A Research Report

A RESEARCH REPORT
An Error Analysis of English Dental Fricative Produced By the Third
Semester Students of English Department at STKIP-PGRI Lubuklinggau in
Academic Year of 2015/2016
By Group 6
1. Desva Ariasanti (2113039)
2. Hanna Pipit Dyah Adinda (2113046)
3. Ita Riyanti (2113003)
4. Jaka Dewantara (2113060)
5. Nelsen Putra Jaya (2113044)
6. Yesa Listika (2113047)
Adviser
Sastika Seli, S.Pd., M.A
ENGLISH EDUCATION STUDY PROGRAM
STKIP-PGRI LUBUKLINGGAU
ACADEMIC YEAR 2015/2016

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ACKNOWLEDGMENT
The writer gives his gratitude to Allah SWT for giving everything in his life,
so that he can finish writing the research entitled: An Error Analysis of English
Dental Fricative Produced by the Third Semester Students of English Department
at STKIP-PGRI Lubuklinggau in Academic Year of 2015/2016.
The writer also would like to express his sincere gratitude to his supervisor,
Miss Sastika Seli, S.Pd., M.A. for her advice, encouragement and constant support
in my work. Her understanding, patience and readiness to help during the period of
the research are highly appreciated. It would be impossible to complete this
research without her assistance and cooperation.
The writer must give special thanks to his course mate, and who have
helped in finishing this research. Besides, the writer must thank the third semester
students who participated in this research for their time and efforts to perform the
tasks. Without their support this research could not have been carried out.
Last but not the least, the writer wishes this research can be used as
guidance and references for the other researcher.

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TABLE OF CONTENT
Acknowledgement
Table of Content
Abstract
1. Research Report
A. Background
B. Limitation of The Problem
C. Formulation of The Study
D. Literature Review
E. Subject of Study
F. Data Collection
G. Data Analysis
H. Discussion
I. Conclusion
2. Appendix
3. References
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ABSTRACT
This study aims to indentify and analyze errors of English consonant sound of
dental fricative. It looks at the kind of dental fricatives sound those are /ð/ and /Ɵ/
which the students of third semester in class A of English department at STKIP-
PGRI Lubuklinggau at academic year of 2015/2016 are expected to produce
correctly and fluently. In this study, the pattern of the pronunciation of dental
fricatives at the syllable initial and middle position of twenty six students of
English study program at STKIP-PGRI Lubuklinggau. The data in this study were
collected by using recording technique with the instrument was conversation
script. They practiced the conversation script, while the writer recorded their
conversation. The students’ recording were identified and analyzed through
listened the recorder and made the phonemic transcription of their conversation.
During the writer listened the conversation, the writer underline the word which
error or incorrect in pronouncing the words that included the dental fricative sound
of /ð/ and /Ɵ/. The finding of the study showed that errors were unavoidable. The
students almost made the same errors in pronouncing the words of dental fricative
sound of /ð/ and /Ɵ/, but the most errors were founded in pronouncing dental
fricatives sound /Ɵ/.
Key words: error, pronunciation, dental fricatives sound of /ð/ and /Ɵ/, accuracy
and fluency, and error analysis.

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An Error Analysis of English Dental Fricative Produced By the Third
Semester Students of English Department at STKIP-PGRI Lubuklinggau in
Academic Year of 2015/2016
A. Background
Speaking is one of the most difficult skills language learners have to face. In
spite of this, it has traditionally been forced into the background while we,
teachers of English, have spent all our classroom time trying to teach our students
how to write, to read and sometimes even to listen in a L2 because grammar has a
long written tradition (Alonso & Junio, 2011: 19).
Speaking is generally thought to be the most important of the four skills.
Speaking is oral communication. According to Torky (2006), said “speaking is
defined as the production of auditory signals designed to produce differential
verbal responses in a listener.” It is considered as combining sounds in a
systematic way, according to language specific principles to form meaningful
utterances. This approach is adopted by audio-lingualism. Indeed, one frustration
commonly voiced by learners is that they have spent years studying English, but
still they cannot speak it.
In speaking skill there are some aspects that the learners should know, the
one is pronunciation. Based on Yates (2002: 1) states that pronunciation refers to
the production of sounds that we use to make meaning. It includes attention to the
particular sounds of a language (segments), aspects of speech beyond the level of
the individual sound, such as intonation, phrasing, stress, timing, rhythm
(suprasegmental aspects), how the voice is projected (voice quality) and, in its
broadest definition, attention to gestures and expressions that are closely related to
the way we speak a language.
English sounds can be divided into two major categories – consonants and
vowels. A consonant sound is one in which the air flow is cut off, either partially
or completely, when the sound is produced. In contrast, a vowel sound is one in
which the air flow is unobstructed when the sound is made. The vowel sounds are
the music, or movement, of our language. One of the consonant sounds is dental
fricative sounds those are /ð/ and /Ɵ/.

