second and foreign language learners. Error analysis may be carried

out in order to:

a. Find out how well someone knows a language,

b. Find out how a person learns a language, and

c. Obtain information on common difficulties in language learning, as an aid

in teaching or in the preparation of teaching materials. This definition

stresses the functions of error analysis.

Another concept of error analysis is given by Brown in Hasyim

(1980:166). He defined error analysis as the process to observe, analyze, and

classify the deviations of the rules of the second language and then to reveal the

9

systems operated by learner. It seems this concept is the same as the one proposed

by Crystal in Hasyim (1987:112), error analysis is a technique for identifying,

classifying and systematically interpreting the unacceptable forms produced by

someone learning a foreign language, using any of the principles and procedures

provided by linguistics. The three definitions above clarify that error analysis is an

activity to identify, classify and interpreted or describe the errors made by

someone in speaking or in writing and it is carried out to obtain information on

common difficulties faced by someone in speaking or in writing English

sentences. Another thing, which should be noticed is the procedure of error

analysis.

3. Source of Error

The research focus on the English Pronunciation error in reading narrative

story in term of simple vowels, short and long vowels by the Gowanese English

Foreign Learner. The pronunciation of English is influenced by the differences of

geographical areas where English is spoken. In this case, Trudgil in Hakim

(1994:2), where are you from, of course, will not only thing which influence how

you speak. In addition, people speak different kind of English depending on what

kind of social background they come from. Allen in Hakim (1960:35),

pronunciation is one of element of the language that has big contribution for better

English speaking. That is very important to learn, because with good

pronunciation, our English can be clear and easy to understand. Learning

pronunciation is not a simple process of memorizing a number an items that can

10

be mapped on to mother tongue. It is true that pronunciation has important role in

oral communication. If someone speaks in appropriate pronunciation, the listeners

cannot understand what the speakers talking about or it may disturb others’

understanding.

4. Types of error

The types of error are usually called as error taxonomies in error

analysis. According to Dulay in Naeni (2013:14), the most commonly used

taxonomies are based on (1) linguistic category, (2) surface strategy, (3)

comparative analysis and (4) communicative effect.

a. Error based on linguistic category

These taxonomies classify error according to the language

component or linguistic constituent which is effected by the error.

These language component consist of phonology, syntax,

morphology, semantics, lexicon and discourse (Dulay in Naeni,

2013:15).

b. Surface strategy taxonomy

It concentrates on the ways in which surface structures are

altered. Still, Dulay in Naeni (2013:15) divide errors into the

following categories. Those are:

1). Omission means

Omission is the error of leaving out an item that is

required for an utterance to be considered grammatical, for

example: She talks polite.

11

This sentence leaves out an item that is required to

be considered grammatical for expressing adverb of

manner; it is -ly must be added to the word polite.

2). Additions

Additions are the second category of surface

strategy taxonomy and also the opposite of omission. The

presence of an extra item which mustn’t be present in a well

formed utterance is characteristic for additions. Dulay in

Naeni (2013:15) divide them into three categories (a)

double markings, as in “did you went there?”, (b)

regularization, e.g “sheeps, cutted”, and (c) simple addition,

which contains the rest of additions.

3). Misformation

Misinformation is the error of using one

grammatical form in place of another grammatical form,

example: The child yelled with loud.

This sentence contains misinformation in using the

adverb of manner which marked by the using of –ly after

the adjective. Therefore, the word with can’t be used to

express adverb of manner.

12

4). Misordering

Misordering is the error of putting the words in an

utterance in the wrong order. For example: He will come

evening tomorrow.

This sentence has the wrong order of adverb of time

evening tomorrow. It must be changed becomes: He will

come tomorrow evening.

c. Comparative taxonomy

The comparative taxonomy classifies errors on the basis of

comparing the structure of second language errors to other types of

constructions, most commonly to errors made by children during

their first language acquisition of the language in question. In this

taxonomy, we work with two main error categories:

1). Developmental errors

It refers to errors which are similar to those made by

children who are acquiring the target language in question

as their mother tongue.

2). Interlingua errors

Dulay in Naeni (2013:17) states “similar in structure

to a semantically equivalent phrase or sentence in the

learner’s native language”, e.g “the man skinny” said by a

Spanish speaker of English reflects the word order of the

Spanish equivalent phrase el hombre flaco

13

3). Ambiguous errors

It could be classified as both developmental and

Interlingua error.

4). Other errors

Are those which simply do not fit in any of the

above mentioned categories of this taxonomy (Dulay in

Naeni, 2013:17)

d. Communicative effect taxonomy

It focuses on the effect of errors have on the listener or

reader. Still, Dulay in Naeni (2013:17) argues that “error that

affects the overall organization of the sentence hinder successful

communication, while errors that affect a single element of the

sentence usually do not hinder communication.

5. Features Involved in English Pronunciation

As English increasingly becomes the language used for communication, it

is vital to the speakers of English, whether they are native or non native speakers,

are able to exchange meaning effectively. In fact, in recent discussions of English-

language teaching, the unrealistic idea that learners should sound and speak like

native speakers is fast disappearing Burns in Hakim (2003).

According to Burns in Hakim (2003), it is more important that speakers

of English can achieve:

14

a. Intelligibility (the speaker produces sound patterns that are

recognizable as English)

b. Comprehensibility (the listener is able to understand the meaning of

what is said)

c. Interpretability (the listener is able to understand the purpose of what

is said).

6. The Concept of Pronunciation

Pronunciation is part of speech which includes word, intonation, and the

sounds of language. Harmer in Hakim (2001: 26), pronunciation is the knowledge

of how to say a word – that is how to pronounce it. There are different kinds of

English. We can always hear differences between them and the pronunciation of

English varies of great deal in different geographical areas. In the other hand

Kelly in Hakim (2000:9) explains that the study of pronunciation consists of two

fields, namely phonetics and phonology. Phonetics refers to the study of speech

sounds.

A phonetician usually works in one or more of the following areas, Kelly

in Hakim (2000:9) :

1. The anatomical, neurological, and psychological bases of actively

known as psychological phonetics.

2. The actions and movements of the speech organs in producing sounds

(articulatory phonetics)

15

3. The nature and acoustics of the sound waves which transmit speech

(acoustic phonetic)

4. How speech is received by the ears (auditory phonetics)

5. How speech is perceived by the brain (perceptual phone)

7. Accent

In linguistics, an accent is a manner of pronunciation peculiar to a

particular individual, location, or nation. An accent may identify the locality in

which its speakers reside (a geographical or regional accent), the socio economic

status of its speakers, their ethnicity, their caste or social class, their first language

(when the language in which the accent is heard is not their native language), and

etc. And all of them could influence people accent. Davies in Hakim( 2007 : 43)

accent is refers to phonological variation, example variation in pronunciation thus,

if we talk about a southern accent, we are talking about the generalized property

of English pronunciation in the southen part of the U.S.

8. Influence of Makassar accent in English Pronunciation

Based on explicit explanation about English and Makassar accent, it is

found that they have differences with some words and they say that word with

heavy Gowanese accent. They are difficult to master and change their

pronunciation just like British or American accent, because their dialect is very

strong and very influence for their pronunciation when they are speaking English.

In this case, the researcher did not find specific theory about Makassar accent, but

16

according to Trudgel in Hakim (1994 : 2) mother tongue is very influence the

pronunciation of someone who practice English in oral communication learner’s

first language influences the pronunciation of the target language and is a

significant factor in accounting for foreign accents. So called interference or

interference from the first language is likely to cause errors in aspiration, stress,

and intonation in the target language. Some Gowanese students tend to have

difficulty with English sounds because they are deeply influenced by similar

Indonesian sounds. However, they are different from each other. Some words of

English and Makassar accent, such as :

ENGLISH MAKASSAR

tall tolo

shoe sulu

come kamma

tongue tang

cheap cipuru

code kodi

arm amma

up appa’

cup kape’

gum gammara

lump lampa

17

Makassar Vowel

According to Faisal (2002) Vovels phonemic which is produced, is depended on

several things, such as:

a. Lips position (lips form when pronouncing the sounds)

b. Low or high of the tongue (is produced by the tip and the back of the

tongue)

c. Tongue is back and front (there is a space between the tongue and the

teeth)

Based on the movement of the tongue from the front and the back, vowel is

distinguished on:

a. Front vowels: /i/ and /e/

b. Mid vowels: /a/, a’/, and /ǝ/

c. Back vowels: /o/ and /u/

Based on the high and low of the tongue, vowel is classified into :

a. High vowels : /i/ and /u/

b. Mid vowels: /e/, /ǝ/, and /o/

c. Low vowels: /a/, a’/

Based on the rounding or unround the lips, vowel is divided into:

a. Rounded vowel: /a/, a’/, /o/, and /u/

b. Unrounded vowel: /e/, /ǝ/, and /i/

18

Based on tight and untight between the tongue and palate, vowel is distinguished

on:

a. Tight vowels: /ǝ/, /i/, and /u/

b. Untight vowels: /a’/, /e/, /o/

9. Simple Vowels

A simple vowels, is a vowel that is not a diphthong, may be either long

or short depending on its context and on whether or not there is an accent. There

is a difference of duration and also of pronunciation between corresponding long

and short vowels. Here are the rules for when vowels are short, and when they

are long:

a. Long vowels

Simple vowels (monophthongs) in stressed syllables take the long

pronunciation when one and only one of the following consonants appears

in the same syllable as the vowels, examples when word final: b, d, g, f,

dd, some cases of l, n, m, and ng and also when no consonant at all follows

the vowels.

b. Short vowels

If more than one consonant of any kind occurs after the simple vowels

in the same syllable, then the vowel is short. Simple vowels in unstressed

syllables are short, whatever the following consonant. According to

Ba’dulu (2009:31) Simple vowel can be further classified on the basis of :

1. The parts of the mouth where they are produced

19

2. The height of the tongue in the mouth and

3. The shaping of the lips

Based on the part of the mouth where vowel are produced, vowel are

produced, vowel are classified as follow:

a. Front vowels

Front vowels are vowels produced in the front part of the

mouth. They are : i:, , e, and ᴂ.

b. Central vowel

Central vowels are vowels produced in the central part of the

mouth. They are: ᴈ:, ɘ, ᴧ, and ɑː

c. Back vowels

Back vowel are vowels produced in the back part of the mouth.

They are : u:, ᴜ, ᴐ:, and ᴐ.

Based on the height of the tongue in the mouth, vowels are classified as

follows:

a. High vowels

High vowel are vowels produced with the tongue high in the

mouth.

They are : i:, I, u:, and ᴜ

b. Mid Vowels

Mid vowels are vowels produced with the tongue is neither

raised nor lowered.

They are : e. ᴈ:, ɘ, and ᴧ

c. Low Vowels

20

Low vowels are vowels produced with the tongue is lowered.

They are : ᴂ, a, ᴐ:,and ᴐ,

Based on whether the lips are round or unround, vowel are

classified as follow:

a. Round vowels

Round vowels are vowels produced with the round of the lips.

All back vowel are round.

They are : u:, ᴜ, ᴐ:, and ᴐ.

b. Unround vowels

Unround vowels are vowels produced without the rounding of

the lips.

They are : i:, , e, ᴈ:, ɘ, ᴧ, ᴂ, and a.

One of the primary goals of teaching pronunciation in any course is

intelligible pronunciation not perfect pronunciation. Intelligible pronunciation is

an essential component of communicative competence Morley in Gilakjani

(1991), the attainment of perfect pronunciation should no longer be the objective.

Instead, Morley calls for setting more realistic goals that are reasonable,

applicable and suitable for the communication needs of the learner. To her, the

learner needs to develop functional intelligibility (ability to make oneself

relatively easily understood), functional communicability (ability to meet the

communication needs one faces), increased self confidence, and the speech

monitoring abilities and speech modification strategies. Therefore, it is vital that

students learning English for international communication learn to speak it as

21

intelligibly and comprehensibly as possible not necessarily like natives, but well

enough to be understood Morley in Gilakjani( 1991).

10. Reading Aloud

According to Carrillo (1976:01) reading is a cohesive set of skills that

must be carefully presented in an orderly sequence to be efficiently used. Carillo

also point out reading into three categories. Those are reading is purely a

mechanical process, reading is a mechanical process plus the acquisition of

meaning and reading is a combination of mechanics, understanding, retention, and

used.

According to Broughton et.al (Teaching English as a foreign Language, p.

89) reading involves a whole series of lesser skills. Reading in entails the context

of receptive skills. To make read aloud as effective as possible, Teale in Lane

(2003) suggested that teachers consider:

a. Time for reading aloud to determine how much reading aloud is

appropriate, teachers should consider what reading aloud adds and what, if

anything, is given up. Often, multiple instructional goals can be

accomplished with one read-aloud, which can actually save instructional

time. Different children have different needs based on their prior

experiences, so the amount of read-aloud time appropriate in a high

poverty school may be different than what would be appropriate in a

school with a more affluent population. Teale in Lane (2003)

22

recommended that teachers reflect on the amount of time spent to ensure

that it is time spent wisely.

b. Choosing text for reading aloud. It is important to consider the quality of

books selected for read aloud activities. Books that are well written, books

with engaging characters and plots, and books that offer the teacher many

opportunities to model fluent and expressive reading are the best choices.

Including an assortment of text genres exposes children to more literary

variety. Teachers should consider the instructional goals of the read aloud

when selecting books. For example, alphabet books are excellent for

teaching about letters, and story books are useful for developing

vocabulary. Informational books can help children develop content

knowledge and enhance their motivation for reading. Books are useful for

developing metalinguistic abilities such as phonological awareness.

c. Methods for reading aloud. There are several general methods that should

be used to make read aloud effective Teale in Lane (2003). For example,

teachers should encourage children to use their background knowledge

develop understanding of the text and ask questions that keep children

engaged .Reading in a lively, engaging way, using voices, gestures, and

expressions can enhance understanding. It is helpful to encourage children

to predict what will happen in a story, but teachers should be careful to

help children confirm or refute their predictions using the text. Especially

for younger children, it is important to focus on important ideas from the

text and avoid discussions Dickinson, and Tabors in Lane (2001)

23

suggested that teachers and parents should engage children in both

immediate and non-immediate talk. Immediate talk focuses on answering

literal questions and labeling pictures. Non immediate talk extends beyond

the text. It includes discussions of word meanings making predictions and

references, and relating the text-to-personal experiences. It is important

that individual children have multiple opportunities to engage in non-

immediate talk during read-aloud. Examining book reading in the

classroom. Dickinson et al. in Lane (2003) suggested that it is important

for teachers to examine their own book reading in the classroom. For

example, it is helpful to have a designated read aloud area in the

classroom, and that area should be inviting and comfortable. There should

also be plentiful time for adult child book reading, and there should be

strong connections between home and classroom read-aloud activities.

Read aloud activities should be integrated throughout the curriculum.

Teachers should match read aloud texts to curriculum goals and consider

how the book fits into the unit being studied. Developing connections

across books makes learning more connected and meaningful. Teachers

can extend the read aloud experience.

11. Narrative story

Narrative story is a text, which related a serried of logically and

chronologically related events that are caused or experienced by factors. A

key of comprehending narrative is a sense of plot, them, characters, events,

24

and how they relate.). The social functions of narrative text are to amuse,

entertain and deal with actual and vicarious experience Linda Gerot and

Peter Wignell in Herlina (1995: 204). The generic structure of this text is

orientation, evaluation, complication, resolution and representation.

Orientation sets the scene and introduces the participants involved in the

text. Evaluation is stepping back to evaluate the plight. Complication

happens when a crisis rises. Resolution is when the crisis resolved for

better or for worse. And reorientation is an optional one that contain

writer’s opinion or conclusion. in Herlina (Rukmini: 2010: 20) Narrative

story focuses on specific and usually individualized participants. It also

uses material processes, behavioral and verbal processes, relational and

mental processes. It is also uses temporal conjunctions and temporal

circumstances. It always applies past tense in the narration. Linda Gerot

and Peter Wignell, in Herlina (1995: 204)

25

C. Conceptual Framework

The conceptual framework above describes the research which will be

conducted by the researcher. This research is a descriptive research which

describe about the students’ error in pronouncing English vowels sounds in

reading narrative story . There are three steps in this research, those are (1)

identification of error (2) description of error (3) explanation of error, the

indicator that will be used by the researcher are simple vowels in term of long

vowels and short vowels.

Pronunciation

Simple Vowels

Explanation of Error Identification of Error

Description of Error

Reading

Error Analysis

Long Vowels Short Vowels

26

CHAPTER III

RESEARCH METHOD

A. Research Design

The research design used descriptive qualitative-quantitative method. The

descriptive of the data deal with the error analysis of pronunciation in reading

narrative story in term of simple vowels, long vowels and short vowels by the

Gowanese English Foreign Learners.

B. Research Variable and Indicators

The variable of this research were English pronunciation error in reading

narrative story. The indicators were long vowels, short vowels and reading text.

C. Population and Sample

The population of this research was the second semester of English

Department Students’ of Muhammadiyah University of Makasssar. There was

10 classes consisting of 36 students. The technique of sampling which used

purposive random sampling by collecting the list name of Gowanese Students in

one class and selecting by lottery to choose 3 Gowanese students as sample

from each class, so the sample was 30 students.

26

27

D. Research Instrument

The instruments used in this research :

a. Reading test

The test consisted of reading text that would be read loudly by the

students.

b. Voice recorder

To record the students voice while reading narrative text

c. Field Note

It used to know the data of the Gowanese students who read the narrative

story.

E. Data collection procedures

To find out the required data for this final project, the writer conducted

pronunciation test. Conducting a research always required some steps that had to

be done in a clear chronological order. The researcher took the following step of

the research:

1. Preparation

Before conducting test to the students, the writer:

a. Prepared the test papers, which was given to the students and made

sure that the reading text on the papers was clear to read,

b. Checked the voice recorder to make sure it worked well,

c. Make sure the students are ready to do the test,

28

d. Told the student that the test was a pronunciation test in reading

narrative story narrative teks.

e. Asked to the students to pay attention to the intonation.

f. Gave the students a chance to asking questions before doing the test.

