Impact of First Language on English Pronunciation: A Case Study of Indonesian Students, Study notes of English

Download Impact of First Language on English Pronunciation: A Case Study of Indonesian Students and more Study notes English in PDF only on Docsity! 56 Appendix 1 Pronunciation Test Bacalah kata kata dibawah ini dengan seksama : 1. Attend 2. Appreciate 3. Tight 4. Appearance 5. Manner 6. Personality 7. Appointment 8. Agenda 9. Develop 10. Complain 11. Polite 12. Pilot 13. Choose 14. Call 15. Massage 16. Conduct 17. Company 18. Come 19. Greet 20. Important 57 Appendix 2 Questionnaire of Students’ Pronunciation Interest Nama sekolah : Nama siswa : Kelas : Tanggal : Peneliti tertarik pada kemampuan siswa melafalkan kata kata Bahasa Inggris (Pronunciation). Item-item pada kuisioner di bawah ini akan menggambarkan ketertarikan iswa terhadap ‘Pronunciation’. Bacalah setiap kalimat dan tentukan apakah itu menggambarkan seseorang seperti anda ataukah berbeda dari anda. Tidak ada jawaban benar atau salah. Kami hanya ingin tahu bagaimana perasaan ada pada ‘Pronunciation’. Untuk memberi jawaban anda, lingkari satu nomor sesuai dengan perasaan anda. Lingkari: 1: sangat tidak setuju 2: tidak setuju 3: setuju 4: sangat setuju 1. Pronunciation (cara pengucapan Bahasa Inggris) merupakan hal yang penting bagi saya. 2. Saya memperhatikan cara saya mengucapkan sebuah kata dalam Bahasa Inggris. 3. Saya sangat ingin meningkatkan cara saya melafalkan atau mengucapkan suatu kata atau kalimat dalam Bahasa Inggris. 1 2 3 4 1 2 3 4 1 2 3 4 60 Interquartile Range 10.00 Skewness .237 .580 Kurtosis 1.060 1.121 a. score is constant when group = teacher. It has been omitted. Tests of Normality b Group Kolmogorov-Smirnov a Shapiro-Wilk Statistic df Sig. Statistic Df Sig. score students .204 15 .093 .947 15 .482 a. Lilliefors Significance Correction b. score is constant when group = teacher. It has been omitted. score Detrended Normal Q-Q Plots Detrended Normal Q-Q Plot of score for group= students 0504 ° ° = 025] E 5 ° ° £ oo 2 5 & 3 io ° a 0.254 0504 ° 7 + r : + r o 10 20 30 2 <0 Observed Value Normal Q-Q Plots Normal Q-Q Plot of score for group= students Expected Normal 24 T T T " T o 10 20 30 40 0 Observed Value 61 Histograms Histogram for group= students Mean =27.33 Std. Dev. =10.998, Nat5 Frequency 0.00 10.00 20.00 3000 40.00 50.00 score 62  65 Extreme Values b Group Case Number Value score students' pronunciation interest Highest 1 6 90.00 2 14 90.00 3 5 87.00 4 7 87.00 5 3 85.00 a Lowest 1 11 70.00 2 8 70.00 3 15 72.00 4 12 75.00 5 2 77.00 a. Only a partial list of cases with the value 85.00 are shown in the table of upper extremes. b. score is constant when group = teacher pronunciation test. It has been omitted. Tests of Normality b Group Kolmogorov-Smirnov a Shapiro-Wilk Statistic df Sig. Statistic df Sig. score students' pronunciation interest .193 15 .137 .921 15 .199 a. Lilliefors Significance Correction b. score is constant when group = teacher pronunciation test. It has been omitted. Score war] score 720 Aeacher pronunsistiontest ‘uderts proathatien nlerest group Detrended Normal Q-Q Plots Detrended Normal Q-Q Plot of score for group= students" pronunciation interest ° 024 ° 3 ° E oo 2 5 z ° E g € ° > 024 z 02 a ° 0.4 ° r r T 1 r 70 75 a0 8 90 Observed Value 66 Normal Q-Q Plots Normal Q-Q Plot of score for group- students’ pronunciation interest ° wn i Expected Normal 5 ° i 2 104 154 T T T T T 70 75 80 85 30 Observed Value 67  70 Appendix 7 Transcription of Teacher’s Pronunciation Test No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /ǝ'tend/ /ǝ'tend/ T 5 2. Appreciate /e’pre: ʃieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taIt/ /taIt/ T 5 4. Appearance /a’pirǝns/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:s ǝnælǝti/ /pƷ:s ǝnælǝti/ T 5 7. Appointment / ǝ’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ T 5 8. Agenda / a’ʤenda/ / ǝ’ʤendǝ/ F 0 9. Develop /de’velop/ /dI’velǝp/ F 0 10. Complain /kɒm’pleIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’laIt/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /tʃu:z/ /tʃu:z/ T 5 14. Call /kɒ:l/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /meise:Ʒ:/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kǝn’dʌkt/ /’kǝn’dʌkt/ T 5 17. Company /’kʌmpǝni/ /’kʌmpǝni/ T 5 18. Come /kʌm/ /kʌm/ T 5 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɔ:tnt/ /Im’pɔ:tnt/ T 5 TOTAL 65 71 Appendix 8 Transcription of Students’ Pronunciation Test 72 Student one (Evi Aprilia) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /e’tǝnd/ /ǝ'tend/ F 0 2. Appreciate /e’pre:ʃiet/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taIt/ /taIt/ T 5 4. Appearance /e’pǝrǝns/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:s ǝnælǝti/ /pƷ:s ǝnælǝti/ T 5 7. Appointment /a’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda /agenda/ / ǝ’ʤendǝ/ F 0 9. Develop /dI’felɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’laIt/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /tʃɔIs/ /tʃu:z/ F 0 14. Call /kal/ /kɒ:l/ or /kɔ:l/ F 0 15. Massage /mIse:Ʒ:/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌkt/ /’kǝn’dʌkt/ F 0 17. Company /’kɒmpǝni/ /’kʌmpǝni/ F 0 18. Come /kʌm/ /kʌm/ T 5 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɔ:tnt/ /Im’pɔ:tnt/ T 5 TOTAL 35 75 Student Four (Nurul Khusnah) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /a’tend/ /ǝ'tend/ F 0 2. Appreciate /a’pre:c/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taig/ /taIt/ F 0 4. Appearance /a’prence/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:s ǝnælǝti/ /pƷ:s ǝnælǝti/ T 5 7. Appointment /a’pɔItmǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda /agenda/ / ǝ’ʤendǝ/ F 0 9. Develop /de’felɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’lIt/ /pǝ’laIt/ F 0 12. Pilot /pilɒt/ /paIlǝt/ F 0 13. Choose /tʃɔIs/ /tʃu:z/ F 0 14. Call /kɒ:l/ or /kɔ:l/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /meIsek/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌkt/ /’kǝn’dʌkt/ F 0 17. Company /’kɒmpeni/ /’kʌmpǝni/ F 0 18. Come /kɒm/ /kʌm/ F 0 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɔ:tnt/ /Im’pɔ:tnt/ T 5 TOTAL 25 76 Student Five (Putri Anggun) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /a’tend/ /ǝ'tend/ F 0 2. Appreciate /a’pre:cieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taig/ /taIt/ F 0 4. Appearance /a’pIerǝnce/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnælǝti/ /pƷ:s ǝnælǝti/ F 0 7. Appointment / a’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda /agenda/ / ǝ’ʤendǝ/ F 0 9. Develop /de’felɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’laIt/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /cɒ:s/ /tʃu:z/ F 0 14. Call /kɒl/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /mese Ʒ:/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dek/ /’kǝn’dʌkt/ F 0 17. Company /’kɒmpeni/ /’kʌmpǝni/ F 0 18. Come /kʌm/ /kʌm/ T 5 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Impɒrten/ /Im’pɔ:tnt/ F 0 TOTAL 25 77 Student Six (Umi) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /ǝ'teind/ /ǝ'tend/ F 0 2. Appreciate /a’pre: t/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taig/ /taIt/ F 0 4. Appearance / ǝ’pan/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnælǝti/ /pƷ:s ǝnælǝti/ F 0 7. Appointment /a’pɒIntmint/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda / a’ʤenda/ / ǝ’ʤendǝ/ F 0 9. Develop /felɒp/ /dI’velǝp/ F 0 10. Complain /kǝm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’lt/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /ku:s/ /tʃu:z/ F 0 14. Call /kɒ:l/ or /kɔ:l/ T 5 15. Massage /mesak/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌk t/ /’kǝn’dʌkt/ F 0 17. Company /’kɒmpani/ /’kʌmpǝni/ F 0 18. Come /kɒm/ /kʌm/ F 0 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Imprɒ:ten/ /Im’pɔ:tnt/ F 0 TOTAL 20 80 Student Nine (Vita) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /ǝ'tend/ /ǝ'tend/ T 5 2. Appreciate / a’pre:ʃieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taIt/ /taIt/ T 5 4. Appearance / a’prie:rens/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnælit/ /pƷ:s ǝnælǝti/ F 0 7. Appointment / ǝ’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ T 5 8. Agenda / a’ʤendǝ/ / ǝ’ʤendǝ/ F 0 9. Develop /di’filɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’pleIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’lit/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /tʃu:z/ /tʃu:z/ T 5 14. Call /kɒ:l/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /mesig/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌkt/ /’kǝn’dʌkt/ F 0 17. Company /kɒmpani/ /’kʌmpǝni/ F 0 18. Come /kʌm/ /kʌm/ T 5 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɔ:tnt/ /Im’pɔ:tnt/ T 5 TOTAL 50 81 Student Ten (Yulia Narida) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /a’teInd/ /ǝ'tend/ F 0 2. Appreciate / a’pre:ʃieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /taIt/ /taIt/ T 5 4. Appearance / ǝ’pIrǝns/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnæliti/ /pƷ:s ǝnælǝti/ F 0 7. Appointment / a’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda / a’genda/ / ǝ’ʤendǝ/ F 0 9. Develop /di’fǝlɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’laIt/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /ku:s/ /tʃu:z/ F 0 14. Call /kɒ:l/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /mese:Ʒ:/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌkt/ /’kǝn’dʌkt/ F 0 17. Company /kɒmpǝni/ /’kʌmpǝni/ F 0 18. Come /kʌm/ /kʌm/ T 5 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɒrtnt/ /Im’pɔ:tnt/ F 0 TOTAL 30 82 Student Eleven (Ratih Paramitasari) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /e'tend/ /ǝ'tend/ F 0 2. Appreciate / e’pre:ʃieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /tai:gh/ /taIt/ F 0 4. Appearance / e’pe:ren/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnæliti/ /pƷ:s ǝnælǝti/ F 0 7. Appointment / e’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda / a’gendǝ/ / ǝ’ʤendǝ/ F 0 9. Develop /de’velɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’pleIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’lit/ /pǝ’laIt/ F 0 12. Pilot /paIlǝt/ /paIlǝt/ T 5 13. Choose /tʃu:z/ /tʃu:z/ T 5 14. Call /kɒ:l/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /misek/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’ken’d ǝk t/ /’kǝn’dʌkt/ F 0 17. Company /’kɒmpani/ /’kʌmpǝni/ F 0 18. Come /kʌm/ /kʌm/ T 5 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɔ:ntnt/ /Im’pɔ:tnt/ F 0 TOTAL 30 85 Student Fourteen (Erwinda) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /ǝ'tend/ /ǝ'tend/ T 5 2. Appreciate / e’pre:ʃieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /tai:gh/ /taIt/ F 0 4. Appearance / e’pi:rens/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnæliti/ /pƷ:s ǝnælǝti/ F 0 7. Appointment / a’pɔIntmǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda / a’gendǝ/ / ǝ’ʤendǝ/ F 0 9. Develop /di’vilɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’lit/ /pǝ’laIt/ F 0 12. Pilot /paIlot/ /paIlǝt/ F 0 13. Choose /tʃu:z/ /tʃu:z/ T 5 14. Call /kɒ:l/ /kɒ:l/ or /kɔ:l/ T 5 15. Massage /misek/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌkt/ /’kǝn’dʌkt/ F 0 17. Company /’kɒmpǝni/ /’kʌmpǝni/ F 0 18. Come /kʌm/ /kʌm/ T 5 19. Greet /gI:t/ /grI:t/ F 0 20. Important /Im’pɔ:tnt/ /Im’pɔ:tnt/ T 5 TOTAL 30 86 Student Fifteen (Fitri) No. Words Subject’s Phonetic symbol Phonetic symbol Result Score 1. Attend /ǝ'tǝn/ /ǝ'tend/ F 0 2. Appreciate / ǝ’pre:ʃieIt/ / ǝ’pri:ʃieIt/ F 0 3. Tight /tai:gh/ /taIt/ F 0 4. Appearance / ǝ’pre:nces/ / ǝ’pIǝrǝns/ F 0 5. Manner /mæn ǝ(r)/ /mæn ǝ(r)/ T 5 6. Personality /pƷ:sɒnæliti/ /pƷ:s