Makalah Dadakan Pak Fiton

1. THE PAPER
COMMON INDONESIAN NON-NATIVE
SPEAKERS PRONUNCIATION
PROBLEMS
CREATED BY:
Herry Rachmat Safi’i
14330039
Dedicated for Phonology Subject
Fakultas Ilmu Keguruan dan Pendidikan Bahasa
Inggris
UNIVERSITAS DARUL ULUM
LAMONGAN – 2014 / 2014

3. i
KATA PENGANTAR
Assalamualaikum Wr... Wb...
Thank to Almighty God who has given His bless to the writer for finishing
the English paper assignment entitled “PRONUNCIATION PROBLEMS”.
The writer also wish to express his deep and sincere gratitude for those who have
guided in completing this paper. May be while I on the process making this paper,
some information couldn’t completely gathered. But I hope this paper can help the
readers to expand their knowledge about English Phonetic and Pronounciation
Especially.
Hopefully we as a student in “Univertas Darul Ulum Lamongan” can work
more professional by using English as the second language whatever we done.
Thank you.
Wassalamualaikum Wr... Wb...
Lamongan,
January 10th, 2017
Author

4. ii
DAFTAR ISI
Kata Pengantar ..........................................................................................................i
Daftar isi...................................................................................................................ii
BAB I
PENDAHULUAN
1.1 Latar Belakang Masalah..................................................................................1
1.2 Rumusan Masalah...........................................................................................2
BAB II
PEMBAHASAN
2.1 Pronunciation ..................................................................................................3
2.2 Native and Non-native Speakers.....................................................................4
2.3 Common Pronunciation Problems ..................................................................5
BAB III
PENUTUP
3.1 Kesimpulan......................................................................................................7

5. 1
BAB I
PENDAHULUAN
1.1. LATAR BELAKANG
Many English learners have problems pronouncing these words correctly.
Believe or not, try this one. As a non-native speaker, I wonder If you can master the
differences in pronunciation between these words, will you easily improve your
pronunciation and be able to talk more like a native English speaker. Feel / fell /
fill, luck / look, bad / bed.
As everybody who has studied English as a foreign language knows –
English is a relatively easy language to learn, up to a point. It is easy and quick for
most learners to reach intermediate level, as the basic grammatical structures are
straight forward, and the vocabulary is simple and often has traces in students’ own
languages. This is one reason why English has become so popular as an
international ‘lingua franca’ – to speak it to a level in which two people can
communicate is quite easy.
But then when students aim for a higher level, things get more difficult.
Advanced grammar is quite tricky, with numerous conditional and modal
constructions to deal with, but this is not the hardest part at all. The real difficulties
in mastering English to a proficient level are firstly all the phrasal verbs and strange
sayings that natives use of course it’s called pronunciation.
So why is English pronunciation so difficult? Why do students who speak a
high level of grammatical English, make so many mistakes when they actually say
their perfectly constructed sentences? I guarantee we all don’t know the cause.
This study investigates the problems in English pronunciation experienced
by learners whose first language is Indonesian. But we still need more advanced
research to answer all the common question yet, this is only small literature that I
used.

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1.2. RUMUSAN MASALAH
Dalam penulisan makalah ini, rumusan masalah yang akan dikaji
diantaranya:
1. What is Pronunciation?
2. What is Native Speaker And Non-native Speakers?
3. Why there are some common pronunciation problem facing by non-native
speaker?

7. 3
BAB II
PEMBAHASAN
2.1. PRONUNCIATION
"Pronunciation" refers to the way in which we make the sound of words.To
pronounce words, we push air from our lungs up through our throat and vocal
chords, through our mouth, past our tongue and out between our teeth and lips.
(Sometimes air also travels through our nose.)
To change the sound that we are making, we mainly use the muscles of our mouth,
tongue and lips to control the shape of our mouth and the flow of air. If we can
control the shape of our mouth and the flow of air correctly, then our pronunciation
is clearer and other people understand us more easily.
Speakers of different languages tend to develop different muscles of the mouth for
pronunciation. When we speak a foreign language, our muscles may not be well
developed for that language, and we will find pronunciation more difficult. By
practising the foreign language pronunciation, our muscles develop and
pronunciation improves.
As well as creating correct vowel and consonant sounds using the muscles of our
mouth, tongue and lips, there are other important aspects of pronunciation,
including:
 word stress - emphasis on certain syllables in a word
 sentence stress - emphasis on certain words in a sentence
 linking - joining certain words together
 intonation - the rise and fall of our voice as we speak