2. Administration

In administering the test, the students were asked in turn to

pronounce well while their voice was recorded and the steps are:

a. Giving the test paper to the student,

b. Asking the student to read the text loudly,

c. Asking the student to start reading aloud. The student read the

the text to that contains the simple vowels.

d. The researcher stopped the voice recorder when the student

finished read the sentences.

The data obtained from the respondents showing how they

pronounced the English simple vowels around transferred into phonetic

transcription. The analysis started by finding out how many students

pronounciation the simple vowels in term of long and short vowel correct

and how many of incorrect

29

F. Data analysis

In analyzing the data the researcher used qualitative-quantitative method.

The data analysis was to find out the pronunciation error in reading narrative story

in term of simple vowels :

1. The first step to collected the data by giving reading test instrument.

2. To identify the errors in this step, the researcher heard the voice

recorder word by word from each student, and eliminate the English

pronunciation error in term of simple vowels.

3. Description of errors or selection error is an error or more specifically

a human error. The researcher gave the description of errors which was

made by the students in pronouncing the word.

4. Explanation of errors was the researcher explained the errors, whether

the error is caused by their mother tongue.

5. To analyze rate percentage of students’ English pronunciation error in

term of simple vowel, short, and long vowel the following formula

used:

P =

Where:

P = Ratio percentage

F = Frequency

N = Total number of the students

(Sudjana, 2005:50)

30

6. Conclusion by describing about main error on the English

Pronunciation error in term of simple vowels, short vowels and long

vowels of second year students’ at English Department of Makassar

Muhammadiyah University

31

CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the writer presents finding of the research and discussion.

Finding consisted of identification of the students’ error of pronounced simple

vowels in term of long vowels and short vowels by the Gowanese English Foreign

Learners.

In chapter III the target of population as the sample was 30 students, in

this research the writer got 29 respondents and 1 no respondent.

After transcribing the students’ pronunciation into the phonetic

transcriptions, the writer started to analyze the data. First, the writer transcribed

the students’ pronunciation into phonetic transcriptions based on Cambridge

Advance Learner’s Dictionary, third edition. Next, the writer grouped the

students’ errors in pronouncing English Vowels into separate divisions, the

correct pronunciation and the incorrect pronunciation. Then, step, she percentage

the analysis to count all errors. Finally, she interpreted the result of the data

analysis.

A. Finding

In these findings, the writer presents the students’ error of pronouncing

simple vowels in reading narrative text Cinderella and provides the answer of the

problem statements that are presented in the first chapter. These interpretations

were used to answer the questions.

31

32

In narrative text Cinderella there were 406 words. It consisted of 176

vowels pronounced by 29 students. So, there were 5105 phonetic transcriptions of

the pronunciation of English. From those 5105 phonetic transcriptions she found

that there were 3215 correct pronunciations or 62.99% and 1889 incorrect

pronunciations or 37.01%.

1. The kinds of pronunciation error made by the students in reading narrative story

in term of simple vowels made by the Gowanese English foreign learners.

shown in the following table.

Table 1

Kinds of error in simple vowels.

No Kinds of error % Percentage

1 Substitution 67.76

2 Omission 13.76

3 Addition 18.48

In order to determine the proportion of errors and kinds of errors made by

each student in pronouncing the words containing English Vowels, the writer used

the following formula:

P =

Where:

P = Ratio percentage

F = Frequency

N = Total number of the students (Sudjana, 2005:50)

33

To performing the data using the above formula, the result was arranged

in a table. The table 1 showed that the students’ errors in various degrees of

percentage From the table, there are three kinds of error in pronouncing namely

substitution error, omission error and addition. There are 67,76% substitution

error, 13,76% omission error, and 18,48% addition error. The difference of the

kinds of error in the table above is showing on the following chart.

Chart 1

Kinds of error in pronouncing simple vowels

The chart above present the percentage of students’ pronunciation error

error in reading narrative story in term of simple vowels. Most of the students

error in substitution are 67,76%, next the error in addition are 18,48% and the

error in ommision are 13,76% .

67.76%

13.76%

18.48%

substitution

omission

addition

34

2). The dominant pronunciation error in reading narrative story in term of simple

vowels made by the Gowanese English Foreign Learners shown in the following

table

Table 2

The dominant error in pronouncing long vowels

The table show long vowels /iː/, /u:/, /ɔː/, /ɑː/, and /ɜː/ the dominant error

was /ɑː/ 32,45%, next /ɜː/ 18.41%, and /iː/ 17.46%. The dominant of long vowels

error, is shown in the following chart.

Chart 2

The dominant error in pronouncing long vowels

17.46%

16.32%

15.37%

32.45%

18.41% /iː/

/u:/

/ɔː/

/ɑː/

/ɜː/

No Long Vowels Percentage %

1 /iː/ 17.46

2 /u:/ 16.32

3 /ɔː/ 15.37

4 /ɑː/ 32.45

5 /ɜː/ 18.41

Dominant error 32.45

35

The chart indicates long vowels /iː/,/u:/, /ɔː/,/ɑː/, and /ɜː/ the dominant

error are /ɑː/ 32,45%

Table 3

The dominant error in pronouncing short vowels

The result of error in analyzing short vowels based on the table above. It

shown the dominant of pronunciation error /ə/ 33.41%, /ɪ/ 28.93%,/ æ/ 10.06 %,

/e/ 9.47%, /ʌ/ 9.03%, /ɒ/ 6.17%. So the dominant error in pronounced short

vowels in reading narrative story are /ə/ 33.41%. The difference of dominant long

vowels error is shown in the following chart.

No Short Vowels Percentage %

1 /ɪ/ 28.93

2 /ʊ/ 2.94

3 /ɒ/ 6.17

4 /ʌ/ 9.03

5 /ə/ 33.41

6 /æ/ 10.06

7 /e/ 9.47

Dominant error 33.41

36

Chart 3

The dominant error in pronouncing short vowels

The result of error in analyzing short vowels based on the table above. It

shown the dominant of pronunciation error are /ə/ 33.41%, and /ɪ/ 28.93%.

B. Discussion

Based on the finding and analyzing in the previously chapter, so in this section

the writer would like to discuss the result of finding as follow:

1. Kinds of pronunciation error made by the students in reading narrative story

in term of simple vowels made by the Gowanese English Foreign Learners.

As the explanation in finding, the Gowanese English foreign learners make

an error when pronouncing the word especially simple vowels, the influence of

geographical area still influenced how could they read and pronouncing well,

28.93%

2.94% 6.17%

9.03%

33.41%

10.06%

9.47%

/ɪ/

/ʊ/

/ɒ/

/ʌ/

/ə/

/æ/

/e/

37

Indonesia or Gowanese student usually read the English word as like as they read

Indonesian text, sometimes when they read each word it will be pronounced as

like as the real word. The writer classified the error in three major part, named

substitution error, omission error and addition error.

Substitution error are one or more sound are substituted for another caused

by insertion one segment that replace by another intruder it happened when the

students change a vowel with another vowels or word.

/iː/ treat : change /triː t/ with /trɪt/,

/ɪ/ receive : change /rɪˈsiː vd/ with /rəˈsevd/

/e/ looked : change /lʊked/ with /lʊkɪd/

/æ/ palace : change /ˈpæl.ɪs/ with /ˈpel.es/

/u:/ do : change /duː/ with /du/

/ɔː/ small : change /smɔːl/ with /smal/

/ɒ/ godmother : change /ˈgɒdˌmʌð.ə r/ with /ˈgudˌmʌð.ə r/

/ɑː/ dance : change /dɑːn t s/ with /den t s/

/ɜː/ work : change /wɜːk/ with /wɒrk/

/ə/ handsome : change /ˈhæn.səm/ with /ˈhæn.sʌm/

/ʌ/ young : change /jʌŋ/ with /jɒŋ/

Omission is the error related to the failure of the respondent to pronounce

complete for whatever reason, that occur when action has not been taken or some

vowels has been left.

38

/ɪ/ fitted : change /ˈfɪt.ɪd/ with /ˈfaɪt/

/e/ dresses : change /dresses/ with /dress/

/æ/ raged : change /ˈræg.ɪd/ with /ˈreg/

/ɔː/ towards : change /təˈwɔːdz/ with /tuˈwɔz/

/ɒ/ are : cnange /ɑː r/ with /ɑr/

/ə/ away : change /əˈweɪ/ with /weɪ/

The addition is happened when the student sometimes add or inserted one or

more sound when they produced the word.

/ɪ/ gave : change /gɪv/ with /geɪv/

/e/ again : change /əˈgen/ with /əˈgeɪn/

/æ/ tapped : change /tæpe/ with /tæped/

/ʊ/ could : change /kʊd/ with /kʊld/

/ɒ/ because : change /bɪˈkɒz/ with /bɪˈkɒuz/

/ɑː/ hardworking : change /ˌhɑːdˈwɜː.kɪŋ/ with /ˌhɑrdˈwork/

/ə/ wonderfully : change /ˈwʌn.də.fli/ with /ˈwɒn.dərfuli/

/ʌ/ scrubbing : change /skrʌbɪŋ/ with /skrʌbbɪŋ/

2. The dominant of pronunciation error in reading narrative story in term of

simple vowels made by the Gowanese English Foreign Learners.

The dominant error was the dominant think in pronunciation made by the

Gowanese English foreign learner in long vowels /ɑː/ 32.45%. For the example,

the word “hardest” /hɑ:rdest/ and “hardworking” /ˌhɑrdˈwɜː.kɪŋ/ was pronounced

by inserted /r/ they pronounce /hɑrdest/ and /ˌhɑrdˈwɜː.kɪŋ/ because most of

39

Gowanese students pronounce the English word as like as they pronounced and

read the word in their native language, and most of them cannot read the long

vowel /ɑː/ because they was not familiar with their mother tongue, because in

their mother tongue there were nothing long vowel /ɑ:/ only vowels /a/.

The dominant error in short vowel /ə/ with percentage 33.41%. For example, the

word “uncomplaining” /ˌʌn.kəmˈpleɪ.nɪŋ/, and “conceited” /kənˈsiː .tɪd/ most of

them change vowel /ə/ with vowels /ɒ/ˌ they pronounced /ʌn.kɒmˈpleɪ.nɪŋ/, and

/kɒnˈsiː .tɪd/, as like as the case in long vowels most of Gowanese students

pronounce the English word as like as they pronounced and read the word in their

native language, if they get difficulties in read English text, they will read what is

being written.

40

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion based on the result and

discussion in the previous chapter.

A. Conclusion

The writer classified the error in three major part, firstly named substitution

error, omission error and addition error. Substitution error are one or more sound

are substituted for another caused by insertion, omission is the error related to the

failure of the respondent to pronounce complete for whatever reason, and the

addition is happened when the student sometimes add or inserted one or more

sound.

The dominant error was the dominant think in pronunciation made by the

Gowanese English foreign learner in long vowels /ɑː/ 32.45%. The dominant

error in short vowel /ə/ with percentage 33.41%. How they read and pronounced

each word still influenced by their native language Indonesian Language because

in Indonesia the word pronounced as like as what is being written when they get

difficulties in pronounced the word they will pronounced what is being written.

Even though they are an English Department students in a University.

40

41

B. Suggestion

After conducting this research, the researcher would like to offer some

suggestions :

a. The researcher suggest to the English department Students to listening

and interact with the native speaker in order to be able to imitate it

language. Intelligence, aptitude, motivation, interest, etc. that can be

influenced the English Pronunciation, look up the dictionary if they find

some new vocabularies and try to pronounce it, and give more attention to

vocabulary, grammar, and pronunciation.

b. The researcher suggests to the lecturer to be able to increase the students

ability in pronunciation, and give them more interesting material in order

to make the English department students applied how to pronounce well,

not only just material. Therefore, further study is still necessary for the

improvement of the English skill.

Data Analysis of vowels /i:/ = 8

No

English she treat cleaning received been see

Phonetics /ʃiː/ /triː t/ /ˈkliː.nɪŋ/ /rɪˈsiː vd/ /biːn/ /siː/

1 R1 /ʃiː/ /trit/ /ˈkle.nɪŋ/ /reˈseivd/ /biːn/ /siː/

2 R2 /ʃI/ /tritit/ /ˈkli.nɪŋ/ /rəˈsevd/ /biːn/ /si/

3 R3 /si/ /triː t/ /ˈkliː.nɪŋ/ /rəˈsevd/ /bɪn/ /siː/

4 R4 /ʃi:/ /trit/ /ˈkliː.nɪŋ/ /riseivd/ /bɪn/ /si/

5 R5 /ʃi:/ /tert/ /ˈkliː.nɪŋ/ /reˈseivd/ /biːn/ /siː/

6 R6 /ʃiː/ /tri:t/ /ˈkliː.nɪŋ/ /reˈseː ivd/ /biːn/ /siː/

7 R7 /ʃi/ /triː t/ /ˈkliː.nɪŋ/ /reseived/ /biːn/ /siː/

8 R8 /ʃiː/ /triː t/ /ˈkliː.nɪŋ/ /reseivd/ /biːn/ /siː/

9 R9 /ʃiː/ /treː t/ /ˈkliː.nɪŋ/ /reˈseivd/ /biːn/ /siː/

10 R10 /ʃiː/ /trətəd/ /ˈkleː.nɪŋ/ /rɪˈseved/ /biːn/ /siː/

11 R11 /ʃiː/ /tritit/ /ˈkliː.nɪŋ/ /rɪˈsiː vd/ /biːn/ /siː/

12 R12 /ʃiː/ /tritit/ /ˈkliː.nɪŋ/ /rɪˈsiː vd/ /biːn/ /siː/

13 R13 /ʃiː/ /tri/ /ˈkliː.nɪŋ/ /reˈseivd/ /biːn/ /siː/

14 R14 /ʃiː/ /triː t/ /ˈkliː.nɪŋ/ /reˈseivd/ /biːn/ /siː/

15 R15 /ʃiː/ /tert/ /ˈkliː.nɪŋ/ /reˈseivd/ /biːn/ /si/

16 R16 /ʃiː/ /triː t/ /ˈkliː.nɪŋ/ /rɪˈsiː vd/ /biːn/ /siː/

17 R17 /ʃɪ/ /tretet/ /ˈkliː.nɪŋ/ /rɪˈseved/ /biːn/ /siː/

18 R18 /ʃiː/ /trit/ /ˈkliː.nɪŋ/ /reseiv/ /bɪn/ /siː/

19 R19 /ʃiː/ /trit/ /ˈkliː.nɪŋ/ /reseiv/ /biːn/ /siː/

20 R20 /ʃi/ /tert/ /ˈkliː.nɪŋ/ /resaivid// /biːn/ /siː/

21 R21 /siː/ /tritəd/ /ˈkliː.nɪŋ/ /reseive/ /biːn/ /siː/

22 R22 /ʃiː/ /tritit/ /ˈkleː.nɪŋ/ /reseived/ /biːn/ /siː/

23 R23 /ʃiː/ /tritit/ /ˈkliː.nɪŋ/ /reseivd/ /biːn/ /siː/

24 R24 /ʃiː/ /tritit/ /ˈkliː.nɪŋ/ /rɪˈseivd/ /biːn/ /siː/

25 R25 /ʃiː/ /trit/ /ˈkliː.nɪŋ/ /reˈseivd/ /biːn/ /siː/


28 R27 /ʃiː/ /trit/ /ˈkliː.nɪŋ/ /rɪˈsiː vd/ /biːn/ /siː/

27 R28 /ʃiː/ /tret/ /ˈkliː.nɪŋ/ /reˈsaiv/ /biːn/ /siː/


No English leave feet

error subs omi add Phonetics /liː v/ /fiː t/

1 R1 /liː v/ /fiː t/ 4 3 0 1

2 R2 /liv/ /fiː t/ 4 3 0 1

3 R3 /liv/ /fit/ 5 5 0 0

4 R4 /liv/ /fit/ 6 5 0 1

5 R5 /liv/ /fiː t/ 4 3 0 1

6 R6 /live/ /fiː t/ 2 1 0 1

7 R7 /liː v/ /fiː t/ 3 2 0 1

8 R8 /liv/ /fiː t/ 3 2 0 1

9 R9 /liː v/ /fiː t/ 3 2 0 1

10 R10 /liː v/ /fit/ 6 4 0 2

11 R11 /liː v/ /fiː t/ 2 1 0 1

12 R12 /liː v/ /fiː t/ 2 1 0 1

13 R13 /liv/ /fiː t/ 4 2 1 1

14 R14 /liː v/ /fiː t/ 2 1 0 1

15 R15 /liː v/ /fit/ 1 1 0 0

16 R16 /liː v/ /fiː t/ 0 0 0 0

17 R17 /liː v/ /fit/ 5 3 0 2

18 R18 /liː v/ /fiː t/ 4 3 0 1

19 R19 /liː v/ /fit/ 4 3 0 1

20 R20 /lev/ /fiː t/ 5 4 0 1

21 R21 /liː v/ /fiː t/ 5 3 1 1

22 R22 /liː v/ /fiː t/ 4 3 0 1

23 R23 /liː v/ /fiː t/ 3 2 0 1

24 R24 /liː v/ /fiː t/ 3 2 1 0

25 R25 /liː v/ /fiː t/ 2 2 0 0

26 R26 /liː v/ /feit/ 2 2 0 0

28 R27 /liː v/ /fiː t/ 1 1 0 0

27 R28 /liː v/ /fiː t/ 2 2 0 0

29 R29 /liː v/ /fiː t/ 1 1 0 0

Data Analysis of Vowels /I/ = 35

No English lived in scrubbing preparing received

Phonetics /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'peə'rɪŋ/ /rɪˈsiː vd/