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In some cases, many students hard to pronounce English sound, includes
dental fricative sounds those are /ð/ and /Ɵ/, because in Indonesia just has one
sound variant, but in English has more than one variant. So, that’s why they often
made error pronunciation of English sound such as dental fricatives sounds.
Based on the reason above, the writer interest to conduct the research about
an error analysis of English dental fricative produced by the third semester
students of English department at STKIP-PGRI Lubuklinggau in academic year of
2015/2016.
B. The Limitation of the Problem
The limitation of the problems is focused on the following points:
1. The students of this study refer to the third semester students of English
department at STKIP-PGRI Lubuklinggau at academic year of 2015/2016.
2. The material focus on dental fricative consonants /ð/ and /Ɵ/.
C. Formulation of Study
The problem of the study is formulated in the following question: “what are
errors of English dental fricative produced by the third semester students of
English department at STKIP-PGRI Lubuklinggau at academic year of
2015/2016?
D. Objectives of the Study
Based on the formulation above the objective will be as follow:
1. To find out the errors of English dental fricative produced by the third semester
students of English department at STKIP-PGRI Lubuklinggau at academic year
of 2015/2016.
E. Literature Review
1. Language Learning
1) Language Acquisition
Language acquisition is the process by which humans acquire the capacity to
perceive and comprehend language, as well as to produce and use words and

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sentences to communicate. Language acquisition is one of the quintessential
human traits, because non-humans do not communicate by using language.
Language acquisition usually refers to first-language acquisition, which studies
infants' acquisition of their native language. This is distinguished from second-
language acquisition, which deals with the acquisition (in both children and
adults) of additional languages.
The capacity to successfully use language requires one to acquire a range of
tools including phonology, morphology, syntax, semantics, and an extensive
vocabulary. Language can be vocalized as in speech or manual as in sign. The
human language capacity is represented in the brain. Even though the human
language capacity is finite, one can say and understand an infinite number of
sentences, which is based on a syntactic principle called recursion. Evidence
suggests that every individual has three recursive mechanisms that allow sentences
to go indeterminately. These three mechanisms are: relativization,
complementation and coordination. Furthermore, there are actually two main
guiding principles in first-language acquisition, that is, speech perception always
precedes speech production and the gradually evolving system by which a child
learns a language is built up one step at a time, beginning with the distinction
between individual phonemes.
2) Language Learning
English-language learners, or ELLs, are students who are unable to
communicate fluently or learn effectively in English, who often come from non-
English-speaking homes and backgrounds, and who typically require specialized
or modified instruction in both the English language and in their academic courses.
Language learning is the process by which the language capability develops in a
human.
Generally speaking, English-language learners do not have the English-
language ability needed to participate fully in American society or achieve their
full academic potential in schools and learning environments in which instruction
is delivered largely or entirely in English. In most cases, students are identified as
“English-language learners” after they complete a formal assessment of their

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English literacy, during which they are tested in reading, writing, speaking, and
listening comprehension; if the assessment results indicate that the students will
struggle in regular academic courses, they may be enrolled in either dual-language
courses or English as a second language (ESL) programs.
English-language learners may also be students who were formerly
classified as limited English proficient, but who have since acquired English-
language abilities that have allowed them to transition into regular academic
courses taught in English. While assessment results may indicate that they have
achieved a level of English literacy that allows them to participate and succeed in
English-only learning environments, the students may still struggle with academic
language. For this reason, the federal government requires schools and programs
receiving federal funding for English-language-learner programs to monitor the
academic progress of students and provide appropriate academic support for up to
two years after they transition into regular academic courses.
2. Learning Speaking
The theory of learning speaking is a language skill that is developed in child
life, which is produced by listening skill, and at that period speaking skill is
learned.
Based on competence based curriculum speaking is one of the four basic
competences that the students should gain well. It has an important role in
communication. Speaking can find in spoken cycle especially in Joint
Construction of Text stage. In carrying out speaking, students face some
difficulties one of them is about language its self. In fact, most of students get
difficulties to speak even though they have a lot of vocabularies and have written
them well. The problems are afraid for students to make mistakes.
Speaking is the productive skill. It could not be separated from listening.
When we speak we produce the text and it should be meaningful. In the nature of
communication, we can find the speaker, the listener, the message and the
feedback. Speaking could not be separated from pronunciation as it encourages
learners to learn the English sounds.

