Mantab

AN ANALYSIS OF FRICATIVES CONSONANTS
PRONOUNCED BY THE SIXTH SEMESTER STUDENTS

OF ENGLISH EDUCATION DEPARTMENT
OF IAIN SALATIGA IN THE ACADEMIC YEAR OF
2017/2018
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
Jeni Isnarani
113 13 103
ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
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MOTTO
“You don’t know how strong you are until being strong is your only choice”
(Bob Marley)
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DEDICATION
This work is sincerely dedicated for:
 The Greatest Allah Swt who always guides me, listens to me, takes care of me
and gives all things I need.
 My beloved parents, (Yusminiarti & Wisnu Yuswanto) who always support
me, give motivation to me, and pray for me to become better person in this
life.
 My sister (Dara Inggil L.F). Thanks for supporting me and thanks for your
love.
 My fiancée thanks for your big love
 My best friends (Wiji Astuti, Dwi Astutik, and Dian Amalia F.) who always
helps and gives motivation to me.
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ACKNOWLEDGEMENT
Bismillaahirrahmaanirrahiim,
In the name of Allah, the most gracious and merciful, the kings of universe and
space. Thanks to Allah because the writer could complete this research as one of the
requirements to finished study in English Education Department of IAIN Salatiga.
This research would not have been completed without support, guidance, and help
from individual and institution. Therefore, the writer would like to express special thanks
to:
1. Dr. Rahmat Hariyadi, M.Pd as the Rector of IAIN Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D as the Head of English Education Department.
4. Faizal Risdianto, M.Hum as a counselor, thanks for advice, support, guidance, and
recommendation for this graduating paper from beginning until the end. Thanks
for your patience and care.
5. All lecturers in English Education Department of IAIN Salatiga. Thanks for all
guidance, knowledge and support.
6. All staffs of IAIN Salatiga that have helped the writer in processing the
graduating paper administration.
Salatiga, September 27th 2017
Jeni Isnarani
NIM. 113 13 103
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TABLES OF CONTENTS
TITLE ........................................................................................................................ i
DECLARATION ....................................................................................................... ii
ATTENTIVE COUNCELOR NOTES...................................................................... iii
PAGE OF CERTIFICATION ................................................................................... iv
MOTTO ..................................................................................................................... v
DEDICATION .......................................................................................................... vi
ACKNOWLEDGEMENT ......................................................................................... vii
TABLE OF CONTENTS .......................................................................................... viii
ABSTRACT .............................................................................................................. xii
CHAPTER I: INTRODUCTION
A. Background of the Study ............................................................................... 1

B. Statement of the Problem .............................................................................. 5
C. Objective of the Study ................................................................................... 6
D. Significance of the Study............................................................................... 6
E. Limitation of the Problem ............................................................................. 7
F. Definition of Key Term ................................................................................. 8
G. Graduating Paper Organization ..................................................................... 9
CHAPTER II: REVIEW OF LITERATURE
A. Previous Study ............................................................................................... 10

B. Definition of Pronunciation ........................................................................... 12
C. Students‟ Difficulties in Pronouncing Fricatives .......................................... 13
D. Place of Articulations .................................................................................... 15
1. Bilabial .................................................................................................... 15
2. Labiodental .............................................................................................. 15
3. Dental ...................................................................................................... 16
4. Alveolar ................................................................................................... 16
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5. Post Alveolar ........................................................................................... 16
6. Palatal ...................................................................................................... 16
7. Velar ........................................................................................................ 17
8. Glottal ...................................................................................................... 17
E. Manner of Articulations ................................................................................ 17
1. Stop Articulations .................................................................................... 18
2. Fricatives Articulations ........................................................................... 18
3. Approximant ............................................................................................ 19
F. Definition of Fricatives.................................................................................. 19
G. The Production of Fricatives ......................................................................... 20
a. Labiodental Fricatives ....................................................................... 20
b. Dental Fricatives ................................................................................ 22
c. Alveolar Fricatives ............................................................................ 23
d. Post Alveolar Fricatives .................................................................... 25
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ............................................................................................ 27