1 R1 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'pe'rɪŋ/ /reˈseivd/

2 R2 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'peə'rɪŋ/ /rəˈsevd/

3 R3 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'prɪŋ/ /rəˈsevd/

4 R4 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpe'rɪŋ/ /riseiv/

5 R5 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpe'rɪŋ/ /reˈseivd/

6 R6 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prˈpe rɪŋ/ /reˈseː ivd/

7 R7 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'pə'rɪŋ/ /reseived/

8 R8 /laɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'pə'rɪŋ/ /reseivd/

9 R9 /laɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'pə'rɪŋ/ /reˈseivd/

10 R10 /lɪv/ /ɪn/ /skrʌbbɪŋ/ /prəˈpe'rɪŋ/ /rɪˈsevd/

11 R11 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'pe'rɪŋ/ /rɪˈsiː vd/

12 R12 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪ'pe'rɪŋ/ /rɪˈsiː vd/

13 R13 /laɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpe'rɪŋ/ /reˈseivd/

14 R14 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpe'rɪŋ/ /reˈseivd/

15 R15 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /reˈseivd/

16 R16 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /rɪˈsiː vd/

17 R17 /lefd/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /rɪˈseved/

18 R18 /lɪ:v/ /ɪn/ /skrebɪŋ/ /prɪˈpə'rɪŋ/ /reseiv/

19 R19 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /reseiv/

20 R20 /laɪv/ /ɪn/ /skrʌbbɪŋ/ /prɪˈpə'rɪŋ/ /resaivid//

21 R21 /laɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /reseive/

22 R22 /lɪved/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /reseived/

23 R23 /lɪv/ /ɪn/ /skrʌbbɪŋ/ /prɪˈpə'rɪŋ/ /reseivd/

24 R24 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /rɪˈseiv/

25 R25 /lɪv/ /ɪn/ /skrebɪŋ/ /prɪˈpə'rɪŋ/ /reˈseiv/

26 R26 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /reseivd/

28 R27 /lɪv/ /ɪn/ /skrʌbɪŋ/ /prɪˈpə'rɪŋ/ /rɪˈsiː vd/

27 R28 /lɪ:v/ /ɪn/ /skrʌbbɪŋ/ /prɪˈpə'rɪŋ/ /reˈsaiv/

29 R29 /lɪv/ /ɪn/ /skrebɪŋ/ /prɪˈpə'rɪŋ/ /reseivd/

No English invitation king's give palace excited

Phonetics /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.ɪs/ /ɪkˈsaɪ.tɪd/

1 R1 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.es/ /ekˈsaɪ.tɪd/


3 R3 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæ'les/ /ekˈsaɪ.t/

4 R4 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈples/ /ekˈsaɪ.tɪd/

5 R5 /ˌɪn.vɪˈtetɪen/ /kɪŋ’s/ /gɪv/ /ˈplɪs/ /ekˈsɪt/

6 R6 /ˌɪn.venʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.əs/ /ɪkˈsaɪ.tɪd/

w R7 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.əs/ /ekˈsɪ.tɪd/

8 R8 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.ɪs/ /ekˈsɪ.t/

9 R9 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæles/ /ekˈsaɪ.tɪd/

10 R10 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈples/ /ekˈsɪ.tɪd/


12 R12 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.ɪs/ /ekˈsaɪ.tɪd/

13 R13 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.ɪs/ /ekˈsaɪ.t/

14 R14 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.es/ /ɪkˈsaɪ.tɪd/

15 R15 /ˌɪn.vɪˈteʃən/ /kɪŋ’s/ /gɪv/ /ˈples/ /ɪkˈsaɪ.tɪd/

16 R16 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.ɪs/ /ɪkˈsaɪ.tɪd/

17 R17 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈples/ /ɪkˈsaɪ.tɪd/

18 R18 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈples/ /ekˈsaɪ.tɪd/


20 R20 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /geɪv/ /ˈpæl.es/ /ɪkˈsaɪ.tɪd/

21 R21 /ˌɪn.vɪˈteʃən/ /kɪŋ’s/ /gɪv/ /ˈpl.es/ /ekˈsaɪ.tɪd/

22 R22 /ˌɪn.vɪˈteɪ.ʃə:n/ /kɪŋ’s/ /gɪv/ /ˈpleis/ /ekˈsaɪ.t/

23 R23 /ˌɪn.vɪˈte.ʃən/ /kɪŋ’s/ /gɪv/ /ˈples/ /ekˈsɪ.tɪd/

24 R24 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.ɪs/ /ɪkˈsaɪ.tɪd/

25 R25 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpl.es/ /ekˈsaɪ.tɪd/

26 R26 /ˌɪn.vɪˈteʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.es/ /ekˈsɪ.t/

27 R27 /ˌɪn.vɪˈteɪ.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.es/ /ɪkˈsaɪ.tɪd/

28 R28 /ˌɪn.ve.ʃən/ /kɪŋ’s/ /gɪv/ /ˈpæl.es/ /ɪkˈsaɪ.tɪd/

29 R29 /ˌɪn.vɪˈteʃən/ /kɪŋ’s/ /gɪv/ /ˈpl.es/ /ekˈsit/

No English this choosing crying standing beside

Phonetics /ðɪs/ /tʃuːzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/

1 R1 /ðɪs/ /tʃuːzɪŋ/ /ˈkre.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/

2 R2 /ðɪs/ /tʃuːzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/



5 R5 /ðɪs/ /tʃuːzɪŋ/ /ˈkreɪ.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/

6 R6 /ðɪs/ /tʃuːzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈsten.dɪŋ/ /bɪˈsaɪd/


8 R8 /ðɪs/ /coːzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/

9 R9 /ðɪs/ /tʃuzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈsten.dɪŋ/ /bɪˈsaɪd/

10 R10 /ðɪs/ /tʃuzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/








18 R18 /ðɪs/ /tʃuːzɪŋ/ /ˈkraɪ.ɪŋ/ /ˈsten.dɪŋ/ /bɪˈsaɪd/


20 R20 /ðɪs/ /tʃuːzɪŋ/ /ˈkrɪ.ɪŋ/ /ˈstan.dɪŋ/ /bɪˈseɪd/






26 R26 /ðɪs/ /tʃuzɪn/ /ˈkraɪ.ɪŋ/ /ˈstæn.dɪŋ/ /bɪˈsaɪd/




No English because hardworking uncomplaining magically

Phonetics /bɪˈkɒz//kəz/ /ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kli/

1 R1 /bɪˈkəz/ /ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒɪ'ke'li/

2 R2 /bɪ'kəz/ /ˌhɑːdˈwərk/ /ˌʌn.kɒmˈplaɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

3 R3 /bɪˈkɒuz/ /ˌhɑdˈwɜː.k/ /ˌʌn.kɒmˈplaɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

4 R4 /bɪˈkə:z/ / ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈmædʒɪkeli/

5 R5 /bɪˈkauz/ / ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈmædʒɪkeli/

6 R6 /bɪˈkɒz/ / ˌhɑːdˈwɜː.kɪŋ// /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

7 R7 /bɪˈkɒz/ /ˌhɑːdˈwor.k/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒɪceli/

l R8 /bɪˈkɒz/ /ˌhɑrdˈwork/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.keli/

9 R9 /bɪˈkəz/ /ˌhɑːdˈwor.kɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

10 R10 /bɪˈkɒz/ /ˌhɑːdˈworkɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

11 R11 /bɪˈkouz/ /ˌhɑrdˈwor/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kli/

12 R12 /bɪˈkəz/ /ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kli/

13 R13 /bɪˈkɒz/ /ˌhɑːdˈwor.k/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.keli:/

14 R14 /bɪˈkouz/ /ˌhɑrdˈwor.k/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒɪkeli/

15 R15 /bɪˈkəz/ /ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli:/

16 R16 /bɪˈkəz/ /ˌhɑrdˈwork/ /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kli/

17 R17 /bɪ:kəz/ /ˌhɑːrdˈwɜː.k/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmæjikel'li/

18 R18 /bɪˈkɒz/ /ˌhɑrdˈwork/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmægiceli/

19 R19 /bɪˈkəz/ /ˌhɑːdˈwor.k/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kli/

20 R20 /bɪˈkauz/ /ˌherdˈwork/ /ˌʌn.kɒmˈpleɪ.n/ /ˈmæjikelli/

21 R21 /bɪˈkauz/ /ˌhɑːdˈwor.k/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmæji'keli/

22 R22 /bɪˈkɒz/ /ˌhɑːddrowiɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kli/

23 R23 /bɪˈkɒz/ /ˌhɑdˈworkɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

24 R24 /bɪˈkɒz/ /ˌhɑːdˈwɜː.kɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmædʒ.ɪ.kelli/

25 R25 /bɪˈkɒz/ /ˌhɑːdˈwork/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmægiseli/

26 R26 /bɪˈkauz/ /ˌhɑːdˈworkiŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmægikelli/

28 R27 /bɪˈkəz/ /ˌhɑrdˈworkɪŋ/ /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈmæjikel'li/

27 R28 /bɪˈkəz/ /ˌhɑrdˈworkɪŋ/ /ˌun.kɒmˈpleɪ.nɪŋ/ /ˈmægiseli/

29 R29 /bɪˈkəz/ /ˌhɑrdˈworkɪŋ/ /ˌun.kɒmˈpleɪ.nɪŋ/ /ˈmægikelli/

No English pumpkin Into become beautiful pretty

Phonetics /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkeɪm/ /ˈbjuː.tɪ.f ə l/ /ˈprɪt.i/