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Speaking has been regarded as merely implementation and variation, outside
the domain of language and linguistic proper. Linguistic theory has mostly
developed in abstraction from context of use and source of diversity.
3. Pronunciation
Pronunciation refers to the production of sounds that we use to make
meaning. It includes attention to the particular sounds of a language (segments),
aspects of speech beyond the level of the individual sound, such as intonation,
phrasing, stress, timing, rhythm (suprasegmental aspects), how the voice is
projected (voice quality) and, in its broadest definition, attention to gestures and
expressions that are closely related to the way we speak a language. Each of these
aspects of pronunciation is briefly outlined below, and references for further study
are suggested.
A broad definition of pronunciation includes both suprasegmental and
segmental features. Although these different aspects of pronunciation are treated in
isolation here, it is important to remember that they all work in combination when
we speak, and are therefore usually best learned as an integral part of spoken
language. The theory outlined below is essential for teachers so that they
understand how these different aspects work, but learners do not necessarily need
to cover the theory in depth. It is the practice that concerns them most!
Traditional approaches to pronunciation have often focused on segmental
aspects, largely because these relate in some way to letters in writing, and are
therefore the easiest to notice and work on. More recent approaches to
pronunciation, however, have suggested that the suprasegmental aspects of
pronunciation may have the most effect on intelligibility for some speakers.
Usually learners benefit from attention to both aspects, and some learners may
need help in some areas more than in others. This overview starts with
suprasegmental features. One considerable practical advantage of focusing on
suprasegmentals is that learners from mixed L1 backgrounds in the same class will
benefit, and will often find that their segmental difficulties improve at the same
time.

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1) English consonant Sound
The consonant sounds are 24 in number. A brief description of these is given
below. These may be grouped according to:
a. the way they are pronounced
b. the place of pronunciation in the mouth, and
c. whether they are voiced or unvoiced (a sound is ‘voiced’ if accompanied by
vibrations in the vocal cords and it is ‘unvoiced’ when there are no vibrations in
the vocal cords.)
We shall deal with consonant sounds in groups based on the first
classification i.e. the way the sounds are produced. This classification includes:
a. Plosives: /p/, /b/, /t/, /d/, /k/, /g/.
b. Affricates: /tʃ/, /dʒ/.
c. Fricatives: /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/.
d. Lateral: /l/.
e. Frictionless Continuant: /r/.
f. Nasals: /m/, /n/, /ŋ/.
g. Semi - Vowels: /w/, /j/.
2) Dental Fricative
Based on Forel & Puskás (1986: 10-11) imply that fricatives have a closure
which is not quite complete. This means that the air is not blocked at any point,
and therefore there is no plosion. On the other hand the obstruction is big enough
for the air to make a noise when it passes through it, because of the friction. This
effect is similar to the wind whistling around the corner of a house. Fricatives may
be labiodentals [f, v] wife, wives, dental [Ɵ, ð] breath, breathe, alveolar [s, z] sink,
zinc, palato-alveolar [ʃ, Ʒ] nation, evasion, or glottal [h] help. [h] is a glottal
fricative. As it has no closure anywhere else, and as all air passes between the
vocal folds, this means that [h] is like aspiration unaccompanied by any
obstruction. A distinction may be made between sibilant and non-sibilant
fricatives. Sibilant sounds are the fricatives with a clear "hissing" noise, [s, z, ʃ, Ʒ]
and the two affricates [tʃ, dƷ] choke, joke.

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According to Forel & Puskás (1986: 8) state that dental sounds are produced
by touching the upper front teeth with the tip of the tongue. Examples are /Ɵ/ oath
(voiceless) and /ð/ clothe (voiced).
The Standard English consonant system comprises of two types of dental
fricatives: a voiceless dental fricative and a voiced dental fricative, represented in
the IPA by /Ɵ/ and /ð/ respectively and both denoted in the English alphabet by
<th>. However, the term dental fricative is not solely restricted to English /Ɵ/ and
/ð/ sounds, as dental fricatives are also present in other languages of the world and
vary in pronunciation from their English representations (e.g. polish sibilant dental
fricatives /s/ and /z/). Both BrE and AmE /Ɵ/ and /ð/ sounds are non-sibilant
fricatives in which the turbulence is generated at the dental (BrE) or interdental
(AmE) constriction. Therefore, English /Ɵ/ and /ð/ are to be properly named as
non-sibilant (inter-)dental fricatives.
4. Error Analysis
1) Error
Errors, then, are systematic representations of a learner’s L2 development
and can therefore help teachers (and learners) discover how far the learner’s
knowledge the L2 has progressed.
Mistakes ‘are of no significance to the process of language learning’, but
acknowledges that determining the difference between an error and a mistake is
extremely difficult, especially, we should note, amid the complexity of the L2
classroom.
Errors are usually made due to the lack of knowledge. So, the action was
wrong because it was different from the rules, model or specific code. Error is a
more formal word than mistake. In sports, the violation of rules will be called an
error. You cannot say, “I does my homework” – that’s an error! You have to say,
“I do my homework”.
Human errors and distinguishes between mistakes and slips. Mistakes are
errors in choosing an objective or specifying a method of achieving it whereas
slips are errors in carrying out an intended method for reaching an objective. A

