ENGLISH SPEECH SOUNDS [θ ð], [ʃ ʒ], [ʧ ʤ]: HOW ARE THEY REALIZED?

  • Katharina Rustipa

Abstract

Languages vary considerably in the types of consonants which occur. Certain types of consonants are easier to produce than the others. Most students have difficulty in pronouncing [θ ð], [ʃ ʒ], [ʧ ʤ] since these sounds are not found in neither Indonesian nor Javanese. They tend to realize these sounds in other sounds. This article reports the realization of [θ ð], [ʃ ʒ], [ʧ ʤ] by the Indonesian students learning English. The data were obtained by means of recording 20 students reading words, phrases, and sentences containing [θ ð], [ʃ ʒ], [ʧ ʤ]. The unit of analysis of the study is words containing [θ ð], [ʃ ʒ], [ʧ ʤ]. Every word containing [θ ð], [ʃ ʒ], [ʧ ʤ] is transcribed. The correct pronunciation (for every research subject) for each pair of [θ ð], [ʃ ʒ], [ʧ ʤ] are counted to find out which one is more difficult for the student. The incorrect pronunciations for each pair of [θ ð], [ʃ ʒ], [ʧ ʤ] are analyzed in terms of the strategies (with what speech sound the student replaces). The research results show that [θ ʃ ʧ] are easier for the students to pronounce than [ð ʒ ʤ]. This is as what said by Hecht and Mulford (1982) that learners acquire voiceless consonants before the voiced consonants. The students employ transfer strategies when they find difficulties in pronouncing [θ ð], [ʃ ʒ], [ʧ ʤ]. They replace [θ] with [t], [s]; [ð] with [d], [θ], [nd]; [ʃ] with [s]; [ʒ] with [z], [ʃ]; [ʧ] with [c]; [ʤ] with [j]. Based on the findings, some suggestions can be put forward as follows: 1) The students should be taught the manner and point of articulation of [θ ð], [ʃ ʒ], [ʧ ʤ] so that they can produce those sounds correctly, 2) The students should be reminded that mispronunciation may cause misunderstanding.

Key words: realization, transfer strategy, place of articulation, manner of articulation, adoption strategy, interlanguage

 

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