ǝnælǝti/ F 0 7. Appointment / ǝ’pɔImǝnt/ / ǝ’pɔIntmǝnt/ F 0 8. Agenda / a’gendǝ/ / ǝ’ʤendǝ/ F 0 9. Develop /di’felɒp/ /dI’velǝp/ F 0 10. Complain /kɒm’plaIn/ /kǝm’pleIn/ F 0 11. Polite /pɒ’lit/ /pǝ’laIt/ F 0 12. Pilot /paIlot/ /paIlǝt/ F 0 13. Choose /tʃu:z/ /tʃu:z/ T 5 14. Call /ka:l/ /kɒ:l/ or /kɔ:l/ F 0 15. Massage /mise Ʒ:/ /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/ F 0 16. Conduct /’kɒn’dʌkt/ /’kǝn’dʌkt/ F 0 17. Company /’kʌmpǝni/ /’kʌmpǝni/ T 5 18. Come /kɒm/ /kʌm/ F 0 19. Greet /grI:t/ /grI:t/ T 5 20. Important /Im’pɔ:tnt/ /Im’pɔ:tnt/ T 5 TOTAL 25 87 Appendix 9 Students’ Pronunciation Test Score No Name Score 1. Evy Aprilia 35 2. Mentari Novita Putri 25 3. Nurul Hidayah Wati 5 4. Nurul Kusnah 25 5. Putri Anggun Septiarini 25 6. Umi Choirotun Nisa’ 20 7. Nur Hidayati 20 8. Nur Lailatul Mufidah 15 9. Vita Hardianti 50 10. Yulia Narida 30 11. Ratih Paramitasari 30 12. Ana Rusmawati 45 13. Dewi Kusuma Wati 30 14. Erwinda 30 15. Fitri Setyowati 25 90 tongue again influenced her pronunciation. In Indonesia term, most of word that have letter ‘e’ in the middle position, it will be sounded as ‘ǝ’. She can pronounce the word ‘manner’ correctly. It highly effected because she has some inputs how to pronounce it before then make this word familiar for her. However, her mother tongue seems highly influenced her when she did not know or has no input how to pronounce an English word. It was showed when she pronounced the word ‘appointment’/ ǝ’pɔIntmǝnt/. She can be never hear this word before so that, she did know the correct pronunciation of this word then used her first language way of producing the sound. She pronounced the letter ‘ǝ’ as the first letter of this word just like when she read letter ‘a’ in Bahasa Indonesia. The same mistake also found in the word ‘agenda’ / ǝ’ʤendǝ/. She pronounced it as /agenda/ totally same with Indonesian term. In the word ‘develop’, the influence of Indonesia term still appear when she pronounced the sound ‘v’ as ‘f’. This mistake is effected by Indonesian term that has no differentiation on producing sound ‘f’ and ‘v’. All words that have letter ‘v’ is sounded just like sound ‘f’. In the sound ‘ǝ’ of this word, it pronounced as ‘ɒ’ or ‘o’ in Indonesian term. This mistake can be because the students has no input of pronouncing the word before so that, her mother tongue always influence her English pronunciation. It was same when she pronounce ‘ǝ’ in the word ‘complain’ /kǝm’pleIn/ as ‘ɒ’ or ‘o’ and diphthong ‘eI’ as ‘aI’ in Indonesian term. This kind of mistake and its reason why it happened repeated again in the word ‘polite’. She pronounced ‘ǝ’ as their first language ‘o’ in Indonesian term. It not because her speech organ cannot pronounce ‘ǝ’ but she did not know or even has no input of pronouncing this word before so that, her first 91 language always influence her to pronounce English sound. She was totally fail on pronouncing the word ‘choose’/tʃu:z/. She pronounced it as /tʃɔIs/. It showed that while reading this word she was not aware of the word. She read the word ‘choose’ as ‘choice’. She seems like knowing some of term of pronouncing English sound but she also has lack of input of some vowel and consonant in English term. Such as in the word ‘call’ kɔ:l/, she knew how to pronounce letter ‘c’ then she pronounced it correctly as ‘k’ sound. However, in the next sound she was fail. It again caused her lack of input so that she just used her first language term to produce sound. She pronounced ‘ɔ’ as pure ‘a’ of Indonesia Language. Then in the word ‘massage’, there is a misunderstanding here. She thought it was ‘message’ so that when sounded ‘æ’ she pronounced it as ‘I’ because she thought it was letter ‘e’ not ‘a’. Then she pronounced the sound ‘ɑ’ as ‘e’. These mistakes showed that the common understanding of sounding English word in Indonesia also influence students on pronouncing words especially in some letter ‘a’, ‘i’, and ‘e’. This common understanding was some term to read English alphabet that introduced to sound letter ‘a’ as ‘e’, ‘i’ as ‘ai, and ‘e’ as ‘i’. This alphabet term of sound seems influence her on producing sound ‘I’ and ‘e’ in the word ‘massage’. Mother tongue of her first language and pronunciation input influenced most. It again showed in the word ‘conduct’ /’kǝn’dʌkt/, she pronounced ‘ǝ’ as ‘ɒ’ or ‘o’ in Indonesian term. She was correct in pronouncing sounds ‘n’, ‘d’, and ‘k’. It can be because it was same with Indonesian term. Then correct in the sound ‘ʌ’, it can be because of a chance. 92 Student Two In the first word, ‘attend’, this student was correct in pronouncing most of the sound but she added the sound ‘I’ after sound ‘e’. it was because the place of letter ‘e’ is next to the letter ‘n’ so that, when she pronounced it little bit long, it can produce the sound ‘I’ between ‘e’ and ‘n’. The combination of sound ‘e’ and ‘n’ will produce sound ‘I’ if it is sounded long. In the second word, ‘appreciate’, it seems like it was a difficult word for her moreover if she has o input how to pronounce it correctly. The complexity of the diphthong in this word made her confuse then added by there is no input also caused this students sounded ‘ǝ’ as ‘a’ just like she read ‘a’ in Indonesian term. The combination of all letters in this word made her confuse because it was too complicated then she read it as what she can produce after seeing the word at the glance. Mother tongue can significantly influence someone pronunciation, moreover when they have no input at all. Such as this student when pronounced the third word, ‘tight’. She just directly sounded the letter ‘g’ in this word that should be erased. It showed that she pronounce English word just like when she produced sound in Indonesia term. In the word ‘appearance’/ ǝ’pIǝrǝns/, she pronounced it as /a’parǝns/, ‘ǝ’ sounded as ‘a’ just like Indonesian term