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Person establishes an intention to act. If the intention is not appropriate, this is a
mistake. If the action is not what was intended, this is a slip."
2) Mistake
Mistakes are the result of slips of the tongue (where learners actually know
the right language but fail to produce it). Mistakes are said to occur when learners
‘fail to perform to their competence and, in theory, can be self-corrected by
learners. Mistake is usually a choice that turns out to be wrong. Mistakes are
usually accidental. You know it’s wrong. In other words, mistakes are
performance based, and can be self-corrected. Mistake is less formal than error,
and is usually used in daily speech.
• Coming to this place was a big mistake. We only wasted our time.
3) Error Analysis
Many students and to the public in general, an error is something they have
done wrong. However, in science, the word “error” means the “uncertainty” which
accompanies every measurement. No measurement of any sort is complete without
a consideration of this inherent error. We cannot avoid the “uncertainties” by
being very careful. So how do we deal with the measurement errors? All we can
do is to try to ensure they are as small as possible and to have a reliable estimate of
how large they are.
An important component of a science student’s education is to learn how to
handle and interpret experimental data and results. This includes the development
of methodologies needed to estimate the errors inherent in various types of
measurements, and techniques for testing data to find out if these error estimates
are valid, and the understanding of the way errors propagate through calculations
made using experimental data. Learning how to handle experimental errors will be
very useful also in other Sciences and Engineering. This document is a brief
introduction to errors and how you approach them in the laboratory. Please read
the entire document, but do not get desperate or disappointed if you do not
understand all the details. Different experiments deal with different aspect of
errors. Mastering error analysis requires extensive practice and will not happen

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overnight. Consider this document as a resource on how to handle the particular
errors you face in your lab work.
F. Subject of The Study
The subject of this study is third semester students of English department at
STKIP-PGRI Lubuklinggau at academic year of 2015/2016 especially in class 3
A. The writer gets the sample by random sampling. The amounts of the sample
from this population are 26 students.
G. Data Collection
In this study, the writer uses the test as the method and recording for data
collection technique. In this step, before record the students’ activity, the writer
will give the oral test in form of conversational test. They will be given the
conversation scripts that include the word with dental fricative pronunciation. So,
the writer will be easier to control the scope of dental fricative pronunciation that
they produce. After give the conversation scripts, the writer begin to record the
students’ pronunciations during they do the conversation by using voice recorder.
The writer record pronunciation that utterance by students when they are doing the
test. Then, the writer gets the data and start to analyze the error of dental fricative
pronunciation.
H. Data Analysis
In this study, the writer identified and analyzed the data through listened the
recorder and made the phonemic transcription of their conversation. During the
writer listened the conversation, the writer underlined the word which error or
incorrect in pronouncing the words that included the dental fricative sound of /ð/
and /Ɵ/.
I. Discussion
The error of English dental fricative produced by the third semester students
of English department at STKIP-PGRI Lubuklinggau at academic year of
2015/2016 can be divided into two types. They were errors in pronouncing /Ɵ/ and

