The Influence of [b], [d], and [ð] of Blitar Javanese Phonemes to the Aqcuisition of English Sounds in the Perspective of Contrastive Analysis Hypothesis

The Influence of [b], [d], and [ð] of Blitar Javanese Phonemes to the Aqcuisition of English Sounds in the

Perspective of Contrastive Analysis Hypothesis 

Indah Sari Romadhoniati2009120039

English Language Teaching

AbstractErrors happen when learners of first language acquire second language. This research examines the theory of Contrastive Analysis Hypothesis (CAH) by Lado about prediction of errors. It investigates the EFL learners of Blitar Javanese first language in producing English speech sounds in area of [b], [d], [ð] sounds. This qualitative research focuses to find out outcomes of the learners through three kinds of data collections: doing free English conversation, reading text, and reading list of words. The performances of those activities were applied to five students choosen randomly who have Blitar Javanese accent on their speaking. Then the data are transcribed and analyzed to distinguish between standardized pronunciation and affected pronunciation by Blitar Javanese accent and what evidence of the changes. The finding showed that CAH theory is relevant to be proved by this study regarding to the result because learners tend to substitute speech sounds [b], [d] and [ð] of English by resemble sounds of Bitar Javanese in certain speech sounds’ location in words formation. Errors occur as existence of interlanguage and transfer that occur from the first language to the target language.

Keywords: Contrastive analysis hypothesis, errors, first language, speech sounds, target language

Outline of presentation1. Introduction, Research Questions, Objectives of the Research

2. Literature Review → Operational Definitions & Previous Studies

3. Research Methodologies

4. Findings & Discussions

5. Conclusion

Introduction

Background of study• Learners from Blitar experience difficulties in pronouncing [b], [d], and [ð]

of English so they produce errors in completing task of speaking and reading in English → can affect successful development of learning English

• Contrastive Analysis Hypothesis (Lado, 1957) → still plausible for this case or not

RQ & ObjectivesResearch Questions1. Can errors on English production by Blitar Javanese learners be predicted regarding to Contrastive Analysis Hypothesis?2. What errors that can be proved by this research?

Objectives of Study• To prove the predictions of errors on English production by

Blitar Javanese regarding to Contrastive Analysis Hypothesis.• to identify errors that have been produced by 5 Blitar

Javanese learners in pronouncing English speech sounds especially in [b], [d], [ð] sounds.

Operational Definitions• CAH → it is predicted that learners of target langauge (LT) will have difficulty in acquiring it as

the effect of differences between their first language (L1) to target language (Lado, 1957).

• Interlanguage → a term to describe when learners of LT have language system that is

connected between L1 and LT (Selinker, 1972) .

• Transfer → carrying process the habits of first language into target language. (Corder,

1971:158, in James 1980)

• Positive transfer → occurs when there are similar features on L1 and LT so learners get ease

in acquiring LT as help from L1 (Ellis (1965).

• Negative transfer → occurs when there are different features between L1 and LT. As the

result, negative transfer distracts to achieve succesful performance of LT by native of L1 (Ellis

(1965).

Literature ReviewErrors• Because interlangauge rules and ignoring rule of target language because lack of learners’

knowledge.

• Occuring in repetition and not recognized by learners since the teachers and the researchers who are able to recognize them.

• Existing in brain of learners as cognitive device.

Mistakes• Mistakes are randomly occured. Mistakes may be produced in vary actions and not the persistent

features.

• As cause by unsuccesful techniques caused by slip of tongue and non-linguistics factors such as inconfidence, lack of concentration, strong emotion, fatigue, memory limitation or other unexpected factors can affect incomplete tasks.

Mistakes → less frequency of occurrenceErrors → higher frequency of occurrence(Ellis, 1994)

English ConsonantsGroup of phonetics alphabet (consonants) (Christophersen, 1956)

Mode of formation Voiceless Voiced Place of information PLOSIVES p b labial

t d alveolar k g velar

FRICATIVES w labial f v labiodental θ ð dental s z alveolar l r ʃ ʒ palato-alveolar j palatal h glottal

NASALS m labial n alveolar ŋ velar

bankbenedictionzombieclub

dodomesticdegradingblood

these themmothersmooth

Javanese Consonants

Horne Javanese Consonant Chart (in Retmono,1970)

• ben – let it• mburi – behind, back of• mbrobos – to sneak in• dandang – pan• ndadak - suddenly• ndongo – to pray• ndredek – to tremble

Labial

sounds

Dental

Sounds

Alveolar

Sounds

Palatal

Sounds

Vear

Sounds

Lateral

Sounds

Glottal

Sounds

Light

Consonants

p t ṭ tj k l

Heavy

Consonant

b d ḍ dj g lh

Nasals

Consonants

m n nj ng

Nasalized

Heavy

Consonants

mb nd nd ndj ngg

Other

Consonants

w r,s j h,g

Horne Javanese Consonant Chart (in Retmono,1970)

Literature ReviewOPERATIONAL DEFINITIONSErrors are classified based on modifications of errors. There are four classification in errors: omission, overinclusion, misselection, missordering (Legenhousen, 1975 in Nurchamimah, 2007)• OmissionThe absence of an item that should appear in a well-formed utterance with meaningful word. Example: She aply a scholarship. • OverinclusionAdding an item that should not be existed in the correct utterance of meaningful word.Example: Failure is dissappointing• MisselectionChoosing the incorrect item. Example: This are expensive books • MissorderingIncorrect placement of items that can change meaning.Example: Gadgets smart are popular in modern era.