because she has no input before. The combination of letter ‘ea’ that should be sounded as ‘Iǝ’ was sounded as ‘a’ because she did not focus on the detail of this word, she pronounced it as what she can sounded after reading the word at the glance not because of the organ of speech that cannot produce the sound well. She can pronounce the word ‘manner’ correctly. It highly effected because she has some inputs how to pronounce it before then make this word familiar for her. 95 Student Three First language influence appeared when this student pronounced ‘ǝ’ as ’a’ in the words ‘attend’ /ǝ'tend/ and ‘appreciate’ / ǝ’pri:ʃieIt/. This student read the letter ‘a’ in the first place of these words as pure ‘a’ in her Indonesia language. While, the sound ‘i’ in / ǝ’pri:ʃieIt/ also fail to be pronounced because she made it as /a’pre:cieIt/. In the third word, ‘tight’, she just directly sounded the letter ‘g’ in this word that should be erased. It showed that she pronounce English word just like when she produced sound in Indonesia term. Pronouncing the word ‘appearance’ as /a’prerance/, ‘a’ sound in the beginning showed again and again that the first language mostly influence students’ pronunciation. However, the lack of pronunciation input also took high position on influencing students making strange mistake on pronunciation as pronouncing /a’prerance/ that turn far away from the right one. The strong Indonesia language influence also can be seen when this student pronounced the word ‘personality’ as /persɒnæliti/, the ‘e’, ‘r’, ‘ɒ’ produced because of this influence. The same mistake also found in the word ‘agenda’ / ǝ’ʤendǝ/. She pronounced it as /agenda/ totally same with Indonesian term. First language influence appeared again when this student pronounced ‘ǝ’ as ’a’ in the word ‘appointment’, she pronounced it as /a’pɔItmǝnt/. Then, in the word ‘develop’ /dI’velǝp/ this student seemed adopt Indonesian term to produce all sound so that it came with /de’felɒp/. It was same when she pronounce ‘ǝ’ in the word ‘complain’ /kǝm’pleIn/ as ‘ɒ’ or ‘o’ and diphthong ‘eI’ as ‘aI’ in Indonesian term. This kind of mistake and its reason why it happened repeated again in the word ‘polite’. She pronounced ‘ǝ’ 96 as their first language ‘o’ in Indonesian term. It not because her speech organ cannot pronounce ‘ǝ’ but she did not know or even has no input of pronouncing this word before so that, her first language always influence her to pronounce English sound. The mother tongue influence still cannot be avoid when she pronounced ‘eI’ as ‘aI’. Just as in the next word, ‘polite’, she did not know how to pronounced it correctly the she just follow her first language term on pronouncing this word as /pɒlIt/. Indonesia language adoption was happened clearly when she pronounce the word ‘pilot’ as /pilɒt/ not /paIlǝt/. When some students have understanding that in English sound ‘c’ sometimes pronounced as ‘k’, but it cannot be applied in the word ‘choose’. This understanding may be influence this student pronounced ‘tʃ’ sound as ‘k’. Then for pronouncing the sound ‘z’, she may be influenced by the letter ‘s’ in this word so that, she just pronounced it as what she saw. Indonesia language adoption was happened clearly once more when she pronounce ‘i’ as ‘e’ in the word ‘greet’ as /gre:t/ not /grI:t/. 97 Student Four In the first word, ‘attend’, this student used ‘a’ to pronounce ‘ǝ'. It of course just same as the other that influenced by their first language used. In the second word, ‘appreciate’, she was totally turn far away from the correct term that should be pronounced as / ǝ’pri:ʃieIt/. This mistake can be caused by the background of this student that may be never got input how to pronounce the word ‘appreciate’ correctly. Therefore, she did not know how to pronounce it then just used what she got in the first time she read this word at the glace she saw this word. It can be because the teacher never gives the example how to pronounce it. First language can significantly influence someone pronunciation mostly when they have no input and example how to pronounce English word correctly Such as this student when pronounced the third word, ‘tight’. She just directly sounded the letter ‘g’ in this word that should be erased. The words ‘appreciate’ and ‘appearance’ may be the difficult and complicated one for most of the students. This student pronounced this word as /a’pre:c/ and /a’prence/ for ‘appearance. It showed that she might be never got the input of its pronunciation. Therefore, when she got the difficult word and did not know how to pronounce it well, she just pronounced it as what they can after read these words at the glance. The strong Indonesia language influence also can be seen when this student pronounced the word ‘personality’ as /persɒnæliti/, the ‘e’, ‘r’, ‘ɒ’ produced because of this influence. The same mistake also found in the word ‘agenda’ /ǝ’ʤendǝ/. She pronounced it as /agenda/ totally same with Indonesian term. First language influence appeared again when this student pronounced ‘ǝ’ as ’a’ in the word ‘appointment’, she pronounced it as /a’pɔItmǝnt/. Then, in the word 100 Student Five To pronounce the word ‘attend’, this student used ‘a’ to pronounce ‘ǝ’. This mistake can happen because she did not know what the right one to pronounce this word is. Therefore, she adapted her first language to pronounce this word. This mistake was repeated in the second word, when this student pronounced the first letter in this word, ‘appreciate’. She used ‘a’ to pronounce ‘ǝ’. Then, it was clear that this kind of mistake was influenced because she has no idea how to pronounce it then used her first language background to pronounce it. She produced the sound exactly the same as what she read in, letter by letter in the text, in this case she sounded.’ ʃ’ as ‘c’. It was clear that when student has no idea how to pronounce English word in the correct way, she then pronounced the word as what she saw and adapted her first language term to pronounce the word. First language adoption happened again when this student pronounce the third word, ‘tight’. She pronounced it as /taig/. The sound ‘g’ was clear pronounced. When she has no background that can give her input to get correct pronunciation, then she will produce the sound exactly the same as what she read in, letter by letter in the text, just like this word. The influence of speaker’s first language still happened in the next word, ‘appearance’. She pronounced the first letter ‘a’ of this word as ‘a’ not ‘ǝ’. The she pronounced the sound ‘c’ clearly. This was because she just produced the sound same as what she read in the text. Indonesian term always produce sound ‘o’ clearly. This habit may be influenced the student when pronounced ‘ɒ’ or ‘o’ in Indonesia term in the word ‘personality’, which should be pronounced as ‘e’. The influence of speaker’s first 101 language still happened in the next word, ‘appointment’. She pronounced the first letter ‘a’ of this word as ‘a’ not ‘ǝ’. The strong Indonesia language influence also can be seen when this student pronounced the word ‘agenda’ / ǝ’ʤendǝ/. She pronounced it as /agenda/ totally same with Indonesian term. It showed that she adopted her first language term to pronounce English word. In the word ‘develop’, the influence of Indonesia term still appear when she pronounced the sound ‘v’ as ‘f’. This mistake is effected by Indonesian term that has no differentiation on producing sound ‘f’ and ‘v’. All words that have letter ‘v’ is sounded just like sound ‘f’. In the sound ‘ǝ’ of this word, it pronounced as ‘ɒ’ or ‘o’ in Indonesian term and pronounced ‘I’ as ‘e’. This mistake can be because the student has no input of pronouncing the word before so that, her mother tongue always influence her English pronunciation. It was same when she pronounce ‘ǝ’ in the word ‘complain’ /kǝm’pleIn/ as ‘ɒ’ or ‘o’ and diphthong ‘eI’ as ‘aI’ in Indonesian term. This kind of mistake and its reason why it happened repeated again in the word ‘polite’. She pronounced ‘ǝ’ as their first language ‘o’ in Indonesian term. It not because her speech organ cannot pronounce ‘ǝ’ but she did not know or even has no input of pronouncing this word before so that, her first language always influence her to pronounce English sound. When she pronounced the word ‘choose’, it showed that she has no idea at all how to pronounce it correctly so that, she pronounced it as /cɒ:s/ not /tʃu:z/. She was correct in pronouncing the word ‘call’. It can be because has strong background and input how to pronounce it because this word can be 102 familiar word that often heard. Therefore, it was easy for her to pronounce this word. In alphabet sound term, it was popular in EFL learners that for letter ‘a’, it sounded ‘e’ in Indonesian way. This background may be influenced this student when she pronounced the word ‘massage’ as /mese Ʒ:/. It showed that she pronounced the ‘a’ letter as ‘e’. However, this student somehow pronounced the word without any consideration because she did not know how to pronounce the word so that, she just pronounced it as what she can produced directly after reading the word in the text. This case appeared in the word ‘conduct’, she pronounced it as ’kɒn’dek/. . In the word ‘company’/’kʌmpǝni/ showed that she has understanding that ‘c’ should be pronounced as ‘k’. However, unawareness still appeared when she produced sound ‘ʌ’ as ‘ɒ’ in the word ‘company’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced. She was correct in pronouncing the words ‘come’ and ‘greet’. It can be because has strong background and input how to pronounce it because this word can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. Then, in Indonesian term, the ‘r’ sound always sounded clearly. This term may be influenced this student when she produced the sound ‘r’ in the word ‘important. She pronounced it as /Impɒrten/. It showed that she produced ‘r’ sound clearly. She also used pure ‘o’ in Indonesian term to pronounce ‘ɔ’ 105 influenced this student when she produced the sound ‘r’ in the word ‘important. She pronounced it as /Imprɒ:ten/. It showed that she produced ‘r’ sound clearly. She also used pure ‘o’ in Indonesian term to pronounce ‘ɔ’. 106 Student Seven In pronouncing the word ‘appreciate’ / ǝ’pri:ʃieIt/, this student used ‘e’ to pronounced ‘i’ , / ǝ’pre:ʃieIt/. It showed that the influence of first language background still happened in this student. In the case of the word ‘tight’, this student knew the use of diphthong ‘ai’ to pronounce the letter ‘i’. It may be because this student already understands the concept of the way alphabet read that alphabet ‘I’ should be sounded as ‘ai’. Then, she used this input to pronounce ‘i’ in the word ‘tight’ as ‘ai’ sound. However, the influenced of Indonesian term still repeated here, when she still clearly sounded the letter ‘g’. Another alphabet concept that influenced by this student is when she pronounced the first letter in the word ‘appearance’ /ǝ’pIǝrǝns/as /e’pire:nce/. It show that she considered to sound letter ‘a’ as ‘e’ sound and letter ‘e’ as ‘i’ sound. Indonesian term always produce sound ‘o’ clearly. This habit may be influenced the student when pronounced ‘ɒ’ or ‘o’, /pƷ:sɒnæliti/, in Indonesia term in the words ‘personality’ /pƷ:s ǝnælǝti/, which should be pronounced as ‘e’. The strong Indonesia language influence again can be seen when this student pronounced the word ‘agenda’ / ǝ’ʤendǝ/. She pronounced it as /agenda/ same with Indonesian term. It showed that she adopted her first language term to pronounce English word. In the word ‘develop’, the influence of Indonesia term still appear when she pronounced the sound ‘v’ as ‘f’. This mistake is effected