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error in pronouncing /ð/. The errors positions in the words were in initial and
middle position.
1. Error in Pronouncing /Ɵ/
1) Initial position
a. /Ɵ/ /t/
In this study, the student produced the error sound of /Ɵ/ became /t/. For
example, the student pronounced word thin, think, thank, thing with incorrect
pronunciationthat was /tɪn/, /tɪŋk/, /tæŋk/, and /tɪŋ/, but the correct pronunciation
was /Ɵɪn/, /Ɵɪŋk/, /Ɵæŋk/, and /Ɵɪŋ/.
b. /Ɵ/ /d/
In this study, the student produced the error sound of /Ɵ/ became /d/. For
example, the student pronounced word thin with incorrect pronunciation that was
/dɪn/, but the correct pronunciation was /Ɵɪn/.
2) Middle position
a. /Ɵ/ /tʃ/
In this study, the student produced the error sound of /Ɵ/ became /tʃ/. For
example, the student pronounced word anything with incorrect pronunciation that
was / ̍eni tʃ ɪŋ/, but the correct pronunciation was / ̍eniƟɪŋ/.
b. /Ɵ/ /s/
In this study, the student produced the error sound of /Ɵ/ became /s/. For
example, the student pronounced word birthday with incorrect pronunciation that
was /bᴣːsdeɪ/, but the correct pronunciation was /bᴣːƟdeɪ/.
c. /Ɵ/ /t/
In this study, the student produced the error sound of /Ɵ/ became /t/. For
example, the student pronounced word something with incorrect pronunciation
that was / ̍sʌmtɪŋ/, but the correct pronunciation was / ̍sʌmƟɪŋ/.
2. Error in Pronouncing /ð/
1) Initial position
a. /ð/ /d/

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In this study, the student produced the error sound of /ð/ became /d/. For
example, the student pronounced word this, that, these with incorrect
pronunciation that was / dɪs/, /dæt/, and /diːz/, but the correct pronunciation were
/ðɪs/, /ðæt/, and /ðiːz/.
2) Middle position
a. /ð/ /d/
In this study, the student produced the error sound of /ð/ became /d/. For
example, the student pronounced word brother, mother, father, another with
incorrect pronunciation that was / brʌdə(r)/, / ̍fɑːdə(r)/, / ̍mʌdə(r)/, and /ə ̍nʌdə(r)/,
but the correct pronunciation was / brʌðə(r)/, / ̍fɑːðə(r)/, / ̍mʌðə(r)/, and /ə ̍nʌ
ðə(r)/.
J. Conclusion
In conclusion, the writer found some errors in producing dental fricatives
sounds that produced by the third semester students of English department at
STKIP-PGRI Lubuklinggau at academic year of 2015/2016. For instance, in
pronouncing sound /Ɵ/ became some variants sounds. They are /t/, /d/, /tʃ /, and
/s/. Beside that, the writer also found the errors pronunciation of /ð/ became /d/.
From, the result of analysis, the most error in pronouncing dental fricatives sounds
is in sound of /Ɵ/.
The writer hopes this study can be guidance for the students. So, they will
improve their English pronunciation, especially in dental fricative sound.

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The attendant list of class 3 A STKIP-PGRI Lubuklinggau
Academic Year 2015/2016

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The phonemics transcription of conversation script
In Clothes Shop
Student A : /haɪ/ /haʊ/ /ɪz/ /jɔ:(r)/ /laɪf/ ?
Student B : /əʊ/ /haɪ/!. /aɪm/ /faɪn/, /haʊ/ /ə’baʊt/ /ju:/?
Student A : /aɪm/ /’ri:əli/ /gʊd/. /wɒt/ /ə(r):/ /ju:/ /du:ɪŋ/ /hi ə(r)/ ? /du:/ /ju:/
/wɒt/ /tu:/ /baɪ/ /’eniθɪŋ/?
Student B : /nəʊ/ /aɪ/ /dɔnt/. /aɪ/ /dȝʃt/ /əkʌmpənɪ/ /maɪ/ /mʌðə(r)/ /ʃi:/
/wɒnt/ /tʊ/ /baɪ/ /ʃʌmθɪŋ/ /fə(r)/ /maɪ/ /brʌðə(r)/
Student A : /əʊ/ /aɪ/ /si:/
Student B : /ðen/ /haʊ/ /ə’baʊt/ /ju:/ /du/ /ju:/ /tʊ/ /baɪ/ /ʃɅmθɪŋ/
Student A : /yʌps/ /tə’morəʊ/ /iz/ /mai/ /’fa:ðe(r)s/ /bʒ:θdeɪ/ /sə/ /aɪ/ /wɒnt/
/tu:/ /baɪ/ /eɪ/ /ɡift/ /fə(r)/ /hɪm/ /bət/ /aɪ/ /dɔnt/ /nəʊ/ /wɒt/ /ɪt/
/ɪz/ /ɪf/ /ju:/ /dɔnt/ /maɪnd/ /kəd:kʊd/ /ju:/ /heɪp/ /mi:/
Student B : /əѵ/ /kə:s/ /em/ /aɪ/ /θɪŋk/ /ðis/ /swetə(r)/ /ɪz/ /wɪl/ /bɪ/ /su:təbl/
/fə(r)/ /jə: (r)/ /’fɑ: ðe(r)/ .
Student A : /jəa/ /bət/ /ðe:/ /saɪz/ / ɪz/ /səʊ/ /lɑ:dȝ/. /’mi:nwaɪl/ /hɪz/ /’bɑdi/ /ɪz/
/’kwaɪət/ /θɪn/. /’meɪbɪ/, /ju:/ /kən/ /lʊk/ /fə (r):/ /ə’nʌðə(r)/ /θɪŋk/.
Student B : /əʊ’keɪ/ /weɪt/ /eɪ/ /mɪnɪt/.
Student A : /yʌps/. /gəʊ/ /ɒn/.
Student B : /əʊ/ /ðæts/ /greɪt/. /aɪ/ /faɪnd/ /ɪt/ /ði:z/ /ʃu:s/ /ə(r):/ /’ri: əli/ /kju:t/.
/aɪ/ /θІŋk/ /jɔ: (r)/ /’fa:ðe(r) / / wɪl/ /lʌv/ /ɪt/.
Student A : /wəʊ/… /aɪ/ /θІŋk/ /səʊ/. /maɪ/ /’fa:ðe(r)/ /wɪl/ /bi:/ /’hæpi/ /ɪf/ /aɪ/
/gɪv/ /ði:z/ /ʃu:s/.
Student B : /Al:rɪght/ /sȝ:tnlɪ/ .
Student A : /wel/, /ɪts/ /əʊ’keɪ/ /ənd/ /ϴæŋk/ /ju:/ /’veri/ /mɅtʃ/ /fə(r)/
/jɔ: (r)/ /’hɒspɪtæləti/
Student B : /si:/ /ju:/.