Previous Studies“The effect of L1 use on pronunciation in Quichua-Spanish bilinguals” conducted by Guion, Flege, and Loftin (2000) Participants: 30 native Quichua speakers who were matched with the age for Spanish aqcuisitionMethod: Participants are asked to repeat sentences in Quichua and SpanishResult: - The similar accent → will help in acquiring the LT.

- The contradictive accent → will distract the acquisition of LT.In the Spanish sentences, the group with the highest L1 use had stronger Quichua accents than the group with the lowest L1 use.

“Comparison of associations to vowel speech sounds by English and Spanish speakers” conducted by Juddith and Sylvia (2012)Participants: 40 native English-speaking adults & 40 native Spanish-speaking adults.Method: Participants imitated 9 vowel sounds that had been audiorecordedResult: - There is the same /i/ production by both English and Spanish speakers.

- Productions of /o/ or /u/ by both English and Spanish are different.Errors on that performances happen because there is interlanguage on Spanish to English in vowel production.

Research Methodologies

Research designCase study of qualitative research to prove a theory.

Participants5 students of SMA N 1 Blitar age 16-18 taken randomly. They are native speaker of Blitar Javanese

Data collection1st task → Free conversation2nd task → Reading paragraphs 3rd task → Reading list of words All of them are recorded as video features.instruments : conversation, text (14 paragraphs) , list of words with selected sounds (210 words)

Data analysis- The data are analyzed into 3 steps of transcriptions (sentence or words, received, and errors)- The identifications of errors only concerns to the particular words that have speech sounds [b], [d], and [ð]within 3 tasks

Findings(a) Free conversation (sample)• Transcription:

“emm.. actually I have a hobby playing chess but aa.. it now I don’t I don’t I don’t em.. yes I don’t practice that so a.. I don’t know a.. what I.. I can I can.. I can play the chess again I don’t know.”

• Received Phonetics transcrition:

• Errors transcription:

emm.. /ˈaktjʊəli/ /aɪ/ /hav/ /ə/ /ˈhɒbi/ /pleɪŋ/ /tʃes/ /bʌt/ aa.. /ɪt/ /naʊ/ /aɪ/ /dəʊnt/

/aɪ/ /dəʊnt/ /aɪ/ /dəʊnt/ em.. /yes/ /aɪ/ /dəʊnt/ /ˈpraktɪs/ /ðæt/ /səʊ/ a.. /aɪ/ /dəʊnt/

/nəʊ/ a.. /wɒt/ /aɪ/.. /aɪ/ /kən/ /aɪ/ /kən/.. /aɪ/ /kən/ /pleɪ/ /ðə/ /tʃes/ / əˈgeɪn/ /aɪ/

/dəʊnt/ /nəʊ/

emm.. /ˈaktʃʊəli/ /aɪ/ /hav/ /ə/ /ˈhɒbi/ /pleɪŋ/ /tʃes/ /bhʌt/ aa.. /ɪt/ /naʊ/ /aɪ/

/dəʊnt/ /aɪ/ /dhəʊnt/ /aɪ/ /dhəʊnt/ em.. /yes/ /aɪ/ /dhəʊnt/ /ˈpraktɪs/ /ðet/ /səʊ/ a..

/aɪ/ /dhəʊnt/ /nəʊ/ a.. /whot/ /aɪ/.. /aɪ/ /kən/ /aɪ/ /kən/.. /aɪ/ /kən/ /pleɪ/ /də/ /tʃes/ /

əˈgeɪn/ /aɪ/ /dəʊnt/ /nəʊ/

Findings(b) Reading text (sample)• Text:

“It's not easy to reconcile this with the young Goss, who was anything but Sinatra-ish, but the point is: for a former boyband star, he's certainly doing well.

• Received Phonetics transcription:

• Errors transcription:

It's not easy to reconcile /ðɪs/with /ðə/ young Goss, who was /ˈenɪθɪŋ/ /bʌt/

Sinatra-ish, /bʌt/ /ðə/ point is: for a former /bɔɪband/ star, he's certainly /ˈduːɪŋ/

well.

It's not easy to reconcile /ðɪs/with /də/ young Goss, who was /ˈenɪθɪŋ/ /bʌt/

Sinatra-ish, /bhʌt/ /ndə/ point is: for a former /bhɔɪbhand/ star, he's certainly

/ˈdhɒːɪŋ/ well.