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2.2. NATIVE AND NON-NATIVE SPEAKERS
A native speaker is someone who speaks a language as his or her first
language or mother tongue. Native speakers can often speak the language well since
it was part of their childhood development. A native speaker's language is usually
the language their parents speak and/or the language of their country of origin. It is
the only language of a monolingual person, and likely the first language of a
multilingual person which is acquired naturally in their native environment and
which serves as the basis for their sociolinguistic identity.
In the opposite, someone who has learned a particular language as a child or
adult rather than as a baby. It means antonym of native speaker: someone who has
another native tongue than the language being used especially English.
A "native speaker of English" refers to someone who has learned and used
English from early childhood. It does not necessarily mean that it is the speaker's
only language, but it means it is and has been the primary means of concept
formation and communication. It means having lived in a truly English-speaking
culture during one's formative years, so that English has been absorbed effortlessly
as by osmosis.
One can have been born and grown up in a country that lists English as one
of its official languages and not be a "native" speaker. For example, Canadians from
Quebec cannot automatically be considered native English speakers even though
many speak English quite well; they were brought up speaking French as a first
language and think in French (or Canardien, as I have heard unkind Parisians refer
to it). But the rest of Canada does largely consist of native speakers of English.
Speaking "like a native" of any language means more than just knowing
vocabulary and grammar. Many educated foreign speakers speak better formal
English than, say, many Americans or British or Australians. But formal English is
only one aspect of the language. Knowing instantly what slang means, what cultural
references mean, how to reduce syntax to a bare minimum and still convey precise

9. 5
meaning — all these things, and more, are what constitute native speech. It's
apparent that different people have different notions and different tongue.
2.3. PRONUNCIATION PROBLEMS
In fact, Speaking is matter of habit. The acquistion of any habit is
accomplished through. Repeated and antring prachce on the part of the learner. An
Indonesian student who wants to pronounce an english world. Like “bow” / bau /
tends to say / bou / such as found. In the Indonesian word “ kerbau ” . which will
sound unenglish. Only through imitation. Constant drill and practice. Will he be
able to pronounce the english sounds correctly.
The difficulty encountered by the student in learning a second language is
couse by the different element found between his language and the target
language. The degree of difficulty in learning is also determined by the degree of
difference between the two languages.
On the other hand this is called transfering one’s natue sounds into foreign
language. Different elements in sound system between the native and the foreign
language may be of several kinds. One of them is the existence of a given sound
in the latter. Which is not found in the former.
Another learning problem may be caused by sounds which have the same
phonetic features in both languages but different their distribution. That is when
and where they may occur in an utterance. This can be illustrated by the so called
voiced stop consonant / b.d.g / voiceless stops that is / p /, / t / and / k /.
There is still another source of difficulty that is coused by similar sounds in the
two languages. Which have different variants or allophones. An allophones is a
conditional variant predictable environment.
One problem is concerned with the indification of the foreign sound. This
is a matter of ear – training. Which means that his ears must be trained and drilled

10. 6
in hearing the sound in question again and again till they get familiar with it and
can remember its acoustic quality.
Another problem has to do with the production of the foreign sounds by
his organs of speech. When has heard the sound produced by someone else. He
may be able to produce it himself by imitating the speaker. This is a matter of
training to move the speech organs. Or also called mouth Gymnastics. Which
should be practised over and over again.
Last, the Indonesian education system (or at least the system which today's
teenage and adult language learners passed through) tends to produce students
with preconceived notions of ways to be taught. Often this means passive learners
expecting to absorb information from the teacher, who is the center of a class, an
authority figure, and someone who must not be questioned. Language learning is
most effective in an environment where active students feel free to participate, get
involved and ask questions; an environment where students know that making
mistakes is the best way to learn, and where making a mistake does not result in
loss of face.

11. 7
BAB III
PENUTUP
3.1. KESIMPULAN
The answer is teacher and Environment, teacher who is the center of a class,
an authority figure, and someone who must not be questioned. Teachers in
Linguistic have to know the fact that language learning is most effective in an
environment where active students feel free to participate, get involved and ask
questions; an environment where students know that making mistakes is the best
way to learn, and where making a mistake does not result in loss of face.