by Indonesian term that has no differentiation on producing sound ‘f’ and ‘v’. All words that have letter ‘v’ is sounded just like sound ‘f’. In the sound ‘ǝ’ of this word, it pronounced as ‘ɒ’ or ‘o’ in Indonesian term. She also pronounced ‘I’ as ‘e’. This 107 mistake can be because the student has no input of pronouncing the word before so that, her mother tongue always influence her English pronunciation. In the word ‘complain’/kǝm’pleIn/showed that she has understanding that ‘c’ should be pronounced as ‘k’. However, unawareness still appeared when she produced diphthong ‘eI’ sound as ‘ai’ sound. It was the same sound pattern according to Indonesian way. It showed that her first language still influenced her on pronouncing this word. In the word ‘polite /pǝ’laIt/, she pronounced ‘ǝ’ as their first language ‘o’ in Indonesian term. It not because her speech organ cannot pronounce ‘ǝ’ but she did not know or even has no input of pronouncing this word before so that, her first language always influence her to pronounce English sound. As we know that in Indonesian term, the letter ‘o’ always sounded clearly. In the word ‘complain’/kǝm’pleIn/ showed again that she has understanding that ‘c’ should be pronounced as ‘k’. However, unawareness influenced by first language background still appeared when she produced ‘a’, /ka:l/, that should be pronounced as /kɒ:l/ or /kɔ:l/. This student again considered alphabet concept to pronounce the letter ‘a’ as sound ‘e’. It showed when she pronounced the word ‘massage’ as /mise Ʒ:/. In pronouncing the word ‘company’/’kʌmpǝni/ showed that she has understanding that ‘c’ should be pronounced as ‘k’. She produced sound ‘ʌ’ as ‘ɒ’ in the word ‘company’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. She was correct in pronouncing the words 110 Indonesian way. It showed that her first language still influenced her on pronouncing this word. In the word ‘polite /pǝ’laIt/, she pronounced ‘ǝ’ as their first language ‘o’ in Indonesian term. It not because her speech organ cannot pronounce ‘ǝ’ but she did not know or even has no input of pronouncing this word before so that, her first language always influence her to pronounce English sound. As we know that in Indonesian term, the letter ‘o’ always sounded clearly. The strong Indonesia language influence also can be seen when this student pronounced the word ‘pilot’ /paIlǝt/She pronounced it as //pIlot/ totally same with Indonesian term. It showed that she adopted her first language term to pronounce English word. She was correct in pronouncing the words ‘choose’ and ‘call’. It can be because has strong background and input how to pronounce it because this word can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. Mother tongue of her first language and pronunciation input influenced most. It again showed in the word ‘conduct’ /’kǝn’dʌkt/, she pronounced ‘ǝ’ as ‘ɒ’ or ‘o’ in Indonesian term. Then, she was lost the idea continuing this word when she just pronounced it as /’kɒn’dut/. Even she has understanding of sounded letter ‘c’ as ‘sound ‘k’, but in the word ‘company’ the Indonesian term still appeared strongly. She pronounced it as /kɒmpani/. It show that she used ‘ɒ’, ‘a’, and ‘i’. These sounds showed that it was the adoption from her first language. It repeated again in the next word ‘come’. She used ‘ɒ’.in the word ‘greet’, she used ‘e’ not ‘i’. It showed that the first language influenced strongly. 111 Student Nine First language influence appeared when this student pronounced ‘ǝ’ as ’a’ in the word ‘appreciate’ / ǝ’pri:ʃieIt/. This student read the letter ‘a’ in the first place of these words as pure ‘a’ in her Indonesia language. While, the sound ‘i’ in / ǝ’pri:ʃieIt/ also fail to be pronounced because she made it as / a’pre:ʃieIt. When she pronounced the word ‘appearance’, it showed that she has no idea at all how to pronounce it correctly so that, she pronounced it as / a’prie:rens/not /ǝ’pIǝrǝns/. Therefore, she pronounced this word without any consideration because she did not know how to pronounce it so that, she just pronounced it as what she can produced directly after reading the words in the text. Indonesian term always produce sound ‘o’ clearly. This habit may be influenced the student when pronounced ‘ɒ’ or ‘o’ in Indonesia term in the word ‘personality’, which should be pronounced as ‘e’. First language influence appeared again when this student pronounced ‘ǝ’ as ’a’ in the word ‘agenda’ /a’ʤendǝ/. This student read the letter ‘a’ in the first place of these words as pure ‘a’ in her Indonesia language. Alphabet concept influenced in the word ‘develop’, /dI’velǝp/, when she sounded the letter ‘e’ in this word as ‘i’ sound, /di’filɒp/. The use of sound ‘f’ showed that Indonesian term again influenced this student. When there is no differentiation of sounding ‘f’ and ‘v’ in Indonesian term. Then, the use of ‘ɒ’ in some words such as ‘complain’ /kɒm’pleIn/ and ‘polite’ /pɒ’lit/ showed that first language influenced still exist. She was correct in pronouncing the words ‘choose’ and ‘call’. It can be because has strong background and input how to pronounce it because this word 112 can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. She pronounced the word ‘conduct’ /’kǝn’dʌkt/as /’kɒn’dʌkt/. It showed that she has understanding that ‘c’ should be pronounced as ‘k’. However, she produced sound ‘ʌ’ as ‘ɒ’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. In pronouncing the word ‘company’/’kʌmpǝni/ showed that she again has understanding that ‘c’ should be pronounced as ‘k’. She produced sound ‘ʌ’ as ‘ɒ’ in the word ‘company’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. She was correct in pronouncing the words ‘come’, ‘greet’ and ‘important’. It can be because has strong background and input how to pronounce it because this word can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. 