B. Population ...................................................................................................... 27
C. Sample ........................................................................................................... 28
D. Sampling ........................................................................................................ 28
E. Data Collecting Method ................................................................................ 29
F. Research Instruments..................................................................................... 31
G. Technique of Data Analysis .......................................................................... 31
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data Analysis................................................................................................. 35
B. Data Description ............................................................................................ 54
C. Data Presentation ........................................................................................... 67
CHAPTER V CLOSURE
A. Conclusion ..................................................................................................... 75
B. Suggestion ..................................................................................................... 76
REFERENCES
APPENDICES
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LIST OF FIGURE
Figure 2.1 Labiodental Fricatives [f v] ...................................................................... 21
Figure 2.2 Dental Fricatives [θ ð] .............................................................................. 23
Figure 2.3 Alveolar Fricatives [s z] ........................................................................... 24
Figure 2.4 Post Alveolar Fricatives [ʃ ʒ] ................................................................... 25
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LIST OF TABLE
Table 3.1 Scoring Rubric of Pronunciation Test ....................................................... 29
Table 3.2 Percentage of Respondents Fricatives
Abilities of Pronunciation Test .................................................................. 33
Table 4.1 The Score of Error Frequency Made by the Respondents ......................... 34
Table 4.2 The Students‟ Abilities of the Pronunciation
of Fricatives Consonants ........................................................................... 36
Table 4.3 Percentage of Respondents Fricatives Abilities
of Pronunciation Test ................................................................................ 37
Table 4.4 The Deviation of [f] ................................................................................... 54
Table 4.5 The Deviation of [v] .................................................................................. 55
Table 4.6 The Deviation of [ð] .................................................................................. 56
Table 4.7 The Deviation of [θ] .................................................................................. 59
Table 4.8 The Deviation of [s] .................................................................................. 60
Table 4.9 The Deviation of [z] .................................................................................. 61
Table 4.10 The Deviation of [ʃ] ................................................................................. 63
Table 4.11 The Deviation of [ʒ] ................................................................................ 64
Table 4.12 The Result of Questionnaire .................................................................... 67
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ABSTRACT
Isnarani Jeni. 2017. AN ANALYSIS OF FRICATIVES CONSONANTS

PRONOUNCED BY THE SIXTH SEMESTER STUDENTS OF ENGLISH
EDUCATION DEPARTMENT OF IAIN SALATIGA IN THE ACADEMIC
YEAR OF 2017/2018
Counselor: Faizal Risdianto, S.S., M.Hum.
This research focused on the description of fricatives consonants. The objectives