1 R1 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkʌm/ /ˈbju.tɪ.ful/ /ˈprɪt.i/

2 R2 /ˈpʌmp.kɪn/ /ˈɪn.tu:/ /bɪˈkʌm/ /ˈbju.tɪ.ful/ /ˈprɪt.i/

3 R3 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbjuː.tɪ.ful/ /ˈpreti/

4 R4 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪkeɪm/ /ˈbju.tɪ.ful/ /ˈprɪt.i/

5 R5 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbjuː.tɪ.ful/ /ˈprɪt.i/

6 R6 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bəˈkam/ /ˈbjuː.tɪ.ful/ /ˈpret.i/

7 R7 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbjuː.tɪ.ful/ /ˈpret.i/

8 R8 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbiuː.tɪ.f ul/ /ˈprɪt.i/

9 R9 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbiuː.tɪ.ful/ /ˈpret.i/

10 R10 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbiuː.tɪ.ful/ /ˈpret.i/

11 R11 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkeɪm/ /ˈbiuː.tɪ.ful/ /ˈpret.i/

12 R12 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkeɪm/ /ˈbiuː.tɪ.ful/ /ˈprɪt.i/

13 R13 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkem/ /ˈbiu.tɪ.ful/ /ˈprɪt.i/

14 R14 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbiu.tɪ.ful/ /ˈpret.i/

15 R15 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbiutɪ.ful/ /ˈprɪt.i/

16 R16 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkeɪm/ /ˈbjuː.tɪ.f ə l/ /ˈprɪt.i/

17 R17 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbjuː.tɪ.f u l/ /ˈprɪt.i/

18 R18 /ˈpump.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbiutɪful/ /ˈpret.i/

19 R19 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkeɪm/ /ˈbiutɪful/ /ˈpret.i/

20 R20 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkom/ /ˈbiutɪful/ /ˈpret.i/

21 R21 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbiutɪful/ /ˈpret.i/

22 R22 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bikam/ /ˈbiutɪful/ /ˈpret.i/

23 R23 /ˈpʌmp.kɪn/ /ˈɪn.tu/ /bɪˈkam/ /ˈbjuːtɪ.fl/ /ˈprɪt.i/

24 R24 /ˈpump.kɪn/ /ˈɪn.tu/ /bɪˈkeɪm/ /ˈbjuː.tɪ.ful/ /ˈprɪt.i/

25 R25 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbjutɪful/ /ˈpret.i/

26 R26 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbjutɪ.fl/ /ˈpret.i/

28 R27 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkeɪm/ /ˈbjuː.tɪ.ful/ /ˈpret.i/

27 R28 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkeɪm/ /ˈbjuː.tɪ.ful/ /ˈpret.i/

29 R29 /ˈpʌmp.kɪn/ /ˈɪn.tuː/ /bɪˈkam/ /ˈbjuː.tɪ.ful/ /ˈpret.i/

No English slipper Before midnight having began

Phonetics /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgæn/

1 R1 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmaɪd.naɪt/ /hɪvɪŋ/ /bɪˈgæn/

2 R2 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgæn/

3 R3 /ˈslaɪpər/ /bɪˈfɔ'r/ /ˈmɪd.naɪt/ /hæpɪŋ/ /bɪ:gin/


5 R5 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪg/ /hivɪŋ/ /bɪˈgan/

6 R6 /ˈslep.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hevɪŋ/ /bɪˈgen/

7 R7 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hivɪŋ/ /bɪˈgan/

8 R8 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hevɪŋ/ /bɪˈgæn/

9 R9 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hevɪŋ/ /bɪˈgæn/


11 R11 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgan/

12 R12 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgæn/

13 R13 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgen/

14 R14 /ˈslaɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgæn/

15 R15 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgan/


17 R17 /ˈslɪp.ə r/ /bɪˈfɔ r/ /ˈmɪd.naɪt/ /hævɪŋ/ /bɪˈgan/

18 R18 /ˈslɪp.ə r/ /bɪˈfɔr/ /ˈmɪd.naɪt/ /hæpɪŋ/ /bɪˈgæn/


20 R20 /ˈslɪp.ə r/ /bɪˈfor/ /ˈmɪd.naɪ/ /hævɪŋ/ /bɪˈgæn/


22 R22 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hævpɪŋ/ /bɪˈgæn/

23 R23 /ˈslɪp.ə ri/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hivɪŋ/ /bəˈjin/

24 R24 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hævɪŋ/ /bəˈgan/

25 R25 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hæpɪŋ/ /bɪˈgan/


28 R27 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hæpɪŋ/ /bɪˈgæn/

27 R28 /ˈslɪp.ə r/ /bɪˈfɔː r/ /ˈmɪd.naɪt/ /hevɪŋ/ /bɪˈgæn/


No English behind fitted it sisters driven

Phonetics /bɪˈhaɪnd/ /ˈfɪt.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

1 R1 /bɪˈhaɪnd/ /ˈfɪtəd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

2 R2 /bɪˈhaɪnd/ /ˈfɪt.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdraɪv. ə n/

3 R3 /bɪˈhaɪnd/ /ˈfɪt/ /ɪt/ /ˈsɪs tər/ /ˈdrɪvə n/

4 R4 /bɪˈhaɪnd/ /ˈfɪt.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪvin/

5 R5 /bɪˈhɪnd/ /ˈfɪtəd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪvən/

6 R6 /bɪˈhaɪnd/ /ˈfet/ /ɪt/ /ˈsɪs te r/ /ˈdrɪv. ə n/

7 R7 /bəˈhaɪnd/ /ˈfɪt.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

8 R8 /bɪˈhaɪnd/ /ˈfɪt.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdraiv. ə n/

9 R9 /bɪˈhaɪnd/ /ˈfɪt.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/


11 R11 /bɪˈhaɪnd/ /ˈfɪt.ed/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/


13 R13 /bɪˈhaɪnd/ /ˈfɪltɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/




17 R17 /bɪˈhaɪnd/ /vaɪtɪd/ /ɪt/ /sɪs tə rs/ /ˈdrevən /

18 R18 /bəˈhɪn/ /ˈfɪt/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/


20 R20 /bɪˈhaɪnd/ /ˈfɪd.ɪd/ /ɪt/ /ˈsɪs tə rs/ /ˈdraɪv.in/

21 R21 /bɪˈhaɪnd/ /ˈfɪte/ /ɪt/ /ˈsɪs tə rs/ /ˈdraɪv. ə n/


23 R23 /bəˈhaɪnd/ /ˈfɪt.əd/ /ɪt/ /ˈsɪs tə rs/ /ˈdraɪv. ə n/

24 R24 /bəhɪnd/ /ˈfɪtəd/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

25 R25 /bɪˈhaɪnd/ /ˈfɪt/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

26 R26 /bəˈhaɪnd/ /ˈfaɪt/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

28 R27 /bɪˈhaɪnd/ /ˈfɪt/ /ɪt/ /ˈsɪs tə rs/ /ˈdraɪv. ə n/

27 R28 /bəˈhaɪnd/ /ˈfaɪted/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

29 R29 /bəˈhaɪnd/ /ˈfɪt.ed/ /ɪt/ /ˈsɪs tə rs/ /ˈdrɪv. ə n/

No English

error subs omi add Phonetics

1 R1 13 10 1 2

2 R2 11 8 1 2

3 R3 19 14 4 1

4 R4 11 8 2 1

5 R5 14 9 2 3

6 R6 16 11 4 1

7 R7 14 10 4 0

8 R8 16 11 3 2

9 R9 16 12 3 1

10 R10 15 10 3 2

11 R11 13 11 1 1

12 R12 5 3 2 0

13 R13 14 10 3 1

14 R14 12 8 2 2

15 R15 9 5 3 1

16 R16 5 3 2

17 R17 16 12 3 1

18 R18 20 14 6 0

19 R19 8 6 2 0

20 R20 18 9 3 6

21 R21 18 10 5 3

22 R22 13 10 3 0

23 R23 17 11 3 3

24 R24 10 7 2 1

25 R25 15 10 5 0

26 R26 15 10 3 2

27 R27 10 6 2 2

28 R28 17 13 3 1

29 R29 14 10 3 1

Data Analysis of Vowels /e/ = 18

No English tempered very hardest dresses them

Phonetics /tem.pəd/ /ˈver.i/ /hɑːdest/ /dresses/ /ðem/

1 R1 /tem.perd/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

2 R2 /tem.pərd/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

3 R3 /tem.pərd/ /ˈver.i/ /hɑrdest/ /dress/ /ðem/

4 R4 /tem.pərd/ /ˈver.i/ /hɑrdest/ /dresses/ /dem/

5 R5 /tem.prəd/ /ver.i/ /herdest/ /dresses/ /ðem/

6 R6 /tem.pəd/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/


8 R8 /tem.pəd/ /ˈver.i:/ /hɑrdest/ /dresses/ /ðem/

9 R9 /tem.pəd/ /ˈver.i/ /hɑːdest/ /dresses/ /ðem/

10 R10 /tem.pərd/ /ˈver.i/ /hɑrset/ /dresses/ /ðem/

11 R11 /tem.pər/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/


13 R13 /tem.perəd/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

14 R14 /tem.pər/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

15 R15 /tem.pre/ /ˈver.i/ /hɑːdest/ /dress/ /ðem/

16 R16 /tem.pəd/ /ˈver.i/ /hɑːdest/ /dresses/ /ðem/

17 R17 /tem.prəd/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

18 R18 /tem.prid/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/


20 R20 /tempəred/ /ˈver.i/ /herdist/ /dresses/ /ðem/


22 R22 /tem.prəd/ /ˈver.i/ /herd/ /dress/ /ðem/

23 R23 /tem.prəid/ /ˈver.i/ /hɑrdest/ /dress/ /ðem/


25 R25 /tem.prid/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

26 R26 /tem.prəd/ /ˈver.i/ /hardest/ /dress/ /ðem/


27 R28 /tem.pred/ /ˈver.i/ /hɑrdest/ /dresses/ /ðem/

29 R29 /tem.pərd/ /ˈver.i/ /hɑr'dest/ /dresses/ /ðem/

No English many spent went help left

Phonetics /ˈmen.i/ /spent/ /went/ /help/ /left/

1 R1 /ˈmen.i/ /spent/ /went/ /help/ /left/



















20 R20 /ˈman.i/ /spint/ /went/ /help/ /left/

b R21 /ˈmen.i/ /spent/ /went/ /help/ /left/





26 R26 /ˈmen.i/ /spent/ /went/ /help/ /ləft/




No English leave again /twelv/ end let

Phonetics /liː ved/ /əˈgen/ /twelv/ /end/ /let/

1 R1 /liː ved/ /əˈgein/ /twelv/ /end/ /let/

2 R2 /lived/ /əˈgen/ /twilf/ /end/ /let/

3 R3 /livd/ /əˈgein/ /twelv/ /in/ /let/

4 R4 /livd/ /əˈgein/ /twelef/ /end/ /let/

5 R5 /lived/ /əˈgein/ /twelv/ /end/ /let/












17 R17 /liː ved/ /əˈgein/ /twel/ /end/ /let/


19 R19 /liː ved/ /əˈgein/ /twilv/ /end/ /let/

20 R20 /lev/ /əˈgein/ /twelv/ /end/ /let/


22 R22 /lived/ /əˈgein/ /twelev/ /end/ /let/








No English perfectly ever error subs omi add

Phonetics /ˈpɜː.fek t .li/ /ˈev.ə r/

1 R1 /ˈperfek t .li/ /ˈev.ə r/ 4 1 0 3


3 R3 /ˈperfek t .li/ /ˈevə r/ 6 1 2 3

4 R4 /ˈperfek t .li/ /ˈev.ər/ 6 1 1 4


6 R6 /ˈperfek.li/ /ˈev.ə r/ 4 2 0 2

7 R7 /ˈperfek.li/ /ˈev.ə r/ 3 1 0 2

8 R8 /ˈperfekli/ /ˈev.ə r/ 5 3 0 2

9 R9 /ˈpɜːrfek t .li/ /ˈev.ə ri:/ 3 2 0 1

10 R10 /ˈperfektli/ /ˈev.ə r/ 4 2 0 2


12 R12 /ˈpɜː.fek t .li/ /ˈev.ə r/ 2 0 0 2

13 R13 /ˈperfektli/ /ˈev.er/ 6 3 0 3


15 R15 /ˈperfek tli/ /ˈev.ə r/ 4 1 1 2

16 R16 /ˈpɜː.fek t .li/ /ˈev.ə r/ 1 0 0 1

17 R17 /ˈper.fektli/ /ˈev.ə r/ 5 1 1 3





22 R22 /ˈparfekli/ /ˈev.ə r/ 7 2 2 3





28 R27 /ˈperfekli/ /ˈiv.ə r/ 5 2 0 3



No English bad badly hand handsome that

Phonetics /bæd/ /ˈbæd.li/ /hænd/ /ˈhæn.səm/ /ðæt/

1 R1 /bæd/ /ˈbæd.li/ /hænd/ /ˈhæn.sʌm/ /ðæt/

2 R2 /bæd/ /ˈbæd.li/ /hænd/ /ˈhæn.səm/ /ðæt/



5 R5 /bæd/ /ˈbæd.li/ /hend/ /ˈhæn.səm/ /ðat/

6 R6 /bæd/ /ˈbæd.li/ /hænd/ /ˈhæn.sem/ /ðæt/







13 R13 /bæd/ /ˈbæd.li/ /hænd/ /ˈhæn.som/ /ðæt/

14 R14 /bæd/ /ˈbæd.li/ /hænd/ /ˈhæn.sam/ /ðæt/
















No English palace had standing am magically

Phonetics /ˈpæl.ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kli/

1 R1 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒɪ'ke'li/

2 R2 /ˈpel.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

3 R3 /ˈpæ'les/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

4 R4 /ˈples/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒɪkeli/

5 R5 /ˈplɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒɪkeli/

6 R6 /ˈpel.əs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

7 R7 /ˈpel.əs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒɪceli/

8 R8 /ˈpæl.ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.keli/

9 R9 /ˈpæles/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

10 R10 /ˈples/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

11 R11 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kli/

12 R12 /ˈpæl.ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kli/

13 R13 /ˈpæl.ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.keli:/

14 R14 /ˈpæl. ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒɪkeli/

15 R15 /ˈples/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli:/

16 R16 /ˈpæl.ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kli/

17 R17 /ˈples/ /hæd/ /ˈstæn.dɪŋ/ /em/ /ˈmæjikel'li/

18 R18 /ˈples/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmægiceli/

19 R19 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kli/

20 R20 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmæjikelli/

21 R21 /ˈpl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmæji'keli/

22 R22 /ˈpleis/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kli/

23 R23 /ˈples/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

24 R24 /ˈpæl.ɪs/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmædʒ.ɪ.kelli/

25 R25 /ˈpl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmægiseli/

26 R26 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmægikelli/

27 R27 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmæjikel'li/

28 R28 /ˈpæl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmægiseli/

29 R29 /ˈpl.es/ /hæd/ /ˈstæn.dɪŋ/ /æm/ /ˈmægikelli/

No English coachman tapped raged married happily

Phonetics /kəʊtʃmæn/ /tæpe/ /ˈræg.ɪd/ /ˈmær.id/ /ˈhæp.ili/