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The research instrument
In Clothes Shop
Student A: Hi! (Name). How is your life?
Student B: Oh, hi! (Name). I’m fine, how about you?
Student A: I’m really good. What are you doing here? Do you want to buy
anything?
Student B: No, I don’t. I just accompany my mother. She wants to buy something
for my brother.
Student A: Oh, I see.
Student B: Then, how about you? Do you want to buy something?
Student A: Yups. Tomorrow is my father’s birthday. So, I want to buy a gift for
him. But, I don’t know what it is. If you don’t mind, could you help
me?
Student B: Of course. Em.. I think this sweater is will be suitable for your father.
Student A: Yeah, but the size is so large. Meanwhile, his body is quite thin.
Maybe, you can look for another thing.
Student B: Okay. Wait a minute.
Student A: Yups. Go on.
Student B: Oh, that’s great. I find it. These shoes are really cute. I think your
father will love it.
Student A: Wow.. I think so. My father will be happy if I give these shoes.
Student B: Alright, certainly.
Okay (name), now I should go home, because my mother has got what
she search.
Student A: Well, it’s okay (name), and thank you very much for your hospitality.
See you next time.
Student B: See you (name).

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Sample of the study
1. Renny Anggraini
Renny : /haɪ/ /haʊ/ /ɪz/ /jɔ:(r)/ /laɪf/ ?
Student B : /əʊ/ /haɪ/ /reni/!. /aɪm/ /faɪn/, /haʊ/ /ə’baʊt/ /ju:/?
Renny : /aɪm/ /’ri:əli/ /gʊd/. /wɒt/ /ə(r):/ /ju:/ /du:ɪŋ/ /hi ə(r)/ ? /du:/ /ju:/
Renny : /əʊ/ /aɪ/ /si:/
Renny : /yʌps/ /tə’morəʊ/ /iz/ /mai/ /’fa:ðe(r)s/ /bʒ:θdeɪ/ /sə/ /aɪ/ /wɒnt/
/fə(r)/ /jə: (r)/ /’fɑ: ðe(r)/ .
Renny : /jəa/ /bət/ /ðe:/ /saɪz/ / ɪz/ /səʊ/ /lɑ:dȝ/. /’mi:nwaɪl/ /hɪz/ /’bɑdi/ /ɪz/
/’kwaɪət/ /dɪn/. /’meɪbɪ/, /ju:/ /kən/ /lʊk/ /fə (r):/ /ə’nʌðə(r)/ /θɪŋ/.
Renny : /yʌps/. /gəʊ/ /ɒn/.
Renny : /wəʊ/… /aɪ/ /θІŋk/ /səʊ/. /maɪ/ /’fa:ðe(r)/ /wɪl/ /bi:/ /’hæpi/ /ɪf/ /aɪ/
Renny : /wel/, /ɪts/ /əʊ’keɪ/ /ənd/ /ϴæŋk/ /ju:/ /’veri/ /mʌtʃ/ /fə(r)/