Findings(c) Reading list of words

Sample of [b] production in reading English words

Position of [b] in word Word English Blitar

Javanese beginning (one syllable)

blue /bluː/ /bhluː/ beginning stop (one syllable)

(1 syllable)

base /beɪs/ /bheɪs/ beginning (more than one syllable) brochure /ˈbrəʊʃə(r)/ /ˈbhrəʊʃə(r)/ middle zombie /ˈzɒmbi/ /ˈzɒmbhi/ middle stop bombastic /bɒmˈbæstɪk/ /ˈbhrəʊʃə(r)/ end club /klʌb/ /kleb/

Findings

Sample of [d] production in reading English words

Position of [d] in word Word English Blitar Javanese beginning (one syllable)

(1 syllable)

do /duː/ /dhuː/ beginning stop (one syllable)

disk /dɪsk/ /dhɪs/ beginning (more than one syllable) disagree /dɪsəˈgriː/ /dhɪsəˈgriː/ middle degradation /ˌdegrəˈdeɪʃn/ /ˌdhegrəˈdheʃn/ middle stop sending /sendɪŋ/ /sendhɪŋ/ end bold /bəʊld/ /bəʊld/

FindingsSample of [ð] production in reading English words

Position of [ð] in word Word English Blitar Javanese beginning (one syllable)

(1 syllable)

they /ðeɪ/ /deɪ/ beginning stop (one syllable)

them /ðəm/ /ndəm/ beginning (more than one syllable) - - - middle - - - middle stop together /təˈgeðə(r)/ /təˈgedər/ end wreathe /riːð/ /wrəd/

Discussion1. Can errors on English production by Blitar Javanese learners be predicted regarding to Contrastive Analysis Hypothesis?

• Errors → free conversation < reading texts < reading list of words• Reasons → existence of [b], [d], [ð]:

free conversation → rare, dependable → Errors = varyreading text → average of 1/3 → Errors = ± 26,06 %reading list of words → 100 % →Errors = more than 50 %

Frequency of errors production on all tasks

Participant Free conversation Reading texts Reading list of words

Standard Errors (%) Errors Standard Errors (%) Errors Standard Errors (%) Errors

Participant 1 15 10 66.7 % 482 138 28.6 % 210 157 74.8 % Participant 2 18 1 5.6 % 482 131 27.2 % 210 118 56.2 %

Participant 3 22 2 9.1 % 482 104 21.6 % 210 134 63.8 %

Participant 4 8 7 87.5 % 482 133 27.6 % 210 134 63. 8 %

Participant 5 18 6 33.3 % 482 122 25.3 % 210 113 53.8 %

Discussions• More existance of [b], [d], [ð] on words → more errors

productions.• Learners of Blitar Javanese find difficulties in pronouncing [b],

[d], [ð] of English• [b], [d], [ð] sounds in Blitar Javanese are differents with [b],

[d], [ð] sounds in English. The more different of speech sounds of L1 and LT, the more difficult those are for learners.

• Errors of Blitar Javanese learners in pronouncing English speech sounds of [b], [d], and [ð] can be predicted regarding to theory of CAH and that theory is still palusible for this case study.

Discussion2. What errors that can be proved by this research?

• Blitar Javanese learners tend to subtitude [b], [d], [ð] of English sounds to resemble sounds in Javanese.

[b] → [bh] : heavy consonant [d] → [dh] : heavy consonant[ð] → [d] : light/ heavy consonant , or [nd] : nasalized heavy

consonant[ð] is not existed in Blitar Javanese

• Substitutions occur when [b], [d], or [ð] exist in the beginning and in the middle of words

• There is no substitution occured when [b] or [d] exist in the end of words.• [ð] is substituted by [d] when it is existed in the end of words.

Discussion• Source of errors → interference errors .

Because learners use some substance of L1 to LT in pronouncing English speech sounds (Richards, 1971) .

→ negative transfer (Ellis (1965).Because different accents distruct the successful performance of [b],

[d], and [ð] of English pronunciation.

• Those errors are classified as misselection errors.Because participants take incorrect item [b], [d], and [ð] English

sounds and replace them with resemble sounds in Blitar Javanese.

Conclusion & RecommendationConclusion• Errors of Blitar Javanese learners in pronouncing English speech sounds of [b],

[d], and [ð] can be predicted regarding to theory of Contrastive Analysis Hypothesis. That theory is still plausible for this case study.

• Blitar Javanese learners tend to subtitude [b], [d], [ð] of English sounds to resemble sounds in Javanese.

Recommendation• The way of transcription will be more valid if there is a specific tool or software

to measure the aspiration level of speech sound productions. • For further research, it is suggested to investigate on how to improve

pronunciation on selcted speech sounds of English ([b], [d], and [ð]) for Blitar Javanese learners.

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