1 R1 /kəʊtʃmæn/ /tep/ /ˈræg/ /ˈmær.id/ /ˈhæp.ili/

2 R2 /kɒʊtʃmæn/ /tep/ /ˈregd/ /ˈmær.id/ /ˈhæp.ili/

3 R3 /kɒʊtʃmæn/ /tep/ /ˈregd/ /ˈmær.id/ /ˈhæp.ili/

4 R4 /kəʊtʃmæn/ /tep/ /ˈrægd/ /ˈmær.id/ /ˈhæp.ili/

5 R5 /kɒʊtʃmæn/ /tep/ /ˈræg.ɪd/ /ˈmær.id/ /ˈhæp.ili/

6 R6 /kɒʊtʃmæn/ /tep/ /ˈræg.ɪd/ /ˈmær.id/ /ˈhæp.ili/

7 R7 /kəʊstem/ /teped/ /ˈræg/ /ˈmær.id/ /ˈhæp.ili/

8 R8 /kəʊtʃmæn/ /tep/ /ˈreg.ɪd/ /ˈmær.id/ /ˈhæp.ili/

9 R9 /kəʊtʃmæn/ /tep/ /ˈregad/ /ˈmer.id/ /ˈhæp.ili/

10 R10 /kɒʊtʃmæn/ /tep/ /ˈreged/ /ˈmær.i:d/ /ˈhæp.ili/

11 R11 /kɒʊtʃmæn/ /tep/ /ˈregɪd/ /ˈmær.i:d/ /ˈhæp.ili/

12 R12 /kəʊtʃmæn/ /tep/ /ˈræg.ɪd/ /ˈmær.id/ /ˈhæp.ili/

13 R13 /kəʊtʃmæn/ /tep/ /ˈreg.ed/ /ˈmær.id/ /ˈhæp.ili/

14 R14 /kotʃmæn/ /tep/ /ˈreg/ /ˈmær.id/ /ˈhæp.ili/



17 R17 /kɒʊtʃmæn/ /tep/ /ˈræg/ /ˈmær.id/ /ˈhæp.ili/

18 R18 /kɒʊtʃmæn/ /tep/ /ˈreg/ /ˈmær.id/ /ˈhæp.ili/

19 R19 /kəʊtʃmæn/ /tep/ /ˈræg/ /ˈmær.id/ /ˈhæp.ili/

20 R20 /kɒʊtʃmæn/ /tæpid/ /ˈregɪd/ /ˈmær.id/ /ˈhæp.ili/

21 R21 /kɒʊtʃmæn/ /tepe/ /ˈreig/ /ˈmær.i/ /ˈhæp.ili/

22 R22 /kəʊtʃmæn/ /tæped/ /ˈreged/ /ˈmær.id/ /ˈhæp.ili/

23 R23 /kʊtʃmæn/ /tæped/ /ˈreg.ɪd/ /ˈmær.id/ /ˈhæp.ili/

24 R24 /kɒʊtʃmæn/ /tep/ /ˈræg.ɪ/ /ˈmær.id/ /ˈhæp.ili/

25 R25 /kəʊtʃmæn/ /tæpe/ /ˈræg.ɪ/ /ˈmær.id/ /ˈhæp.ili/

26 R26 /kɒʊtʃmæn/ /tæpe/ /ˈræjɪd/ /ˈmær.id/ /ˈhæp.ili/

27 R27 /ktʃmæn/ /tæpe/ /ˈræg/ /ˈmær.id/ /ˈhæp.ili/

28 R28 /kɒʊtʃmæn/ /tæped/ /ˈræged/ /ˈmær.id/ /ˈhæp.ili/

29 R29 /kɒcmæn/ /tæpe/ /ˈrægd/ /ˈmæri/ /ˈhæp.ili/

No English matter

error subs omi add Phonetics /ˈmæt.ə r /

1 R1 /ˈmæt.ə r / 5 2 2 1

2 R2 /ˈmæt.ə r / 5 2 2 1

3 R3 /ˈmæt.ə r / 5 2 2 1

4 R4 /ˈmæt . / 4 1 2 1

5 R5 /ˈmæt . / 4 2 1 1

6 R6 /ˈmæt.ə r / 5 2 2 1

7 R7 /ˈmæt.ə r / 5 3 1 1

8 R8 /ˈmæt . / 3 1 1 1

9 R9 /ˈmæt . / 6 4 1 1

10 R10 /ˈmæt.ə r / 6 4 1 1

11 R11 /ˈmæt . / 5 4 1 0

12 R12 /ˈmæt.ə r / 1 0 1 0

13 R13 /ˈmæt.ə r / 4 2 1 1

14 R14 /ˈmæt.ə r / 5 2 2 1

15 R15 /ˈmæt . / 3 1 1 1

16 R16 /ˈmæt.ə r / 2 1 1 0

17 R17 /ˈmæt.ə r / 5 2 2 1

18 R18 /ˈmæt . / 6 4 2 0

19 R19 /ˈmæt.ə r / 3 1 0 2

20 R20 /ˈmat.ə r / 7 5 0 2

21 R21 /ˈmæt.ə r / 6 3 2 1

22 R22 /ˈmæt.ə r / 4 3 0 1

23 R23 /ˈmat.ə r / 6 4 0 2

24 R24 /ˈmæt.ə r / 4 2 1 1

25 R25 /ˈmæt.ə r / 5 3 2 0

26 R26 /ˈmæt.ə r / 6 4 1 1

27 R27 /ˈmæt.ə r / 6 3 2 1

28 R28 /ˈmæt.ə r / 5 4 0 1

29 R29 /ˈmæt.ə r / 6 5 0 1

Data Analysis of Vowels /u:/ = 10

No English do food two choosing you've

Phonetics /duː/ /fuːd/ /tuː/ /tʃuːzɪŋ/ /juːv/

1 R1 /duː/ /fuːd/ /tu/ /tʃuːzɪŋ/ /juːv/

2 R2 /du/ /fud/ /tu/ /tʃuːzɪŋ/ /juːv/

3 R3 /du/ /fud/ /tu/ /tʃuːzɪŋ/ /juːhev/

4 R4 /duː/ /fud/ /tu/ /tʃuːzɪŋ/ /juːv/

5 R5 /du/ /fud/ /tu/ /tʃuːzɪŋ/ /juːhev/


7 R7 /duː/ /fuːd/ /tuː/ /tʃuːzɪŋ/ /juːv/

8 R8 /du/ /fud/ /tuː/ /coːzɪŋ/ /juːv/

9 R9 /duː/ /fud/ /tuː/ /tʃuzɪŋ/ /joːv/

10 R10 /du/ /fuːd/ /tu/ /tʃuzɪŋ/ /juːv/

11 R11 /duː/ /fuːd/ /tuː/ /tʃuzɪŋ/ /juːv/


13 R13 /du/ /fuːd/ /tuː/ /tʃuːzɪŋ/ /juːv/




17 R17 /duː/ /fud/ /tu/ /tʃuːzɪŋ/ /juːhev/


19 R19 /duː/ /fud/ /tuː/ /tʃuːzɪŋ/ /juːv/

20 R20 /duː/ /fud/ /tuː/ /tʃuːzɪŋ/ /jov/

21 R21 /du/ /fuːd/ /tu/ /tʃuːzɪŋ/ /juːv/

22 R22 /duː/ /fud/ /tuː/ /tʃuzɪŋ/ /juːv/

23 R23 /du/ /fud/ /tuː/ /tʃuːzɪŋ/ /juːhev/



26 R26 /du/ /fuːd/ /tuː/ /tʃuːzɪn/ /juːv/

28 R27 /duː/ /fuːd/ /tu/ /tʃuzɪŋ/ /juːv/

27 R28 /duː/ /fuːd/ /tuː/ /tʃuːzɪŋ/ /juːhev/

29 R29 /duː/ /fuːd/ /tu/ /tʃuːzɪŋ/ /juhev/

No English you into whose few too

Phonetics /juː/ /ˈɪn.tuː/ /huːz/ /fjuː/ /tu:/

1 R1 /juː/ /ˈɪn.tuː/ /hɒz/ /fjuː/ /tu/

2 R2 /ju/ /ˈɪn.tu/ /huːz/ /fjuː/ /tu/

3 R3 /juː/ /ˈɪn.tu/ /wuːz/ /fjuː/ /tuː/

4 R4 /ju/ /ˈɪn.tu/ /huːz/ /fju/ /tu/

5 R5 /juː/ /ˈɪn.tuː/ /woːz/ /fjuː/ /tu/

6 R6 /juː/ /ˈɪn.tuː/ /huːz/ /fjuː/ /tu/

7 R7 /juː/ /ˈɪn.tuː/ /woːz/ /fjuː/ /tuː/

8 R8 /juː/ /ˈɪn.tuː/ /huːz/ /fjuː/ /tu/

9 R9 /juː/ /ˈɪn.tu/ /wuːz/ /fjuː/ /tuː/

10 R10 /juː/ /ˈɪn.tu/ /hu:z/ /fjuː/ /tu/

11 R11 /juː/ /ˈɪn.tuː/ /huːz/ /fjuː/ /tuː/

12 R12 /juː/ /ˈɪn.tu/ /huːz/ /fjuː/ /tuː/



15 R15 /juː/ /ˈɪn.tuː/ /wuːz/ /fjuː/ /tuː/





20 R20 /jouː/ /ˈɪn.tuː/ /woːz/ /fe/ /tuː/

21 R21 /juː/ /ˈɪn.tu/ /wuːz/ /fjuː/ /tu/


23 R23 /juː/ /ˈɪn.tu/ /woz/ /fjuː/ /tuː/

24 R24 /juː/ /ˈɪn.tu/ /wuz/ /fjuː/ /tuː/



27 R27 /juː/ /ˈɪn.tuː/ /huz/ /fjuː/ /tuː/



No English

error subs omi add Phonetics

1 R1 3 3 0 0

2 R2 6 6 0 0

3 R3 6 5 0 1

4 R4 5 5 0 0

5 R5 6 5 0 1

6 R6 3 3 0 0

7 R7 1 1 0 0

8 R8 4 4 0 0

9 R9 5 5 0 0

10 R10 5 5 0 0

11 R11 1 1 0 0

12 R12 1 1 0 0

13 R13 1 1 0 0

14 R14 0 0 0 0

15 R15 1 1 0 0

16 R16 0 0 0 0

17 R17 4 4 0 0

18 R18 3 3 0 0

19 R19 2 2 0 0

20 R20 5 5 0 0

21 R21 4 4 0 0

22 R22 3 3 0 0

23 R23 5 5 0 0

24 R24 3 3 0 0

25 R25 1 1 0 0

26 R26 1 1 0 0

27 R27 3 3 0 0

28 R28 2 2 0 0

29 R29 2 2 0 0

Data Analysis of Vowels /ʊ/ = 5

No English would could looked footman good

Phonetics /wʊd/ /kʊd/ /lʊked/ /ˈfʊt.mən/ /gʊd/

1 R1 /wʊd/ /kʊl/ /lʊked/ /ˈfʊt.men/ /gʊd/

2 R2 /wʊd/ /kʊd/ /lʊked/ /ˈfʊt.mən/ /gʊd/

3 R3 /wʊld/ /kold/ /lʊked/ /ˈfʊt.men/ /gʊd/

4 R4 /wʊd/ /kʊld/ /lʊked/ /ˈfʊt.men/ /gʊd/

5 R5 /wʊl/ /kold/ /lak/ /ˈfʊt.mən/ /gʊd/


7 R7 /wʊd/ /kʊd/ /lʊkid/ /ˈfʊt.mən/ /gʊd/

8 R8 /wʊd/ /kʊd/ /lʊk'ed/ /ˈfʊt.mən/ /gʊd/


10 R10 /wʊd/ /kʊd/ /lʊked/ /ˈfʊt.men/ /gʊd/

11 R11 /wʊld/ /kɒld/ /lʊked/ /ˈfʊt.mən/ /gʊd/


13 R13 /wʊld/ /kʊld/ /lʊked/ /ˈfʊt.mən/ /gʊd/

14 R14 /wʊld/ /kʊd/ /lʊked/ /ˈfʊt.men/ /gʊd/

15 R15 /wʊl/ /kʊlden/ /lʊked/ /ˈfʊ:t.mən/ /gʊd/


17 R17 /wʊl/ /kɒul/ /lʊked/ /ˈfʊt.mən/ /gʊd/



20 R20 /wold/ /kɒld/ /lʊkid/ /ˈfot.mən/ /gʊd/

21 R21 /wʊld/ /kʊd/ /lʊked/ /ˈfʊt.men/ /gʊd/

22 R22 /wʊd/ /kʊd/ /lʊkid/ /ˈfʊt.mən/ /gʊd/

23 R23 /wʊd/ /kɒld/ /lʊked/ /ˈfʊt.men/ /gʊd/

24 R24 /wʊd/ /kʊld/ /lʊked/ /ˈfʊt.men/ /gʊd/




28 R28 /wold/ /kʊld/ /lʊked/ /ˈfʊt.men/ /gʊd/

29 R29 /wʊl/ /kʊl/ /lʊked/ /ˈfʊt.men/ /gʊd/

No English error subs omi add

Phonetics

1 R1 2 2 0 0

2 R2 0 0 0 0

3 R3 3 2 0 1

4 R4 2 2 0 0

5 R5 2 1 1 0

6 R6 0 0 0 0

7 R7 1 1 0 0

8 R8 1 1 0 0

9 R9 0 0 0 0

10 R10 1 1 0 0

11 R11 2 2 0 0

12 R12 0 0 0 0

13 R13 2 1 1 0

14 R14 2 2 0 0

15 R15 2 0 1 1

16 R16 0 0 0 0

17 R17 2 0 1 1

18 R18 1 1 0 0

19 R19 1 1 0 0

20 R20 3 2 0 1

21 R21 2 2 0 0

22 R22 1 1 0 0

23 R23 2 1 0 1

24 R24 2 1 0 1

25 R25 0 0 0 0

26 R26 1 1 0 0

28 R27 0 0 0 0

27 R28 3 2 0 1

29 R29 2 1 1 0

Data Analysis of Vowels /ɔː/ = 6

No English ball floor for before small

Phonetics /bɔːl/ /flɔːr/ /fɔː r/ /bɪˈfɔː r/ /smɔ:l/

1 R1 /bɔll/ /flɔ:r/ /fɒr/ /bɪˈfɔː r/ /smɔl/

2 R2 /bɔll/ /flɔ:r/ /fɒr/ /bɪˈfɔr/ /smɔl/

3 R3 /bɔll/ /flɔ:r/ /fɒr/ /bɪˈfɔ'r/ /smɔll/

4 R4 /bɔl/ /flɔ:r/ /fɒr/ /bɪˈfɔr/ /smɔl/

5 R5 /bal/ /flɔːr/ /fur/ /bɪˈfɔr/ /smɔl/

6 R6 /bɔːl/ /flɔ:r/ /fɔr/ /bɪˈfɔr/ /smɔl/

7 R7 /bɔːl/ /flɔːr/ /fɔːr/ /bɪˈfɔː r/ /smɔl/

8 R8 /bɔl/ /flɔ:r/ /fɔr/ /bɪˈfɔr/ /smɔl/

9 R9 /bɔːl/ /flɔ:cr/ /fɔr/ /bɪˈfɔr/ /smaːl/

10 R10 /bɔl/ /flɔːr/ /fɔr/ /bɪˈfɔr/ /smɔl/

11 R11 /bɔːl/ /flɔːr/ /fɔːr/ /bɪˈfɔr/ /smɔːl/

12 R12 /bɔːl/ /flɔːr/ /fɔːr/ /bɪˈfɔː r/ /smɔːl/

13 R13 /bɔl/ /flɔːr/ /fɔːr/ /bɪˈfɔr/ /smɔl/


15 R15 /bɔːl/ /flɔːr/ /fɔr/ /bɪˈfɔː r/ /smɔːl/


17 R17 /bel/ /flɔːr/ /fɔr/ /bɪˈfɔ r/ /smɔːl/

18 R18 /bɔːl/ /flɔːr/ /fɔːr/ /bɪˈfɔr/ /smɔːl/

19 R19 /bɔːl/ /flɔːr/ /fɔr/ /bɪˈfɔː r/ /smɔl/

20 R20 /bal/ /flɔːr/ /fɔr/ /bɪˈfor/ /smal/

21 R21 /bɔːl/ /flɔːr/ /fɔr/ /bɪˈfɔr/ /smaːl/

22 R22 /bɔːl/ /flɔːr/ /fɔr/ /bɪˈfɔː r/ /smɔl/

23 R23 /bɔːl/ /flɔːr/ /fɔːr/ /bɪˈfɔː r/ /smaːl/




28 R27 /bɔl/ /flɔːr/ /fɔːr/ /bɪˈfɔː r/ /smɔːl/

27 R28 /bɔːl/ /flɔːr/ /fɔːr/ /bɪˈfɔː r/ /smɔll/

29 R29 /baːl/ /flɔːr/ /fɔːr/ /bɪˈfɔː r/ /smɔːl/

No English toward

error subs omi add Phonetics /təˈwɔːdz/

1 R1 /tˈwɒrd/ 4 3 1 0

2 R2 /təˈward/ 5 5 0 0

3 R3 /tˈwɒrd/ 5 4 0 1

4 R4 /tuˈwɔːdz/ 5 5 0 0

5 R5 /tuˈward/ 5 5 0 0

6 R6 /tuwɔd/ 4 3 0 1

7 R7 /tuwɔd/ 2 1 0 1

8 R8 /təˈwɔdz/ 5 5 0 0

9 R9 /tuwedz/ 4 4 0 0

10 R10 /tuˈwɔz/ 5 4 0 1

11 R11 /təˈwɔːdz/ 1 1 0 0

12 R12 /təˈwɔːdz/ 0 0 0 0

13 R13 /təˈwadz/ 4 4 0 0

14 R14 /təˈwɔːdz/ 0 0 0 0

15 R15 /tuˈwɔːdz/ 2 2 0 0

16 R16 /təˈwɔːdz/ 0 0 0 0

17 R17 /tuˈwɔdz/ 4 4 0 0

18 R18 /tuˈward/ 2 2 0 0

19 R19 /tuˈword/ 3 3 0 0

20 R20 /tuˈwer/ 5 4 0 1

21 R21 /tuˈword/ 4 4 0 0

22 R22 /təˈwɔːdz/ 2 2 0 0

23 R23 /tuˈwaːdz/ 2 2 0 0

24 R24 /tuˈwɔːdz/ 1 1 0 0

25 R25 /təˈwɔːdz/ 0 0 0 0

26 R26 /toˈwaːdz/ 1 1 0 0

27 R27 /tuˈwoːdz/ 2 2 0 0

28 R28 /tuˈwaːdz/ 2 2 0 0

29 R29 /tuˈwɔːdz/ 2 2 0 0

Data Analysis of Vowels /ɒ/ = 10

No English upon pot on not

Phonetics /əˈpɒn/ /pɒt/ /ɒn/ /nɒt/

1 R1 /upɒn/ /pɒt/ /ɒn/ /nɒt/

2 R2 /jupɒn/ /pɒt/ /ɒn/ /nɒt/

3 R3 /upɒn/ /pɒt/ /en/ /nɒt/

4 R4 /uˈpɒn/ /pɒt/ /ɒn/ /nɒt/

5 R5 /jupɒn/ /pat/ /ɒn/ /nat/

6 R6 /'jupɒn/ /pɒt/ /ɒn/ /nɒt/



9 R9 /u:pɒn/ /pɒt/ /ɒn/ /nɒt/

10 R10 /juˈpɒn/ /pɒt/ /ɒn/ /nɒt/



13 R13 /u:pɒn/ /pɒt/ /ɒn/ /nɒt/


15 R15 /əˈpɒn/ /pɒt/ /ɒn/ /nɒt/




19 l /upɒn/ /pɒt/ /ɒn/ /nɒt/

20 R20 /uˈpɒn/ /pɒt/ /ɒn/ /nɒt/








27 R28 /əˈpɒn/ /pɒt/ /ɒn/ /nɒ/

29 R29 /juˈpɒn/ /pat/ /ɒn/ /nɒt/

No English of godmother because want

Phonetics /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkɒz//kəz/ /wɒnt/

1 R1 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪˈkəz/ /wɒnt/

2 R2 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪkəz/ /wɒnt/

3 R3 /ɒv/ /ˈgadˌmʌð.ə r/ /bɪˈkɒuz/ /wʌnt/

4 R4 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkə:z/ /wɒnt/

5 R5 /ɒv/ /ˈgrinˌmʌð.ə r/ /bɪˈkauz/ /wɒnt/

6 R6 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkɒz/ /want/

7 R7 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪˈkɒz/ /wɒnt/


9 R9 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkəz/ /went/

10 R10 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkɒz/ /wɒnt/

11 R11 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪˈkouz/ /wɒnt/

12 R12 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkəz/ /wɒnt/


14 R14 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪˈkouz/ /wɒnt/



17 R17 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪkəz/ /wɒnt/



20 R20 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪˈkauz/ /wɒnt/

21 R21 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkauz/ /want/




25 R25 /ɒv/ /ˈgudˌmʌð.ə r/ /bɪˈkɒz/ /want/

26 R26 /ɒv/ /ˈgɒdˌmʌð.ə r/ /bɪˈkauz/ /wɒnt/




No English wand clock error subs omi add

Phonetics /wɒnd/ /klɒk/

1 R1 /wʌnd/ /klɒk/ 3 3 0 0

2 R2 /wənd/ /klɒk/ 4 3 1 0

3 R3 /wʌnd/ /klɒk/ 6 5 0 1

4 R4 /wɒnd/ /klɒk/ 2 2 0 0

5 R5 /wend/ /klɒk/ 6 3 0 3

6 R6 /wɒnd/ /klɒk/ 2 1 0 1

7 R7 /wend/ /klɒk/ 3 3 0 0

8 R8 /wend/ /klɒk/ 3 2 0 1

9 R9 /wend/ /klɒk/ 3 3 0 0

10 R10 /wend/ /klɒk/ 2 1 0 1

11 R11 /wɒnd/ /klɒk/ 3 1 0 2

12 R12 /wɒnd/ /klɒk/ 1 0 0 1

13 R13 /wend/ /klɒk/ 2 2 0 0

14 R14 /wand/ /klɒk/ 4 2 0 2

15 R15 /wend/ /klɒk/ 1 1 0 0

16 R16 /wɒnd/ /klɒk/ 1 0 0 1

17 R17 /wend/ /klɒk/ 3 2 0 1

18 R18 /wend/ /kluk/ 3 2 0 1

19 R19 /wend/ /klɒk/ 3 3 0 0

20 R20 /wind/ /klɒk/ 3 2 0 1

21 R21 /wend/ /klɒk/ 4 3 0 1

22 R22 /wend/ /klɒk/ 3 3 0 0

23 R23 /wend/ /klɒk/ 2 1 0 1

24 R24 /wend/ /klɒk/ 2 1 0 1

25 R25 /wend/ /klɒk/ 4 3 0 1

26 R26 /wand/ /klɒk/ 3 1 0 2

28 R27 /wend/ /klɒk/ 2 1 0 1

27 R28 /wend/ /klɒk/ 3 3 0 0

29 R29 /wend/ /klɒk/ 3 2 0 1

Data Analysis of Vowels /ɑː/ = 9

No English hardest last after are asked

Phonetics /hɑːdest/ /lɑːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

1 R1 /hɑrdest/ /leːst/ /ˈɑf.tə r/ /ɑr/ /ˈɑːskt/

2 R2 /hɑrdest/ /lest/ /ˈɑf.tə r/ /ɑr/ /ˈɑːskt/

3 R3 /hɑrdest/ /liːst/ /ˈɑf.tər/ /ɑr/ /ˈeːkst/

4 R4 /hɑrdest/ /lɑːst/ /ˈɑf.tər/ /ɑː r/ /ˈɑːskt/

5 R5 /herdest/ /lɑst/ /ˈɑf.ter/ /ɑr/ /ˈɑːskt/

6 R6 /hɑrdest/ /lɑːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

7 R7 /hɑrdest/ /lɑːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːsket/

8 R8 /hɑrdest/ /lɑːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/

9 R9 /hɑːdest/ /lɑːst/ /ˈɑf.tə r/ /ɑ:/ /ˈɑːskt/

10 R10 /hɑrset/ /lɑ'st/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

11 R11 /hɑrdest/ /leːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

12 R12 /hɑrdest/ /lɑːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

13 R13 /hɑrdest/ /lʌst/ /ˈɑf.tə r/ /ɑː r/ /ˈʌskt/

14 R14 /hɑrdest/ /leːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈeːskit/

15 R15 /hɑːdest/ /lɑst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/