21
2. Wilian Agustina
Wilian : /haɪ/ /haʊ/ /ɪz/ /jɔ:(r)/ /laɪf/ ?
Wilian : /aɪm/ /’ri:əli/ /gʊd/. /wɒt/ /ə(r):/ /ju:/ /du:ɪŋ/ /hi ə(r)/ ? /du:/ /ju:/
/wɒt/ /tu:/ /baɪ/ /’enitʃɪŋ/?
Wilian : /əʊ/ /aɪ/ /si:/
Wilian : /yʌps/ /tə’morəʊ/ /iz/ /mai/ /’fa:ðe(r)s/ /bʒ:sdeɪ/ /sə/ /aɪ/ /wɒnt/
/fə(r)/ /jə: (r)/ /’fɑ: ðe(r)/ .
Wilian : /jəa/ /bət/ /ðe:/ /saɪz/ / ɪz/ /səʊ/ /lɑ:dȝ/. /’mi:nwaɪl/ /hɪz/ /’bɑdi/ /ɪz/
/’kwaɪət/ /θɪn/. /’meɪbɪ/, /ju:/ /kən/ /lʊk/ /fə (r):/ /ə’nʌðə(r)/ /θɪŋ/.
Wilian : /yʌps/. /gəʊ/ /ɒn/.
Wilian : /wəʊ/… /aɪ/ /θІŋk/ /səʊ/. /maɪ/ /’fa:ðe(r)/ /wɪl/ /bi:/ /’hæpi/ /ɪf/ /aɪ/
Wilian : /wel/, /ɪts/ /əʊ’keɪ/ /ənd/ /ϴæŋk/ /ju:/ /’veri/ /mɅtʃ/ /fə(r)/

22
3. Atin OKtaviani
Atin : /haɪ/ /haʊ/ /ɪz/ /jɔ:(r)/ /laɪf/ ?
Atin : /aɪm/ /’ri:əli/ /gʊd/. /wɒt/ /ə(r):/ /ju:/ /du:ɪŋ/ /hi ə(r)/ ? /du:/ /ju:/
/wɒt/ /tu:/ /baɪ/ /’enitɪŋ/?
Atin : /əʊ/ /aɪ/ /si:/
Atin : /yʌps/ /tə’morəʊ/ /iz/ /mai/ /’fa:ðe(r)s/ /bʒ:tdeɪ/ /sə/ /aɪ/ /wɒnt/
/fə(r)/ /jə: (r)/ /’fɑ: ðe(r)/ .
Atin : /jəa/ /bət/ /ðe:/ /saɪz/ / ɪz/ /səʊ/ /lɑ:dȝ/. /’mi:nwaɪl/ /hɪz/ /’bɑdi/ /ɪz/
Atin : /yʌps/. /gəʊ/ /ɒn/.
Atin : /wəʊ/… /aɪ/ /tɪŋk/ /səʊ/. /maɪ/ /’fa:ðe(r)/ /wɪl/ /bi:/ /’hæpi/ /ɪf/ /aɪ/
/gɪv/ /di:z/ /ʃu:s/.
Atin : /wel/, /ɪts/ /əʊ’keɪ/ /ənd/ /tæŋk/ /ju:/ /’veri/ /mɅtʃ/ /fə(r)/