115 usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. She was correct in pronouncing the words ‘come’ and ‘greet’. It can be because has strong background and input how to pronounce it because this word can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. Then, in Indonesian term, the ‘r’ sound always sounded clearly. This term may be influenced this student when she produced the sound ‘r’ in the word ‘important. She pronounced it as /Im’pɒrtnt/. It showed that she produced ‘r’ sound clearly. She also used pure ‘o’ in Indonesian term to pronounce ‘ɔ’. 116 Student Eleven This student pronounced the word ‘attend’ as /e'tend/. She pronounced single sound ‘ǝ’ incorrectly by pronounced it as ‘e’. This mistake can be influence by her mother tongue of her first language. As we know in Bahasa Indonesia, most of word began with letter ‘e’ is pronounced as ‘e’ not ‘ǝ’. Then, in the second word ‘appreciate’ / ǝ’pri:ʃieIt/, this student again miss pronounce sound ‘ǝ’. She still pronounced it as ‘e’. The sound ‘i’ was pronounced as ‘e’ also, /e’pre:ʃieIt/. It shows that when read this word, the student just read it like their mother tongue usually pronouncing, the letter ‘e’ after ‘r’ directly sounded as ‘e’ like it was highly influenced by her first language term. In the case of the word ‘tight’ /taIt/, this student pronounced it as /tai:gh/. It showed that she knew the use of diphthong ‘ai’ to pronounce the letter ‘i’. It may be because this student already understands the concept of the way alphabet read that alphabet ‘I’ should be sounded as ‘ai’. Then, she used this input to pronounce ‘i’ in the word ‘tight’ as ‘ai’ sound. However, the influenced of Indonesian term still repeated here, when she still clearly sounded the letter ‘g’. When she pronounced the word ‘appearance’, it showed that she has no idea at all how to pronounce it correctly so that, she pronounced it as /e’pe:ren/ not /ǝ’pIǝrǝns/. Therefore, she pronounced this word without any consideration because she did not know how to pronounce it so that, she just pronounced it as what she can produced directly after reading the words in the text. Indonesian term always produce sound ‘o’ clearly. This habit may be influenced the student when pronounced ‘ɒ’ or ‘o’ in Indonesia term in the word ‘personality’ /pƷ:sǝnælǝti/, which should be pronounced as ‘ǝ’. The First language 117 influence appeared again when this student pronounced ‘ǝ’ as ’e’ in the word ‘appointment’, / e’pɔIntmǝnt/not / ǝ’pɔIntmǝnt/. First language influence appeared again when this student pronounced ‘ǝ’ as ’a’ in the word ‘agenda’ /a’ʤendǝ/. This student read the letter ‘a’ in the first place of these words as pure ‘a’ in her Indonesia language. In the word ‘develop’, first language influence still happened when this student pronounce ‘I’ as ‘e’ and ‘ɒ’ as ‘ǝ , /de’velɒp/ not /dI’velǝp/. She pronounce ‘ǝ’ in the word ‘complain’ /kǝm’pleIn/ as ‘ɒ’ or ‘o’ in Indonesian term. This mistake can be because the student has no input of pronouncing the word before so that, her mother tongue always influence her English pronunciation. This kind of mistake and its reason why it happened repeated again in the word ‘polite’. She pronounced ‘ǝ’ as their first language ‘o’ in Indonesian term. It not because her speech organ cannot pronounce ‘ǝ’ but she did not know or even has no input of pronouncing this word before so that, her first language always influence her to pronounce English sound. She was correct in pronouncing the words ‘choose’ and ‘call’. It can be because has strong background and input how to pronounce it because these words can be familiar word that often heard. When pronouncing the word ‘massage’, she pronounced it as /misek/ not /mǝ’sɑ: Ʒ/ or /’mæsɑ: Ʒ:/. It can be influenced by the input of the student, which is very low. Then she just pronounced the word directly based on what she saw at the glane after reading the word in the text. It was same when she pronounce the word ‘ conduct’ as /’ken’d ǝk t/ not /’kǝn’dʌkt/. . In pronouncing the word ‘company’/’kʌmpǝni/ showed that she has understanding that ‘c’ should be pronounced as ‘k’. She produced sound ‘ʌ’ as ‘ɒ’ 120 student pronounce ‘I’ as ‘e’ and ‘ɒ’ as ‘ǝ , /de’velɒp/ not /dI’velǝp/. This student also considered alphabet concept to pronounce the letter ‘a’ as sound ‘e’. It showed when she pronounced the word ‘massage’ as /mese:Ʒ:/. She pronounced the word ‘conduct’ /’kǝn’dʌkt/as /’kɒn’dʌkt/. It showed that she has understanding that ‘c’ should be pronounced as ‘k’. However, she produced sound ‘ʌ’ as ‘ɒ’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. She was correct in pronouncing the words ‘company’, ‘come’, ‘greet’ and ‘important’. It can be because has strong background and input how to pronounce it because these words can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. 121 Student Thirteen As we know in Bahasa Indonesia, most of word began with letter ‘e’ is pronounced as ‘e’ not ‘ǝ’. Then, in the word ‘appreciate’ / ǝ’pri:ʃieIt/, this student miss pronounce sound ‘ǝ’. This mistake can be influence by her mother tongue of her first language. She still pronounced it as ‘e’. The sound ‘i’ was pronounced as ‘e’ also. It shows that when read this word, the student just read it like their mother tongue usually pronouncing, the letter ‘e’ after ‘r’ directly sounded as ‘e’ like it was highly influenced by her first language term. The mistake of pronouncing the sound ‘ǝ’ happened again when the student pronounced the word ‘appearance’ /ǝ’pIǝrǝns/. The first sound of this word should be sounded as ‘ǝ’ but the student still failed produced it as ‘ǝ’ sound. She still pronounced it as ‘e’. By this condition, it can show that the reason why she cannot pronounced the sound ‘ǝ’ correctly because she did not know what the correct one to pronounce is, so that she used the