16 R16 /hɑːdest/ /lɑːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

17 R17 /hɑrdest/ /lɑːst/ /ˈɑːf.te r/ /ɑr/ /ˈɑːsk/

18 R18 /hɑrdest/ /lɑːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑskt/

19 R19 /hɑrdest/ /leːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/

20 R20 /herdist/ /lɑst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑsket/

21 R21 /hɑrdest/ /lɑːst/ /ˈɑf.tə r/ /ɑr/ /ˈes/

22 R22 /herd/ /lɑːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/


24 R24 /hɑrdest/ /liːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/


26 R26 /hardest/ /lɑːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/

28 R27 /hɑrdest/ /leːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

27 R28 /hɑrdest/ /leːst/ /ˈɑf.tə r/ /ɑː r/ /ˈɑːskt/

29 R29 /hɑr'dest/ /leːst/ /ˈɑːf.tə r/ /ɑː r/ /ˈɑːskt/

No English hardworking glass dance had

Phonetics /ˌhɑːdˈwɜː.kɪŋ/ /glɑːs/ /dɑːn t s/ /hɑːd/

1 R1 /ˌhɑːdˈwɜː.kɪŋ/ /glɑːs/ /de:n t s/ /hɑːd/

2 R2 /ˌhɑːdˈwərk/ /glɑs/ /deːn t s/ /hɑːd/

3 R3 /ˌhɑdˈwɜː.k/ /gles/ /dint s/ /hɑːd/

4 R4 /ˌhadˈwɜː.kɪŋ/ /gles/ /dɑn t s/ /hɑːd/

5 R5 /ˌhɑːdˈwor.kɪŋ/ /glɑːs/ /deːn t s/ /herd/

6 R6 /ˌhɑːdˈwor.kɪŋ/ /glɑːs/ /dɑːn t s/ /hɑːd/

7 R7 /ˌhɑːdˈwor.k/ /glɑːs/ /deːn t s/ /hɑːd/

8 R8 /ˌhɑrdˈwork/ /glɑːs/ /deːn t s/ /hɑːd/

9 R9 /ˌhɑːdˈwor.kɪŋ/ /gleːs/ /deːn t s/ /hɑːd/

10 R10 /ˌhɑːdˈworkɪŋ/ /glɑss/ /deːn t s/ /herd/

11 R11 /ˌhɑrdˈwor/ /glɑːs/ /deːn t s/ /hɑːd/

12 R12 /ˌhɑːdˈwɜː.kɪŋ/ /glɑːs/ /dɑːn t s/ /hɑːd/

13 R13 /ˌhɑːdˈwor.k/ /glɑs/ /den t s/ /hɑrd/

14 R14 /ˌhɑrdˈwor.k/ /glass/ /den t s/ /hɑrd/

15 R15 /ˌhɑːdˈwɜː.kɪŋ/ /glɑs/ /den t s/ /hɑrd/

16 R16 /ˌhɑrdˈwork/ /glɑːs/ /dɑːn t s/ /hɑːd/

17 R17 /ˌhɑːrdˈwɜː.k/ /glɑːs/ /dɑːnsit/ /hɑːd/

18 R18 /ˌhɑrdˈwork/ /glɑs/ /deːn t s/ /hɑːd/

19 R19 /ˌhɑːdˈwor.k/ /gleːs/ /deːn t s/ /hɑːd/

20 R20 /ˌherdˈwork/ /glɑss/ /deːn t s/ /hɑrd/

21 R21 /ˌhɑːdˈwor.k/ /glɑːs/ /den t s/ /hɑːd/

22 R22 /ˌhɑːddrowiɪŋ/ /glɑss/ /dɑːn t s/ /hɑːd/

23 R23 /ˌhɑdˈworkɪŋ/ /glɑss/ /deːn t s/ /hɑrd/

24 R24 /ˌhɑːdˈwɜː.kɪŋ/ /glɑses/ /deːn t s/ /hɑːd/

25 R25 /ˌhɑːdˈwork/ /glɑs/ /dɑːn t s/ /hɑːd/

26 R26 /ˌhɑːdˈworkiŋ/ /glɑss/ /deːn t s/ /hɑːd/

28 R27 /ˌhɑrdˈworkɪŋ/ /gleːs/ /deːn t s/ /hɑrd/

27 R28 /ˌhɑrdˈworkɪŋ/ /glɑːs/ /deːn t s/ /hɑːd/

29 R29 /ˌhɑrdˈworkɪŋ/ /glɑːs/ /deːn t s/ /hɑːd/

No English after

error subs omi Add Phonetics /ˈɑːf.tə r/

1 R1 /ˈɑf.tə r/ 6 5 1 0

2 R2 /ˈɑf.tə r/ 9 7 2 0

3 R3 /ˈɑftə r/ 10 7 3 0

4 R4 /ˈɑf.tər/ 5 5 0 0

5 R5 /ˈɑf.tə r/ 7 5 1 1

6 R6 /ˈɑːf.tə r/ 1 1 0 0

7 R7 /ˈɑːf.tə r/ 5 3 1 1

8 R8 /ˈɑːf.tə r/ 5 4 1 0

9 R9 /ˈɑːf.tə r/ 4 3 1 0

10 R10 /ˈɑf.tə r/ 6 4 1 1

11 R11 /ˈɑːf.tə r/ 5 4 1 0

12 R12 /ˈɑːf.tə r/ 1 1 0 0

13 R13 /ˈɑf.tər/ 9 8 1 0

14 R14 /ˈɑf.tə r/ 8 6 2 0

15 R15 /ˈɑf.tə r/ 6 5 0 1

16 R16 /ˈɑːf.tə r/ 2 1 1 0

17 R17 /ˈɑf.tə r/ 6 4 1 1

18 R18 /ˈɑf.tə r/ 8 7 1 0

19 R19 /ˈɑf.tə r/ 8 7 1 0

20 R20 /ˈɑf.tə r/ 9 6 1 2

21 R21 /ˈɑːf.tə r/ 6 5 1 0

22 R22 /ˈɑf.tə r/ 5 2 1 2

23 R23 /ˈɑːf.tə r/ 6 4 0 2

24 R24 /ˈɑf.tə r/ 6 5 0 1

25 R25 /ˈɑf.tə r/ 6 5 1 0

26 R26 /ˈɑːf.tə r/ 5 4 0 1

28 R27 /ˈɑf.tə r/ 7 6 0 1

27 R28 /ˈɑf.ter/ 6 6 0 0

29 R29 /ˈɑːf.tə r/ 4 4 0 0

Data Analysis of Vowels /ɜː/ = 5

No English her works were hardworking

Phonetics /hɜːr/ /wɜːk/ /wɜː r/ /ˌhɑːdˈwɜː.kɪŋ/

1 R1 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑːdˈwɜː.kɪŋ/

2 R2 /her/ /wɒrk/ /wɜː r/ /ˌhɑːdˈwərk/

3 R3 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑdˈwɜː.k/

4 R4 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhadˈwɜː.kɪŋ/

5 R5 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑːdˈwor.kɪŋ/

6 R6 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑːdˈwor.kɪŋ/

7 R7 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑːdˈwor.k/

8 R8 /hɜːr/ /wɜːk/ /wɜː r/ /ˌhɑrdˈwork/

9 R9 /her/ /wɒk/ /weː r/ /ˌhɑːdˈwor.kɪŋ/

10 R10 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑːdˈworkɪŋ/

11 R11 /hɜːr/ /wɒrk/ /wər/ /ˌhɑrdˈwor/

12 R12 /hɜːr/ /wɜːk/ /wɜː r/ /ˌhɑːdˈwɜː.kɪŋ/


14 R14 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑrdˈwor.k/

15 R15 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑːdˈwɜː.kɪŋ/

16 R16 /hɜːr/ /wɜːk/ /wɜː r/ /ˌhɑrdˈwork/

17 R17 /her/ /wɜːk/ /wɜː r/ /ˌhɑːrdˈwɜː.k/

18 R18 /hər/ /wɒrk/ /wir/ /ˌhɑrdˈwork/


20 R20 /hɜːr/ /wɒrk/ /wɜː r/ /ˌherdˈwork/

21 R21 /hɜːr/ /wɒrk/ /we r/ /ˌhɑːdˈwor.k/

22 R22 /hɜːr/ /wɒrk/ /wer/ /ˌhɑːddrowiɪŋ/

23 R23 /hɜːr/ /wɒrk/ /wɜː r/ /ˌhɑdˈworkɪŋ/

24 R24 /hɜːr/ /wərk/ /wɜː r/ /ˌhɑːdˈwɜː.kɪŋ/

25 R25 /her/ /wɒrk/ /wir/ /ˌhɑːdˈwork/

26 R26 /hɜːr/ /wɔːk/ /wɜː r/ /ˌhɑːdˈworkiŋ/

27 R27 /hɜːr/ /wɒk/ /wɜː r/ /ˌhɑrdˈworkɪŋ/

28 R28 /hɜːr/ /wɒrk/ /wer/ /ˌhɑrdˈworkɪŋ/

29 R29 /hɜːr/ /wɒk/ /wɜː r/ /ˌhɑrdˈworkɪŋ/

No English perfectly error subs omi add

Phonetics /ˈpɜː.fek t .li/

1 R1 /ˈperfek t .li/ 2 2 0 0

2 R2 /ˈperfek t .li/ 5 4 1 0

3 R3 /ˈperfek t .li/ 4 3 1 0

4 R4 /ˈperfek t .li/ 2 2 0 0

5 R5 /ˈperfek t .li/ 2 2 0 0

6 R6 /ˈperfek.li/ 2 2 0 0

7 R7 /ˈperfek.li/ 4 3 1 0

8 R8 /ˈperfekli/ 3 2 1 0

9 R9 /ˈpɜːrfek t .li/ 4 4 0 0

10 R10 /ˈperfektli/ 2 2 0 0


12 R12 /ˈpɜː.fek t .li/ 0 0 0 0



15 R15 /ˈperfek tli/ 2 2 0 0

16 R16 /ˈpɜː.fek t .li/ 2 1 1 0

17 R17 /ˈper.fektli/ 4 3 1 0

18 R18 /ˈperfekli/ 6 5 1 0

19 R19 /ˈperfekli/ 4 3 1 0



22 R22 /ˈparfekli/ 4 3 0 1

23 R23 /ˈperfekli/ 3 3 0 0

24 R24 /ˈperfekli/ 2 2 0 0

25 R25 /ˈperfekli/ 6 5 1 0

26 R26 /ˈperfekli/ 3 3 0 0

28 R27 /ˈperfekli/ 3 3 0 0

27 R28 /ˈperfekli/ 4 4 0 0

29 R29 /ˈperfekli/ 3 3 0 0

Data Analysis of Vowels /ə/ = 36

No English upon a mother sisters the

Phonetics /əˈpɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/

1 R1 /upɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/

2 R2 /jupɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/

3 R3 /upɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tər/ /ðə/

4 R4 /uˈpɒn/ /ə/ /ˈmʌð.e r/ /ˈsɪs tə rs/ /ðe/

5 R5 /jupɒn/ /ə/ /ˈmʌð.er/ /ˈsɪs tə rs/ /ðə/

6 R6 /'jupɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs te r/ /ðə/



9 R9 /u:pɒn/ /ə/ /ˈmʌd.ə r/ /ˈsɪs tə rs/ /ðə/

10 R10 /juˈpɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/



13 R13 /u:pɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/


15 R15 /əˈpɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/


17 R17 /jupɒn/ /ə/ /mʌðə r/ /sɪs tə rs/ /ðə/

18 R18 /juˈpɒn/ /ə/ /ˈmʌd.ə r/ /ˈsɪs tə rs/ /ðə/


20 R20 /uˈpɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/








28 R28 /əˈpɒn/ /ə/ /ˈmʌð.ə r/ /ˈsɪs tə rs/ /ðə/


No English were tempered preparing Family

Phonetics /wə r/ /tem.pəd/ /prɪ'peə'rɪŋ/ /ˈfæm.əl.i/

1 R1 /wə r/ /tem.perd/ /prɪ'pe'rɪŋ/ /ˈfæm.əl.i/

2 R2 /wə r/ /tem.pərd/ /prɪ'peə'rɪŋ/ /ˈfæm.əl.i/

3 R3 /wə r/ /tem.pərd/ /prɪ'prɪŋ/ /ˈfæm.əl.i/

4 R4 /wə r/ /tem.pərd/ /prɪˈpe'rɪŋ/ /ˈfæm.əl.i/

5 R5 /wə r/ /tem.prəd/ /prɪˈpe'rɪŋ/ /ˈfim.əl.i/

6 R6 /wə r/ /tem.pəd/ /prˈpe rɪŋ/ /ˈfem.l.i/

7 R7 /wə r/ /tem.pəd/ /prɪ'pə'rɪŋ/ /ˈfæm.il.i/

8 R8 /wə r/ /tem.pəd/ /prɪ'pə'rɪŋ/ /ˈfem.əl.i/

9 R9 /wə r/ /tem.pəd/ /prɪ'pə'rɪŋ/ /ˈfæm.əl.i/

10 R10 /wə r/ /tem.pərd/ /prəˈpe'rɪŋ/ /ˈfæm.əl.i/

11 R11 /wer/ /tem.pər/ /prɪ'pe'rɪŋ/ /ˈfæm.il.i/

12 R12 /wə r/ /tem.pəd/ /prɪ'pe'rɪŋ/ /ˈfæm.əl.i/

13 R13 /wer/ /tem.perəd/ /prɪˈpe'rɪŋ/ /ˈfæm.əl.i/

14 R14 /wə r/ /tem.pər/ /prɪˈpe'rɪŋ/ /ˈfæm.əl.i/

15 R15 /wə r/ /tem.pre/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

16 R16 /wə r/ /tem.pəd/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

17 R17 /wer/ /tem.prəd/ /prɪˈpə'rɪŋ/ /ˈfem.əl.i/

18 R18 /wə r/ /tem.prid/ /prɪˈpə'rɪŋ/ /ˈfem.il.i/

19 R19 /wə r/ /tem.prəd/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

20 R20 /we r/ /tempəred/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

21 R21 /wer/ /tem.pərd/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

22 R22 /wə r/ /tem.prəd/ /prɪˈpə'rɪŋ/ /ˈfæmili/

23 R23 /wir/ /tem.prəid/ /prɪˈpə'rɪŋ/ /ˈfæm.il.i/

24 R24 /wə r/ /tem.pərd/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

25 R25 /wə r/ /tem.prid/ /prɪˈpə'rɪŋ/ /ˈfæmil.i/



28 R28 /wer/ /tem.pred/ /prɪˈpə'rɪŋ/ /ˈfæmil.i/

29 R29 /wə r/ /tem.pərd/ /prɪˈpə'rɪŋ/ /ˈfæm.əl.i/

No English other about handsome an invitation

Phonetic

s /ˈʌð.ə r/

/əˈbaʊt

/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/

1 R1 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/

2 R2 /ˈʌð.ə r/ /əˈboʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/

3 R3 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /en/ /ˌɪn.vɪˈteɪ.ʃən/

4 R4 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/

5 R5 /ˈɒð.ə r/ /aˈbaʊt/ /ˈhæn.səm/ /en/ /ˌɪn.vɪˈtetɪen/

6 R6 /ˈʌð.ə r/ /əˈboʊt/ /ˈhæn.sem/ /ən/ /ˌɪn.venʃən/

7 R7 /ˈð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /an/ /ˌɪn.vɪˈteɪ.ʃən/

8 R8 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /en/ /ˌɪn.vɪˈteɪ.ʃən/

9 R9 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈte.ʃən/

10 R10 /ˈɒð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈte.ʃən/

11 R11 /ˈɒð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/

12 R12 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈte.ʃən/

13 R13 /ˈɒð.ə r/ /əˈbaʊt/ /ˈhæn.som/ /en/ /ˌɪn.vɪˈte.ʃən/

14 R14 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sam/ /en/ /ˌɪn.vɪˈte.ʃən/

15 R15 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteʃən/

16 R16 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈte.ʃən/

17 R17 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/


19 R19 /ˈɒð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/


21 R21 /ˈʌð.ə r/ /aˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteʃən/

22 R22 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈteɪ.ʃə:n/


24 R24 /ˈɒð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/


26 R26 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈteʃən/

27 R27 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈteɪ.ʃən/

28 R28 /ˈɒð.ə r/ /əˈbaʊt/ /ˈhæn.səm/ /en/ /ˌɪn.ve.ʃən/

29 R29 /ˈʌð.ə r/ /əˈbaʊt/ /ˈhæn.sʌm/ /ən/ /ˌɪn.vɪˈteʃən/

No English at away after godmother cheerful

Phonetics /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪə.f ə l/

1 R1 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgudˌmʌð.ə r/ /ˈtʃɪrful/

2 R2 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgudˌmʌð.ə r/ /ˈtʃɪrful/

3 R3 /ət/ /əˈweɪ/ /ˈɑf.tər/ /ˈgadˌmʌð.ə r/ /ˈkerful/

4 R4 /ət/ /əˈwe:ɪ/ /ˈɑf.tər/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪərful/

5 R5 /at/ /aˈweɪ/ /ˈɑf.ter/ /ˈgrinˌmʌð.ə r/ /ˈcirful/

6 R6 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃərful/

7 R7 /ət/ /weɪ/ /ˈɑːf.tə r/ /ˈgudˌmʌð.ə r/ /ˈtʃərful/

8 R8 /ət/ /weɪ/ /ˈɑf.tə r/ /ˈgudˌmʌð.ə r/ /ˈcerful/

9 R9 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃərful/

10 R10 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪrfull/

11 R11 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgudˌmʌð.ə r/ /ˈtʃɪrfull/

12 R12 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪə.f ə l/

13 R13 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃer.f ul/

14 R14 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgudˌmʌð.ə r/ /ˈtʃɪrfull/

15 R15 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪə.f ə l/

16 R16 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪə.f ə l/

17 R17 /ət/ /əˈweɪ/ /ˈɑːf.te r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪrful/

18 R18 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃerful/

19 R19 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪrful/

20 R20 /ət/ /əˈwaɪ/ /ˈɑːf.tə r/ /ˈgudˌmʌð.ə r/ /karful/

21 R21 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃerfull/

22 R22 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /kerful/



25 R25 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃərful/


27 R27 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈtʃɪrful/

28 R28 /ət/ /əˈweɪ/ /ˈɑf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈkerrful/

29 R29 /ət/ /əˈweɪ/ /ˈɑːf.tə r/ /ˈgɒdˌmʌð.ə r/ /ˈkerrful/

No English uncomplaining footman tapped beautiful

Phonetics /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tæpe/ /ˈbjuː.tɪ.f ə l/