23
4. Husnida
Student A : /haɪ/ /haʊ/ /ɪz/ /jɔ:(r)/ /laɪf/ ?
Husnida : /əʊ/ /haɪ/!. /aɪm/ /faɪn/, /haʊ/ /ə’baʊt/ /ju:/?
Student A : /aɪm/ /’ri:əli/ /gʊd/. /wɒt/ /ə(r):/ /ju:/ /du:ɪŋ/ /hi ə(r)/ ? /du:/ /ju:/
Husnida : /nəʊ/ /aɪ/ /dɔnt/. /aɪ/ /dȝʃt/ /əkʌmpənɪ/ /maɪ/ /mʌðə(r)/ /ʃi:/
/wɒnt/ /tʊ/ /baɪ/ /ʃʌmtɪŋ/ /fə(r)/ /maɪ/ /brʌðə(r)/
Student A : /əʊ/ /aɪ/ /si:/
Husnida : /ðen/ /haʊ/ /ə’baʊt/ /ju:/ /du/ /ju:/ /tʊ/ /baɪ/ /ʃɅmtɪŋ/
Student A : /yʌps/ /tə’morəʊ/ /iz/ /mai/ /’fa:ðe(r)s/ /bʒ:θdeɪ/ /sə/ /aɪ/ /wɒnt/
Husnida : /əѵ/ /kə:s/ /em/ /aɪ/ /tɪŋk/ /dis /swetə(r)/ /ɪz/ /wɪl/ /bɪ/ /su:təbl/
/fə(r)/ /jə: (r)/ /’fɑ: ðe(r)/ .
Student A : /jəa/ /bət/ /ðe:/ /saɪz/ / ɪz/ /səʊ/ /lɑ:dȝ/. /’mi:nwaɪl/ /hɪz/ /’bɑdi/ /ɪz/
Husnida : /əʊ’keɪ/ /weɪt/ /eɪ/ /mɪnɪt/.
Student A : /yʌps/. /gəʊ/ /ɒn/.
Husnida : /əʊ/ /ðæts/ /greɪt/. /aɪ/ /faɪnd/ /ɪt/ /di:z/ /ʃu:s/ /ə(r):/ /’ri: əli/ /kju:t/.
/aɪ/ /tІŋk/ /jɔ: (r)/ /’fa:ðe(r) / / wɪl/ /lʌv/ /ɪt/.
Student A : /wəʊ/… /aɪ/ /θІŋk/ /səʊ/. /maɪ/ /’fa:ðe(r)/ /wɪl/ /bi:/ /’hæpi/ /ɪf/ /aɪ/
Husnida : /Al:rɪght/ /sȝ:tnlɪ/ .
Student A : /wel/, /ɪts/ /əʊ’keɪ/ /ənd/ /ϴæŋk/ /ju:/ /’veri/ /mɅtʃ/ /fə(r)/
Husnida : /si:/ /ju:/.

24
5. Feby Liananda E. P
Feby : /haɪ/ /haʊ/ /ɪz/ /jɔ:(r)/ /laɪf/ ?
Feby : /aɪm/ /’ri:əli/ /gʊd/. /wɒt/ /ə(r):/ /ju:/ /du:ɪŋ/ /hi ə(r)/ ? /du:/ /ju:/
Feby : /əʊ/ /aɪ/ /si:/
Feby : /yʌps/ /tə’morəʊ/ /iz/ /mai/ /’fa:de(r)s/ /bʒ:θdeɪ/ /sə/ /aɪ/ /wɒnt/
/fə(r)/ /jə: (r)/ /’fɑ: ðe(r)/ .
Feby : /jəa/ /bət/ /ðe:/ /saɪz/ / ɪz/ /səʊ/ /lɑ:dȝ/. /’mi:nwaɪl/ /hɪz/ /’bɑdi/ /ɪz/
/’kwaɪət/ /θɪn/. /’meɪbɪ/, /ju:/ /kən/ /lʊk/ /fə (r):/ /ə’nʌdə(r)/ /tɪŋ/.
Feby : /yʌps/. /gəʊ/ /ɒn/.
Feby : /wəʊ/… /aɪ/ /tɪŋk/ /səʊ/. /maɪ/ /’fa:de(r)/ /wɪl/ /bi:/ /’hæpi/ /ɪf/ /aɪ/
/gɪv/ /di:z/ /ʃu:s/.
Feby : /wel/, /ɪts/ /əʊ’keɪ/ /ənd/ /tæŋk/ /ju:/ /’veri/ /mʌtʃ/ /fə(r)/

26
References
Alonso, Segura., & Junio, Rocío Convocatoria de. (2011). The importance of
Teaching Listening and Speaking Skills. Retrieved at
https://www.ucm.es/data/cont/119-2015-03-17-
12.RocioSeguraAlonso2013.pdf.
Dayalbagh Educational Institute. (2013). Consonant Sound. Retrieved at
http://www.dei.ac.in/dei/books/files/pdf/spokenEnglish/Chapters/Section1/S
pokenEnglish-Sec1-Lesson3.pdf.
DSF Literacy Resources. (2015). The 44 Sounds (Phonemes) of English.
Retrieved at
http://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/3795/So
und_Spelling_Chart.pdf.
Forel ,Claire-A., & Puskás, Genoveva. (2005). Phonetics and Phonology.
Retrieved at http://www.uni-
oldenburg.de/fileadmin/user_upload/anglistik/personen/cornelia.hamann/Pho
nology.pdf
Torky, Fattah. (2006).The Effectiveness of a Task- Based Instruction program in
Developing the English Language Speaking Skills of Secondary Stage
Students. Retrieved at http://files.eric.ed.gov/fulltext/ED523922.pdf.
Yates, Lynda. (2002). Pronunciation. Retrieved at
http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf.

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