term of her first language to pronounce the sound. When they have no input at all, mother tongue can significantly influence someone pronunciation. Such as this student when pronounced the third word, ‘tight’. She just directly sounded the letter ‘g’ in this word that should be erased. It showed that she pronounce English word just like when she produced sound in Indonesia term, /tai:gh/. Indonesian term always produce sound ‘o’ clearly. This habit may be influenced the student when pronounced ‘ɒ’ or ‘o’ in Indonesia term in the word ‘personality’, which should be pronounced as ‘e’. Alphabet concept influenced in the word ‘develop’, /dI’velǝp/, when she sounded the letter ‘e’ in this word as ‘i’ 122 sound, /di’vilɒp/. Then, the use of ‘ɒ’ in some words such as ‘complain’ /kɒm’pleIn/ and ‘polite’ /pɒ’lit/ showed that first language influenced still exist. . In the word ‘call’/kɒ:l/ or /kɔ:l/showed that she has understanding that ‘c’ should be pronounced as ‘k’. However, the alphabet concept influenced this student to pronounce letter ‘a’ as ‘e’ sound so that she pronounced this word as /kel/. When she pronounced the word ‘conduct’, it showed that she has no idea at all how to pronounce it correctly so that, she pronounced it as /’prɒdack/ not /’kǝn’dʌkt/. Therefore, she pronounced this word without any consideration because she did not know how to pronounce it so that, she just pronounced it as what she can produced directly after reading the words in the text. In pronouncing the word ‘company’/’kʌmpǝni/ showed that she has understanding that ‘c’ should be pronounced as ‘k’. She produced sound ‘ʌ’ as ‘ɒ’ in the word ‘company’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. She was correct in pronouncing the words ‘come’ and ‘greet’. It can be because has strong background and input how to pronounce it because these words can be familiar word that often heard. Therefore, it was easy for her to pronounce these words. In pronouncing the word ‘important’, the alphabet influenced still happened when she pronounced letter ‘a’ as ‘e’ sound, /Im’pɔ:tent/ not /Im’pɔ:tnt/ 125 In pronouncing the word ‘company’/’kʌmpǝni/ showed that she has understanding that ‘c’ should be pronounced as ‘k’. She produced sound ‘ʌ’ as ‘ɒ’ in the word ‘company’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. She again was correct in pronouncing the word ‘come’. It can be because has strong background and input how to pronounce it because this word can be familiar word that often heard. 126 Student Fifteen When they have no input at all, mother tongue can significantly influence someone pronunciation. Such as this student when pronounced the third word, ‘tight’. She just directly sounded the letter ‘g’ in this word that should be erased. It showed that she pronounce English word just like when she produced sound in Indonesia term, /tai:gh/. When she pronounced the word ‘appearance’, it showed that she has no idea at all how to pronounce it correctly so that, she pronounced it as / ǝ’pre:nces/ not /ǝ’pIǝrǝns/. Therefore, she pronounced this word without any consideration because she did not know how to pronounce it so that, she just pronounced it as what she can produced directly after reading the words in the text. Indonesian term always produce sound ‘o’ clearly. This habit may be influenced the student when pronounced ‘ɒ’ or ‘o’ in Indonesia term in the word ‘personality’, which should be pronounced as ‘e’. The influence of speaker’s first language still happened in the next word, ‘appointment’. She pronounced the first letter ‘a’ of this word as ‘a’ not ‘ǝ’. When she miss the sound ‘n’ and ‘t’ in the word ‘appointment’, it can be because she did not focus on what she pronounced. She just used her first saw while reading and pronouncing this word. Therefore, she did not focus on the detail of this word. First language influence appeared again when this student pronounced ‘ǝ’ as ’a’ in the word ‘agenda’ /a’ʤendǝ/. This student read the letter ‘a’ in the first place of these words as pure ‘a’ in her Indonesia language. She pronounced the word ‘develop’ as /di’fǝlɒp/. When she used sound ‘f’ to sound ‘v’, it showed that again Indonesian term influenced her. Then, the use of ‘ɒ’ in some words such as ‘complain’ //kɒm’plaIn/ and ‘polite’ /pɒ’laIt/ showed 127 that first language influenced still exist. It was same when she pronounced the word ‘pilot’ as /paIlot/ not /paIlǝt/. In the word ‘call’ showed that, she has understanding that ‘c’ should be pronounced as ‘k’. However, unawareness influenced by first language background still appeared when she produced ‘a’, /ka:l/, that should be pronounced as /kɒ:l/ or /kɔ:l/. She pronounced the word ‘conduct’ /’kǝn’dʌkt/as /’kɒn’dʌkt/. It showed that she has understanding that ‘c’ should be pronounced as ‘k’. However, she produced sound ‘ʌ’ as ‘ɒ’. It showed that she has no information how to pronounce it correctly then she just pronounced it the same as the first language usually produced, Indonesian habit of sounding clear ‘o’ sound may influenced this student on pronouncing ‘ɒ’ in this word also. This kind of mistake repeated again when she pronounced the word ‘come as /kɒm/ not /kʌm/. 130 Appendix 13 School Approval 131 132 Appendix 14 PERNYATAAN KEASLIAN TULISAN Saya yang bertanda tangan di bawah ini: Nama : Imakhustichosari Setyowati NIM : 08 431 012 Jurusan/Program Studi : Bahasa Inggris Fakultas/Program : Ilmu Pendidikan/S-1 Menyatakan dengan sebenarnya bahwa skripsi ini benar-benar merupakan hasil karya sendiri, bukan merupakan pengambilalihan tulisan atau pikiran orang lain yang saya aku sebagai hasil tulisan atau pikiran saya sendiri. Apabila di kemudian hari terbukti atau dapat dibuktikan skripsi ini hasil jiplakan, maka saya bersedia menerima sanksi atas perbuatan tersebut. Gresik, 15 Agustus 2012 Yang membuat pernyataan, Imakhustichosari Setyowati