1 R1 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbju.tɪ.ful/

2 R2 /ˌʌn.kɒmˈplaɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbju.tɪ.ful/

3 R3 /ˌʌn.kɒmˈplaɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbjuː.tɪ.ful/

4 R4 /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbju.tɪ.ful/

5 R5 /ˌʌn.kəmˈpleɪ.n/ /ˈfʊt.mən/ /tep/ /ˈbjuː.tɪ.ful/

6 R6 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbjuː.tɪ.ful/

7 R7 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /teped/ /ˈbjuː.tɪ.ful/

8 R8 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbiuː.tɪ.f ul/

9 R9 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbiuː.tɪ.ful/

10 R10 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbiuː.tɪ.ful/



13 R13 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbiu.tɪ.ful/

14 R14 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbiu.tɪ.ful/

15 R15 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊ:t.mən/ /tep/ /ˈbiutɪ.ful/

16 R16 /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbjuː.tɪ.f ə l/

17 R17 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tep/ /ˈbjuː.tɪ.f u l/

18 R18 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbiutɪful/

19 R19 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbiutɪful/

20 R20 /ˌʌn.kɒmˈpleɪ.n/ /ˈfot.mən/ /tæpid/ /ˈbiutɪful/

21 R21 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tepe/ /ˈbiutɪful/

22 R22 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tæped/ /ˈbiutɪful/

23 R23 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tæped/ /ˈbjuːtɪ.fl/

24 R24 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tep/ /ˈbjuː.tɪ.ful/

25 R25 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tæpe/ /ˈbjutɪful/

26 R26 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tæpe/ /ˈbjutɪ.fl/

27 R27 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.mən/ /tæpe/ /ˈbjuː.tɪ.ful/

28 R28 /ˌun.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tæped/ /ˈbjuː.tɪ.ful/

29 R29 /ˌun.kɒmˈpleɪ.nɪŋ/ /ˈfʊt.men/ /tæpe/ /ˈbjuː.tɪ.ful/

No English slipper wonderfully again suddenly

Phonetics /ˈslɪp.ə r/ /ˈwʌn.də.fli/ /əˈgen/ /ˈsʌd. ə n.li/

1 R1 /ˈslɪp.ə r/ /ˈwɒn.dərfuli/ /əˈgein/ /ˈsʌd. ə n.li/

2 R2 /ˈslɪp.ə r/ /ˈwɒn.dərfuli/ /əˈgen/ /ˈsʌd. ə n.li/

3 R3 /ˈslaɪpər/ /ˈwɒn.dərfuli/ /əˈgein/ /ˈsʌd. ə n.li/

4 R4 /ˈslɪp.ə r/ /ˈwʌn.də.fulli/ /əˈgein/ /ˈsʌdənli/

5 R5 /ˈslɪp.ə r/ /ˈwɒn.dərful/ /əˈgein/ /ˈsʌd. ə n.li/

6 R6 /ˈslep.ə r/ /ˈwɒn.dərfuli/ /əˈgein/ /ˈsʌd. ə n.li/

7 R7 /ˈslɪp.ə r/ /ˈwɒn.dərfulli/ /əˈgein/ /ˈsʌddə n.li/


9 R9 /ˈslɪp.ə r/ /ˈwʌn.dərfuli/ /əˈgein/ /ˈsʌd. ə n.li/



12 R12 /ˈslɪp.ə r/ /ˈwʌn.də.fli/ /əˈgein/ /ˈsʌd. ə n.li/

13 R13 /ˈslɪp.ə r/ /ˈwɒn.derfulli/ /əˈgein/ /ˈsʌdə n.li/

14 R14 /ˈslaɪp.ə r/ /ˈwɒn.derfulli/ /əˈgein/ /ˈsʌd. ə n.li/



17 R17 /ˈslɪp.ə r/ /ˈwʌn.də.fuli/ /əˈgein/ /ˈsʌ: d ə n.li/



20 R20 /ˈslɪp.ə r/ /ˈwɒn.dərful/ /əˈgein/ /ˈsʌ: d ə n.li/



23 R23 /ˈslɪp.ə ri/ /ˈwɒn.dərfuli/ /əˈgein/ /ˈsʌd. ə n.li/







No English toward later /-t / matter Finally

Phonetics /təˈwɔːdz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

1 R1 /tˈwɒrd/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

2 R2 /təˈward/ /ˈleɪ./-t / /ˈmæt.ə r / /ˈfaɪ.nə.li/

3 R3 /tˈwɒrd/ /ˈleɪ./-t / /ˈmæt.ə r / /ˈfaɪ.nə.li/

4 R4 /tuˈwɔːdz/ /ˈleɪ./-t / /ˈmæt . / /ˈfaɪ.nə.li/

5 R5 /tuˈward/ /ˈleɪ./-t / /ˈmæt . / /ˈfɪ.nə.li/

6 R6 /tuwɔd/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.na.li/

7 R7 /tuwɔd/ /ˈle.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

8 R8 /təˈwɔdz/ /ˈleɪ./-t r/ /ˈmæt . / /ˈfaɪ.nə.li/

9 R9 /tuwedz/ /ˈleɪ./-t r/ /ˈmæt . / /ˈfaɪ.nə.li/

10 R10 /tuˈwɔz/ /ˈleɪ./-t r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

11 R11 /təˈwɔːdz/ /ˈleɪ.tə r/ /ˈmæt . / /ˈfaɪ.nə.li/

12 R12 /təˈwɔːdz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

13 R13 /təˈwadz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/


15 R15 /tuˈwɔːdz/ /ˈleɪ./-t r/ /ˈmæt . / /ˈfaɪ.nə.li/


17 R17 /tuˈwɔdz/ /ˈleɪ.tə: r/ /ˈmæt.ə r / /ˈfaɪ.ne.li/

18 R18 /tuˈward/ /ˈleɪ.ter/ /ˈmæt . / /ˈfɪ.nə.li/

19 R19 /tuˈword/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

20 R20 /tuˈwer/ /ˈla.tə r/ /ˈmat.ə r / /ˈfɪ.nə.li/

21 R21 /tuˈword/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.l/


23 R23 /tuˈwaːdz/ /ˈle.tə r/ /ˈmat.ə r / /ˈfaɪ.nə.li/

24 R24 /tuˈwɔːdz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfɪ.nə.li/

25 R25 /təˈwɔːdz/ /ˈletə r/ /ˈmæt.ə r / /ˈfɪ.nə.li/

26 R26 /toˈwaːdz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

27 R27 /tuˈwoːdz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

28 R28 /tuˈwaːdz/ /ˈleɪ./-t r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

29 R29 /tuˈwɔːdz/ /ˈleɪ.tə r/ /ˈmæt.ə r / /ˈfaɪ.nə.li/

No English driven ever after conceited

Phonetics /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kənˈsiː .tɪd/

1 R1 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈkeɪd/

2 R2 /ˈdraɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈseitɪd/

3 R3 /ˈdrɪvə n/ /ˈevə r/ /ˈɑftə r/ /kɒnˈseiːt/

4 R4 /ˈdrɪvin/ /ˈev.ər/ /ˈɑf.tər/ /kɒnˈseiːt/

5 R5 /ˈdrɪvən/ /ˈev.ə r/ /ˈɑf.tə r/ /kənˈsiː .tɪd/

6 R6 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnˈsited/

7 R7 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kənˈsiː .tɪd/

8 R8 /ˈdraiv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnˈse.ɪd/

9 R9 /ˈdrɪv. ə n/ /ˈev.ə ri:/ /ˈɑːf.tə r/ /kɒnˈseit/

10 R10 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈseit.ed/

11 R11 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnˈsiː .tɪ/

12 R12 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnˈse.tɪd/

13 R13 /ˈdrɪv. ə n/ /ˈev.er/ /ˈɑf.tər/ /kɒnˈseɪd/

14 R14 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈseɪd/

15 R15 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈsaɪt

16 R16 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kənˈsiː .tɪd/

17 R17 /ˈdrevən / /ˈev.ə r/ /ˈɑf.tə r/ /kɒnsɪ'ted/

18 R18 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈsi .tɪd/

19 R19 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈsei .tɪd/

20 R20 /ˈdraɪv.in/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈset/

21 R21 /ˈdraɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kənˈseɪd/

22 R22 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈsiaited/

23 R23 /ˈdraɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnˈseitd/

24 R24 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈsitd/

25 R25 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.tə r/ /kɒnˈsiː .tɪd/

26 R26 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnˈsiː .ted/

27 R27 /ˈdraɪv. ə n/ /ˈiv.ə r/ /ˈɑf.tə r/ /kɒnˈsiː .ted/

28 R28 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑf.ter/ /kɒnketɪd/

29 R29 /ˈdrɪv. ə n/ /ˈev.ə r/ /ˈɑːf.tə r/ /kɒnseɪt/

No English error subs omi add

Phonetics

1 R1 17 10 4 3

2 R2 12 7 2 3

3 R3 21 13 4 4

4 R4 15 8 4 3

5 R5 16 9 2 5

6 R6 16 8 5 3

7 R7 15 9 3 3

8 R8 16 9 3 4

9 R9 16 9 4 3

10 R10 18 10 4 4

11 R11 15 9 2 4

12 R12 8 3 3 2

13 R13 19 12 4 3

14 R14 17 10 4 3

15 R15 14 7 5 2

16 R16 6 1 3 2

17 R17 16 10 2 4

18 R18 20 13 3 4

19 R19 15 10 2 3

20 R20 21 14 3 4

21 R21 18 10 4 4

22 R22 13 9 1 3

23 R23 21 13 2 6

24 R24 16 11 1 4

25 R25 16 11 2 3

26 R26 15 8 3 4

27 R27 15 8 2 5

28 R28 19 14 2 3

29 R29 9 3 3 3

Data Analysis of Vowels /ʌ / = 17

No English young mother such scrubbing other

Phonetics /jʌŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈʌð.ə r/

1 R1 /jʌŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈʌð.ə r/


3 R3 /yuŋ/ /ˈmʌð.ə r/ /sʌc/ /skrʌbɪŋ/ /ˈʌð.ə r/

4 R4 /jʌŋ/ /ˈmʌð.e r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈʌð.ə r/

5 R5 /juŋ/ /ˈmʌð.er/ /suc/ /skrʌbɪŋ/ /ˈɒð.ə r/


7 R7 /jɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈð.ə r/


9 R9 /jɒŋ/ /ˈmʌd.ə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈʌð.ə r/

10 R10 /jɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbbɪŋ/ /ˈɒð.ə r/

11 R11 /jʌŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈɒð.ə r/

12 R12 /jɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈʌð.ə r/

13 R13 /jɒŋ/ /ˈmʌð.ə r/ /sɒtʃ/ /skrʌbɪŋ/ /ˈɒð.ə r/




17 R17 /jɒŋ/ /mʌðə r/ /sʌtʃ/ /skrʌbɪŋ/ /ˈʌð.ə r/

18 R18 /jɒŋ/ /ˈmʌd.ə r/ /sʌtʃ/ /skrebɪŋ/ /ˈɒð.ə r/


20 R20 /jɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbbɪŋ/ /ˈɒð.ə r/


22 R22 /jʌŋ/ /ˈmʌð.ə r/ /sʌk/ /skrʌbɪŋ/ /ˈʌð.ə r/

23 R23 /yɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbbɪŋ/ /ˈɒð.ə r/


25 R25 /jɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrebɪŋ/ /ˈɒð.ə r/



28 R28 /jʌŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrʌbbɪŋ/ /ˈɒð.ə r/

29 R29 /jɒŋ/ /ˈmʌð.ə r/ /sʌtʃ/ /skrebɪŋ/ /ˈʌð.ə r/

No English one much come up godmother

Phonetics /wʌn/ /mʌtʃ/ /kʌm/ /ʌp/ /ˈgɒdˌmʌð.ə r/

1 R1 /wʌn/ /mʌtʃ/ /kʌm/ /ʌp/ /ˈgudˌmʌð.ə r/

2 R2 /wʌn/ /mʌtʃ/ /kem/ /ʌp/ /ˈgudˌmʌð.ə r/

3 R3 /wʌn/ /mʌtʃ/ /kʌm/ /ʌp/ /ˈgadˌmʌð.ə r/

4 R4 /wʌn/ /mʌtʃ/ /keim/ /ʌp/ /ˈgɒdˌmʌð.ə r/

5 R5 /wʌn/ /mʌtʃ/ /kʌm/ /ʌp/ /ˈgrinˌmʌð.ə r/

6 R6 /wʌn/ /mʌtʃ/ /kʌm/ /ʌp/ /ˈgɒdˌmʌð.ə r/









15 R15 /wʌn/ /mʌtʃ/ /kem/ /ʌp/ /ˈgɒdˌmʌð.ə r/















No English uncomplaining pumpkin must wonderfully

Phonetics /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwʌn.də.fli/

1 R1 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərfuli/

2 R2 /ˌʌn.kɒmˈplaɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərfuli/

3 R3 /ˌʌn.kɒmˈplaɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərfuli/

4 R4 /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwʌn.də.fulli/

5 R5 /ˌʌn.kəmˈpleɪ.n/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərful/


7 R7 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərfulli/


9 R9 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwʌn.dərfuli/



12 R12 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwʌn.də.fli/

13 R13 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.derfulli/

14 R14 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.derfulli/


16 R16 /ˌʌn.kəmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwʌn.də.fli/

17 R17 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwʌn.də.fuli/

18 R18 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpump.kɪn/ /mʌst/ /ˈwɒn.dərfuli/


20 R20 /ˌʌn.kɒmˈpleɪ.n/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərful/




24 R24 /ˌʌn.kɒmˈpleɪ.nɪŋ/ /ˈpump.kɪn/ /mʌst/ /ˈwɒn.dərfuli/




28 R28 /ˌun.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərful/

29 R29 /ˌun.kɒmˈpleɪ.nɪŋ/ /ˈpʌmp.kɪn/ /mʌst/ /ˈwɒn.dərful/

No English suddenly run stuck error subs omi add

Phonetics /ˈsʌd. ə n.li/ /rʌn/ /stʌk/

1 R1 /ˈsʌd. ə n.li/ /rʌn/ /stʌk/ 3 2 0 1



4 R4 /ˈsʌdənli/ /ren/ /stʌk/ 4 2 0 2



7 R7 /ˈsʌddə n.li/ /rʌn/ /stʌk/ 6 4 0 2






13 R13 /ˈsʌdə n.li/ /rʌn/ /stʌk/ 7 5 0 2




17 R17 /ˈsʌ: d ə n.li/ /rʌn/ /stʌk/ 4 3 0 1


19 R19 /ˈsʌd. ə n.li/ /ren/ /stʌk/ 6 5 0 1

20 R20 /ˈsʌ: d ə n.li/ /rʌn/ /strʌk/ 8 7 0 1








28 R28 /ˈsʌd. ə n.li/ /ren/ /stʌk/ 7 6 0 1


A. Data Collection English Simple Vowels Substitution

No Simple

Vowels

Error Each Respondent

R1 R2 R3 R4 R5 R6 R7 R8 R9 R10

1 /iː/ = 8 3 3 5 5 3 1 2 2 2 4

2 /ɪ/ = 35 10 8 14 8 9 11 10 11 12 10

3 /e/ = 18 1 3 1 1 2 2 1 3 2 2

4 /æ/ =16 2 2 2 1 2 2 3 1 4 4

5 /u:/ = 10 3 6 5 5 5 3 1 4 5 5

6 /ʊ/ = 5 2 0 2 2 1 0 1 1 0 1

7 /ɔː/ = 6 3 5 4 5 5 3 1 5 4 4

8 /ɒ/ = 10 3 3 5 2 3 1 3 2 3 1

9 /ɑː/ = 9 5 7 7 5 5 1 3 4 3 4

10 /ɜː/ = 5 2 4 3 2 2 2 3 2 4 2

11 /ə/ = 37 10 7 13 8 9 8 9 9 9 10

12 /ʌ/ =17 2 3 1 2 2 1 4 2 2 3

No Simple

Vowels


R11 R12 R13 R14 R15 R16 R17 R18 R19 R20

1 /iː/ = 8 1 1 2 1 1 0 3 3 3 4

2 /ɪ/ = 35 11 3 10 8 5 3 12 14 6 9

3 /e/ = 18 1 0 3 2 1 0 1 1 2 3

4 /æ/ =16 4 0 2 2 1 1 2 4 1 5

5 /u:/ = 10 1 1 1 0 1 0 4 3 2 5

6 /ʊ/ = 5 2 0 1 2 0 0 0 1 1 2

7 /ɔː/ = 6 1 0 4 0 2 0 4 2 3 4

8 /ɒ/ = 10 1 0 2 2 1 0 2 2 3 2

9 /ɑː/ = 9 4 1 8 6 5 1 4 7 7 6

10 /ɜː/ = 5 3 0 3 3 2 1 3 5 3 3

11 /ə/ = 37 9 3 12 10 7 1 10 13 10 14

12 /ʌ/ =17 4 2 5 4 2 0 2 6 5 7

No Simple

Vowels


R21 R22 R23 R24 R25 R26 R27 R28 R29

1 /iː/ = 8 1 0 0 1 0 0 0 0 0

2 /ɪ/ = 35 5 3 3 2 5 3 2 3 3

3 /e/ = 18 0 2 1 0 0 1 0 0 0

4 /æ/ =16 2 0 0 1 2 1 2 0 0

5 /u:/ = 10 0 0 0 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 0 0 0 0 0 0 1

7 /ɔː/ = 6 0 0 0 0 0 0 0 0 0

8 /ɒ/ = 10 0 0 0 0 0 0 0 0 0

9 /ɑː/ = 9 1 1 0 0 1 0 0 0 0

10 /ɜː/ = 5 1 0 0 0 1 0 0 0 0

11 /ə/ = 37 4 1 2 1 2 3 2 2 3

12 /ʌ/ =17 1 0 1 0 1 0 0 0 1

No Simple

Vowels

Error of Correct of

29 students Word % Error of

29 students 29 students

1 /iː/ = 8 67 165 232 28.88

2 /ɪ/ = 35 271 744 1015 26.70

3 /e/ = 18 45 477 522 8.62

4 /æ/ =16 76 388 464 16.38

5 /u:/ = 10 84 206 290 28.97

6 /ʊ/ = 5 28 117 145 19.31

7 /ɔː/ = 6 75 99 174 43.10

8 /ɒ/ = 10 59 231 290 20.34

9 /ɑː/ = 9 134 127 261 51.34

10 /ɜː/ = 5 82 63 145 56.55

11 /ə/ = 37 268 805 1073 24.98

12 /ʌ/ =17 91 402 493 18.46

B.Data Collection English Simple Vowels Omission

No Simple

Vowels


R1 R2 R3 R4 R5 R6 R7 R8 R9 R10

1 /iː/ = 8 0 0 0 0 0 0 0 0 0 0

2 /ɪ/ = 35 1 1 4 2 2 4 4 3 3 3

3 /e/ = 18 0 0 2 1 0 0 0 0 0 0

4 /æ/ =16 2 2 2 2 1 2 1 1 1 1

5 /u:/ = 10 0 0 0 0 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 0 0 1 0 0 0 0 0

7 /ɔː/ = 6 1 0 0 0 0 0 0 0 0 0

8 /ɒ/ = 10 0 1 0 0 0 0 0 0 0 0

9 /ɑː/ = 9 1 2 3 0 1 0 1 1 1 1

10 /ɜː/ = 5 0 1 1 0 0 0 1 1 0 0

11 /ə/ = 37 4 2 4 4 2 5 3 3 4 4

12 /ʌ/ =17 0 0 0 0 0 0 0 0 0 0

No Simple

Vowels


R11 R12 R13 R14 R15 R16 R17 R18 R19 R20

1 /iː/ = 8 0 0 1 0 0 0 0 0 0 0

2 /ɪ/ = 35 1 2 3 2 3 2 3 6 2 3

3 /e/ = 18 0 0 0 0 1 0 1 0 0 1

4 /æ/=16 1 1 1 2 1 1 2 2 0 0

5 /u:/ = 10 0 0 0 0 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 1 0 1 0 1 0 0 0

7 /ɔː/ = 6 0 0 0 0 0 0 0 0 0 0

8 /ɒ/ = 10 0 0 0 0 0 0 0 0 0 0

9 /ɑː/ = 9 1 0 1 2 0 1 1 1 1 1

10 /ɜː/ = 5 1 0 1 1 0 1 1 1 1 1

11 /ə/ = 37 2 3 4 4 5 3 2 3 2 3

12 /ʌ/ =17 0 0 0 0 0 0 0 0 0 0

No Simple

Vowels


R21 R22 R23 R24 R25 R26 R27 R28

R29

1 /iː/ = 8 1 0 0 1 0 0 0 0 0

2 /ɪ/ = 35 5 3 3 2 5 3 2 3 3

3 /e/ = 18 0 2 1 0 0 1 0 0 0

4 /æ/ =16 2 0 0 1 2 1 2 0 0

5 /u:/ = 10 0 0 0 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 0 0 0 0 0 0 1

7 /ɔː/ = 6 0 0 0 0 0 0 0 0 0

8 /ɒ/ = 10 0 0 0 0 0 0 0 0 0

9 /ɑː/ = 9 1 1 0 0 1 0 0 0 0

10 /ɜː/ = 5 1 0 0 0 1 0 0 0 0

11 /ə/ = 37 4 1 2 1 2 3 2 2 3

12 /ʌ/ =17 0 0 0 0 0 0 0 0 0

No Simple

Vowels

Error of Correct of

29 students Word % Error

29 students 29

students

1 /iː/ = 8 3 229 232 1.29

2 /ɪ/ = 35 83 932 1015 8.18

3 /e/ = 18 10 512 522 1.92

4 /æ/ =16 34 430 464 7.33

5 /u:/ = 10 0 290 290 0.00

6 /ʊ/ = 5 5 140 145 3.45

7 /ɔː/ = 6 1 173 174 0.57

8 /ɒ/ = 10 1 289 290 0.34

9 /ɑː/ = 9 23 238 261 8.81

10 /ɜː/ = 5 14 131 145 9.66

11 /ə/ = 37 86 987 1073 8.01

12 /ʌ/ =17 0 493 493 0.00

C. Data Collection English Simple Vowels Addition

No Simple

Vowels


R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11

1 /iː/ = 8 1 1 0 1 1 1 1 1 1 2 1

2 /ɪ/ = 35 2 2 1 1 3 1 0 2 1 2 1

3 /e/ = 18 3 2 3 4 3 2 2 2 1 2 3

4 /æ/= 16 1 1 1 1 1 1 1 1 1 1 0

5 /u:/ = 10 0 0 1 0 1 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 1 0 0 0 0 0 0 0 0

7 /ɔː/ = 6 0 0 1 0 0 1 1 0 0 1 0

8 /ɒ/ = 10 0 0 1 0 3 1 0 1 0 1 2

9 /ɑː/ = 9 0 0 0 0 1 0 1 0 0 1 0

10 /ɜː/ = 5 0 0 0 0 0 0 0 0 0 0 0

s11 /ə/ = 37 3 3 4 3 5 3 3 4 3 4 4

12 /ʌ/ =17 1 1 1 2 2 1 2 1 1 3 1

No Simple

Vowels


R12 R13 R14 R15 R16 R17 R18 R19 R20

1 /iː/ = 8 1 1 1 0 0 2 1 1 1

2 /ɪ/ = 35 0 1 2 1 1 0 0 6

3 /e/ = 18 2 3 2 2 1 3 3 3 2

4 /æ/ =16 0 1 1 1 0 1 0 2 2

5 /u:/ = 10 0 0 0 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 0 1 0 1 0 0 1

7 /ɔː/ = 6 0 0 0 0 0 0 0 0 1

8 /ɒ/ = 10 1 0 2 0 1 1 1 0 1

9 /ɑː/ = 9 0 0 0 1 0 1 0 0 2

10 /ɜː/ = 5 0 0 0 0 0 0 0 0 0

11 /ə/ = 37 2 3 3 2 2 4 4 3 4

12 /ʌ/ =17 0 2 1 1 0 1 1 1 1

No Simple

Vowels


R21 R22 R23 R24 R25 R26 R27 R28 R29

1 /iː/ = 8 1 1 1 0 0 0 0 0 0

2 /ɪ/ = 35 3 0 3 1 0 2 2 1 1

3 /e/ = 18 2 3 3 3 3 3 3 3 3

4 /æ/ =16 1 1 2 1 0 1 1 1 1

5 /u:/ = 10 0 0 0 0 0 0 0 0 0

6 /ʊ/ = 5 0 0 1 1 0 0 0 1 0

7 /ɔː/ = 6 0 0 0 0 0 0 0 0 0

8 /ɒ/ = 10 1 0 1 1 1 2 1 0 1

9 /ɑː/ = 9 0 2 2 1 0 1 1 0 0

10 /ɜː/ = 5 0 1 0 0 0 0 0 0 0

11 /ə/ = 37 4 3 6 4 3 4 5 3 3

12 /ʌ/ =17 1 0 2 2 0 1 1 1 0

No Simple

Vowels

Error of Correct of Word

% Error

29 students 29 students 29 students

1 /iː/ = 8 22 210 232 9.48

2 /ɪ/ = 35 40 975 1015 3.94

3 /e/ = 18 74 448 522 14.18

4 /æ/ =16 27 437 464 5.82

5 /u:/ = 10 2 288 290 0.69

6 /ʊ/ = 5 7 138 145 4.83

7 /ɔː/ = 6 5 169 174 2.87

8 /ɒ/ = 10 24 266 290 8.28

9 /ɑː/ = 9 14 247 261 5.36

10 /ɜː/ = 5 1 144 145 0.69

11 /ə/ = 37 101 972 1073 9.41

12 /ʌ/ =17 32 461 493 6.49

D. Dominant error

No Simple

Vowels


R1 R2 R3 R4 R5 R6 R7 R8 R9 R10

1 /iː/ = 8 4 4 5 6 4 2 3 3 3 6

2 /ɪ/ = 35 13 11 19 11 14 16 14 16 16 15

3 /e/ = 18 4 5 6 6 5 4 3 5 3 4

4 /æ/ = 16 5 5 5 4 4 5 5 3 6 6

5 /u:/ = 10 3 6 6 5 6 3 1 4 5 5

6 /ʊ/ = 5 2 0 3 2 2 0 1 1 0 1

7 /ɔː/ = 6 4 5 5 5 5 4 2 5 4 5

8 /ɒ/ = 10 3 4 6 2 6 2 3 3 3 2

9 /ɑː/ = 9 6 9 10 5 7 1 5 5 4 6

10 /ɜː/ = 5 2 5 4 2 2 2 4 3 4 2

11 /ə/ = 37 17 12 21 15 16 16 15 16 16 18

12 /ʌ/ =17 3 4 2 4 4 2 6 3 3 6

No Simple

Vowels Error Each Respondent

R11 R12 R13 R14 R15 R16 R17 R18 R19 R20

1 /iː/ = 8 2 2 4 2 1 0 5 4 4 5

2 /ɪ/ = 35 13 5 14 12 9 5 16 20 8 18

3 /e/ = 18 4 2 6 4 4 1 5 4 5 6

4 /æ/ =16 5 1 4 5 3 2 5 6 3 7

5 /u:/ = 10 1 1 1 0 1 0 4 3 2 5

6 /ʊ/ = 5 2 0 2 2 2 0 2 1 1 3

7 /ɔː/ = 6 1 0 4 0 2 0 4 2 3 5

8 /ɒ/ = 10 3 1 2 4 1 1 3 3 3 3

9 /ɑː/ = 9 5 1 9 8 6 2 6 8 8 9

10 /ɜː/ = 5 4 0 4 4 2 2 4 6 4 4

11 /ə/ = 37 15 8 19 17 14 6 16 20 15 21

12 /ʌ/ =17 5 2 7 5 3 0 4 7 6 8

No Simple

Vowels


R21 R22 R23 R24 R25 R26 R27 R28 R29

1 /iː/ = 8 5 4 3 3 2 2 1 2 1

2 /ɪ/ = 35 18 13 17 10 15 15 10 17 14

3 /e/ = 18 4 7 5 4 4 6 5 4 4

4 /æ/ =16 6 4 6 4 5 6 6 5 6

5 /u:/ = 10 4 3 5 3 1 1 3 2 2

6 /ʊ/ = 5 2 1 2 2 0 1 0 3 2

7 /ɔː/ = 6 4 2 2 1 0 1 2 2 2

8 /ɒ/ = 10 4 3 2 2 4 3 2 3 3

9 /ɑː/ = 9 6 5 6 6 6 5 7 6 4

10 /ɜː/ = 5 5 4 3 2 6 3 3 4 3

11 /ə/ = 37 18 13 21 16 16 15 15 19 9

12 /ʌ/ =17 4 2 5 5 5 3 3 7 5

No Simple

Vowels

Error of Correct of Word

% Error

29 students 29 students 29 students

1 /iː/ = 8 92 140 232 39.66

2 /ɪ/ = 35 394 621 1015 38.82

3 /e/ = 18 129 393 522 24.71

4 /æ/ =16 137 327 464 29.53

5 /u:/ = 10 86 204 290 29.66

6 /ʊ/ = 5 40 105 145 27.59

7 /ɔː/ = 6 81 93 174 46.55

8 /ɒ/ = 10 84 206 290 28.97

9 /ɑː/ = 9 171 90 261 65.52

10 /ɜː/ = 5 97 48 145 66.90

11 /ə/ = 37 455 618 1073 42.40

12 /ʌ/ =17 123 370 493 24.95

CURRICULUM VITAE

Mutmainnah was born in February 21st

1990 in Ujung

Pandang. South Sulawesi. She has two brothers. She is third

child of Syamsiah, and La. Epa Sm. Hk.

She graduated her elementary school in 2002 at SD

Negeri Mangkura II in Makassar. She continued her study at

SMP Muhammadiyah 5 in Makassar and graduated 2005, Her senior high school

was at SMK Negeri 8 Tourism Department in Makassar and graduated 2008. At

the 2010 she was continued her study at that year She was accepted at

Muhammadiyah University of as a student of English Educational Department.

At the end of her study. She could finish her thesis with title ― The English

Pronunciation Error in Reading Narrative Story by the Gowanese English Foreign

Learners ( Descriptive Study at the Second Semester of English Department

Students of Muhammadiyah University of Makassar )‖

BIBLIOGRAPHY

Ampa, Andi Tenri. 2010. English Pronunciation Practice I. Makassar : Makassar

Muhammadiyah University.

Ba’dulu, Abdul Muis. 2009. Introduction to Linguistics. Makassar : Badan

Penerbit UNM.

Broughton, Geoffrey, et. al. 2012. Teaching English as a Foreign Language. New

York : University of London Institute of Education

Carrilo, Lawrence W. 1976. Teaching Reading : A Handbook. New York : St.

Martin’s Press.

Dalle, Muhammad Basri. 2013. Fundamental of research Methodology.

Makassar : Makassar Muhammadiyah University.

Department on STAIN Bengkulu Academic Year 2011-2012). International

Journal of Humanities and Social Science. Vol. 2 No. 20 Special Issue –

October 2012 :1-13.

Faishal, An Analysis of students’ errors in English Pronunciation (A Descriptive

Study at the Eight SMP Negeri 2 Takalar). A Thesis. Makassar : Makassar

Muhammadiyah University

Faizal, Muhammad. Struktur Fonology and Morphology Bahasa Indonesia unit

1-8 download on 22nd

, May 2014.

Fang, Xie. 2007. Error Analysis and the EFL Classroom Teaching Journal. Vol.4.

No.9, Sept 2007 : 1-5

Fujianto. 2013.Contoh Singkat Naratif teks pendek.Retrieved on 25th

May 2014 at

http://www.fujianto21-chikafe.blogspot.com

Furchan, Arief. 2004. Pengantar Penelitian Dalam Pendidikan. Yogyakarta :

Pustaka Pelajar.

Hakim, M. Arif Rahman. 2012. An Analysis Of Phonetics b, d, g, j, _ and ð into

English pronunciation for Java Students. Vol. 2 No. 20 Special Issue –

October 2012 : 42 – 50.

Hasyim, Sunardi. 2002. Error Analysis in the Teaching of English. Vol.4

No,1, June 2002: 42 – 50.

http://www.fujianto21-chikafe.blogspot.com/

Herlina. 2012. Developing Reading Narrative Text Materials For Eighth Graders

of Junior High School Implemented With Character Building. Semarang :

Universitas Negeri Semarang

Jones, Daniel. 1986. The Pronunciation of English. Cambridge : Cambridge

University Press.

Lane, Holly. B. Maximizing the effectiveness of reading aloud Vol 60,No 7,

April 2007 : 1-8

Lenonn, Paul— contrastive Analysis, Error Analysis, Inter language Journal

(download on May, 8th

May 2014)

Naeni, Nurwahidah. 2013. An Error Analysis of Pronunciation Produced by

Makassar Students. Thesis. Makassar Muhammadiyah University:

Makassar

Nodine. Mark. H. 2003. Pronunciation. Retrieved on 25th

May 2014 at http :

www.cs.cf.ac.uk/fun/welsh/Lesson01.html.

Shang, Fachun. 2009. A Study of Pronunciation Problems of English Learners in

China. Vol 5 No 6. June 2009 : 1-6

Sudjana. 2005. Metode Statistika. Bandung : Penerbit Tardito Bandung

Walter, Elizabeth. 2008. Cambridge advances’ Learner Dictionary, 3rd

edition.

Cambridge : Cambridge University Press.

Wikipedia. 2009. Logat Makassar. Retrieved on 25th

May 2014 at

http://www.id.wikipedia.org/wiki/Logat_Makassar.html.

http://www.cs.cf.ac.uk/fun/welsh/Lesson01.html

http://www.id.wikipedia.org/wiki/Logat_Makassar.html

APPENDICES

Cinderella

Once upon a time, there was a young girl named Cinderella. She lived

with her step mother and two step sisters.

The step mother and sisters were conceited and bad tempered. They

treated Cinderella very badly. Her step mother made Cinderella do the hardest

works in the house; such as scrubbing the floor, cleaning the pot and pan and

preparing the food for the family. The two step sisters, on the other hand, did not

work about the house. Their mother gave them many handsome dresses to wear.

One day, the two step sister received an invitation to the ball that the kings

son was going to give at the palace. They were excited about this and spent so

much time choosing the dresses they would wear. At last, the day of the ball

came, and away went the sisters to it. Cinderella could not help crying after they

had left.

Why are crying, Cinderella? a voice asked. She looked up and saw her

fairy godmother standing beside her, because I want so much to go to the ball said

Cinderella. Well said the godmother,youve been such a cheerful, hardworking,

uncomplaining girl that I am going to see that you do go to the ball.

Magically, the fairy godmother changed ka pumpkin into a fine coach and

mice into a coachman and two footmen. Her godmother tapped Cinderellas raged

dress with her wand, and it became a beautiful ball gown. Then she gave her a

pair of pretty glass slippers. Now, Cinderella, she said; You must leave before

midnight. Then away she drove in her beautiful coach

Cinderella was having a wonderfully good time. She danced again and

again with the kings son. Suddenly the clock began to strike twelve, she ran

toward the door as quickly as she could. In her hurry, one of her glass slipper was

left behind.

A few days later, the king son proclaimed that he would marry the girl

whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was

too small for them, no matter how hard they squeezed their toes into it. In the end,

the kings page let Cinderella try on the slipper. She stuck out her foot and the page

slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The kings son was overjoyed to see

her again. They were married and live happily ever after.

(http://fujianto21-chikafe.blogspot.com)

\

/ˌsɪn.d ə rˈel.ə/

wʌnts əˈpɒn ə taɪm ðeə r wəz ə jʌŋ gɜːl neɪm ˌsɪn.d ə rˈel.ə. ʃiː lɪv

wɪð hɜː r step ˈmʌð.ə r ænd tuː step ˈsɪs.tə rs ki.

ðə step ˈmʌð.ə r ænd ˈsɪs.tə rs wə r kənˈsiː .tɪd ænd bæd -

tem.pəd . ðeɪ triː t ˌsɪn.d ə rˈel.ə ˈver.i ˈbæd.li . hɜː r step ˈmʌð.ə r meɪd

ˌsɪn.d ə rˈel.ə duː ðə hɑːd wɜːk ɪn ðə haʊs ; sʌtʃ əz skrʌbɪŋ ðə flɔː r ,

ˈkliː .nɪŋ ðə pɒt ænd prɪˈpeə rɪŋ ðə fuːd fɔː r

ðə ˈfæm. ə l.i . ðə tuː step ˈsɪs.tə rs ɒn ðiː ˈʌð.ə r hænd , dɪd nɒt

wɜːk əˈbaʊt ðə haʊs ðeə r ˈmʌð.ə r geɪv ðem ˈmen.i ˈhæn.səm dresses

tuː weə

wʌn deɪ ðə tuː step ˈsɪs.tə rs rɪˈsiː vd ən ˌɪn.vɪˈteɪ.ʃ ə n tuː ðə

bɔːl ðæt ðə kɪŋ’s sʌn wəz ˈgəʊ.ɪŋ tuː ðə ˈpæl.ɪs . ðeɪ wɜː r ɪkˈsaɪ.tɪd

əˈbaʊt ðɪs ænd spent səʊ mʌtʃ taɪm tʃuːzɪŋ ɒv dreses ðeɪ wʊd weə r

. ət lɑːst , ðə deɪ ɒv ðə bɔːl kʌm , ænd əˈweɪ went ðə ˈsɪs.tə rs tuː ɪt

. ˌsɪn.d ə rˈel.ə kʊd nɒt help ˈkraɪ.ɪŋ ˈɑːf.tə r ðeɪ hæd left .

waɪ ɑː r ˈkraɪ.ɪŋ ˌsɪn.d ə rˈel.ə ? ə vɔɪs ˈɑːskt . ʃiː lʊked ʌp

ænd sɔː hɜː r ˈfeə.ri ˈgɒdˌmʌð.ə r ˈstæn.dɪŋ bɪˈsaɪd hɜː r , ― bɪˈkəz aɪ

wɒnt səʊ mʌtʃ tuː gəʊ tuː ðə bɔːl ― sed ˌsɪn.d ə rˈel.ə ‖ wel ‖ ― sed ðə

ˈgɒdˌmʌð.ə r juːv biː n sʌtʃ ə ˈtʃɪə.f ə l ˌhɑːdˈwɜː.kɪŋ ˌʌn.kəmˈpleɪ.nɪŋ

gɝːl ðæt aɪ æm ˈgəʊ.ɪŋ tuː siː ðæt juː duː gəʊ tuː ðə bɔːl ‖

ˈmædʒ.ɪ.kli ðə ˈfeə.ri ˈgɒdˌmʌð.ə r tʃeɪndʒd ə ˈpʌmp.kɪn ˈɪn.tuː

ə faɪn kəʊtʃ ænd maɪs ˈɪn.tuː ə kəʊtʃmæn ænd tuː ˈfʊt.mən . hɜː r

ˈgɒdˌmʌð.ə r tæpe ˌsɪn.d ə rˈel.ə ˈræg.ɪd dres hɜː r wɒnd , ænd ɪt bɪˈkeɪm

ə ˈbjuː.tɪ.f ə l bɔːl gaʊn . ðen ʃiː geɪv hɜː r ə peə r ɒv ˈprɪt.i glɑːs

ˈslɪp.ə r naʊ ˌsɪn.d ə rˈel.ə ʃiː sed . juː mʌst liː ved bɪˈfɔː r ˈmɪd.naɪt .

ðen əˈweɪ ʃiː drəʊv ɪn hɜː r ˈbjuː.tɪ.f ə l kəʊtʃ

ˌsɪn.d ə rˈel.ə wɒz hævɪŋ ə ˈwʌn.də.fli gʊd taɪm . ʃiː dɑːn t s

əˈgen ænd əˈgen wɪð ðə kɪŋ’s sʌn . ˈsʌd. ə n.li ðə klɒk bɪˈgæn tuː

straɪk twelv , ʃiː rʌn təˈwɔːdz ðə dɔː r əz ˈkwɪk.li əz , ʃiː kʊd . ɪn

hɜː r ˈhʌr.i , wʌn ɒv hɜː r glɑːs ˈslɪp.ə r wɒz left bɪˈhaɪnd

ə fjuː deɪ ˈleɪ.tə r ðə kɪŋ’s sʌn prə ʊ ˈkleɪm ðæt hiː wʊd ˈmær.i

ðə gɜːl huːz fiː t ˈfɪt.ɪd ðə glɑːs ˈslɪp.ə r hɜː r gstep ˈsɪs.tə rs traɪd ɒn

ðə ˈslɪp.ə r bʌt ɪt wɒz tuː smɔːl fɔː r ðem nəʊ ˈmæt.ə r haʊ hɑːd

ðeɪ skwiː zed ðeə r təʊs ˈɪn.tuː ɪt . ɪn ðiː end ðə kɪŋ peɪdʒ let

ˌsɪn.d ə rˈel.ə traɪ ðə ˈslɪp.ə r . ʃiː stʌk aʊt hɜː r fʊt ænd , ðə peɪdʒ

slɪp.ə d ðə ˈslɪp.ə r ɒn . ɪt ˈfɪt.ɪd ˈpɜː.fek t .li

ˈfaɪ.nə.li ʃiː wɒz ˈdrɪv. ə n tuː ðə ˈpæl.ɪs . ðə kɪŋ’s sʌn wəz

ˌəʊ.vəˈdʒɔɪd tuː siː hɜː r əˈgen ðeɪ wɜː r ˈmær.id ænd lɪv ˈhæp.ili

ˈev.ə r ˈɑːf.tə r ( Cambridge advances’ Learner Dictionary, 3rd

edition)

the english pronunciation error in reading narrative …

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