of this research were to analyze the profile of pronouncing of fricatives consonant and
to know the possible factors causing the students‟ errors in pronouncing fricatives
consonants. The data was collected by giving test for 20 respondents and the data was
analyzed by using descriptive quantitative method. The respondents of this research
were 20 students. They were taken from the Sixth Semester Students of English
Education Department of State Institute for Islamic Studies (IAIN) Salatiga in the
Academic Year of 2017/2018. The research revealed that the respondents made 11
deviations of all. The replacement of [ð] with [d], [t] and [θ], the replacement of [θ]
with [t], the replacement of [v] with [f], the replacement of [s] with [z] and [∫], the
replacement of [z] with [s], the replacement of [∫] with [s], the replacement of [ʒ] with
[∫] and [z]. There were several factors causing students errors in pronouncing
fricatives consonants; there were no examples to read the words correctly, the
unfamiliarity of students to say it in daily conversation, the inconsistency between the
written words in English to the sounds, the high level of anxiety, the lower grade they
got, the low level of motivation, they never been taught to pronounce the word
correctly at Senior High School. In addition, they did not have good understanding of
phonological awareness and it also contributed to complicate the respondents in
pronouncing fricatives consonants.
Keywords: fricatives consonants, pronunciation
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CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, English has become one of the well-known languages in the world.
Many people in the world think that it is important for them to learn English as their
second language or foreign language. People have to be aware about the benefits of
learning English and it cannot be separated from their daily life. However, English
becomes the most widely studied foreign language today, this statement is approved
by Richards and Rodgers (1986: 2) that English was the most widely studied foreign
language five hundred years ago. By learning English, people can communicate with
people from different countries. In some cases, people learn English in order to be
able to go abroad for some reasons such as politics, economics, education, and
entertainment.
In addition, the use of English in the world has affected a lot of students of
numerous countries to learn it continuously. In Indonesia, the use of English almost
spread in all level of society. Indonesia as multicultural country has many cultural
backgrounds and a lot of mother languages. When Indonesian learners learn new
language, linguistically the way they learn will be affected by both of their tribe and
national languages. This condition will lead them to the new language problem as
they learn new language beyond their first languages. The problem that usually arises
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is in the pronunciation skills. In the area of pronunciation, English language can be
categorized as a difficult language to master. This statement is strengthened by
Vernick and Nesgoda as cited in Indrajani (2008: 81) states that language learners
may find difficulties in learning to speak English well because several spelling may be
represented by a single sound. This fact also contributes to the difficulties in learning
English. As a consequence of all the difficulties provided by the English
pronunciation, many English language learners as well as the Indonesian learners tend
to generate errors in the articulation of the sounds.
In learning English as a foreign language or second language, mispronounce
may occur since English phonological system is different from Indonesian language.
Indonesian students also find many difficulties in learning English, especially in
accurately producing the English sounds. One of the English sounds is consonants.
Although some of English consonants are similar to Indonesian consonants, a lot of
Indonesian students still mispronounce them. The use of Indonesian language as
mother tongue by Indonesian learners influences the production of English sounds. A
problem arises when Indonesian learners produce the speech sounds of English which
do not exist in Indonesian language by using the most similar speech. Sometimes they
replace the existing or the original words. Lanteigne (2006: 3) confirms that
difficulties in learning English occur due to the fact that some of English sounds do
not exist in the mother tongue of the learners.
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According to Brown (2005) as cited in Lanteigne (2006: 3), the goal of the
language learners is to make sure that they can communicate what they have in mind
effectively, they have to make sure that people who are talking with them understand
when they are uttering the words. In all over the world, there are a lot of people with
strong desire to learn and speak English with correct pronunciation. Pronunciation
becomes one of the factors that can affect successful process in communication. An
error in pronunciation might cause a miscommunication in meaning. Errors in
pronunciation of sounds of one word can lead to misunderstanding. Even many
foreign language learners believe that the major difficulties they get when they speak
or communicate in English is pronunciation.
Odden (2006: 2) relates pronunciation to the foundation areas of linguistics
that deal with scientific study of the language structure, that is, phonology.
Furthermore, he mentions that it is different from other linguistics field. The language
structure that is discussed in phonology is closely related to the study of sound
structure in a language. According to Richards, Platt, & Weber (1992: 215) phonology
deals with two main things, phonemics, that is, the study of the distinctive sound
units, and phonetics that mainly deals with speech sounds. It should be noticed that to
the same extent as phonology, pronunciation, basically, also deals with sounds. The
way sound is made is called manner of articulation. Manner of articulation is focused
on the way how the sound of consonants is pronounced. There are several kinds of
manner articulation such as stops articulation, fricatives articulation, and approximant.
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This study focuses on fricatives because the students make mistake the most in
pronouncing fricatives consonants. The research will focus on errors and mistakes
which are students made on pronunciation of the words containing fricative
consonants.
According to Jones (1972: 26), fricatives are formed by narrowing of the air
passage at the some points so that, when air is expelled by pressure from lungs, it
escapes with a kind of hissing sound. Fricatives are the sounds that are accompanied
by a continuous noise. Fricatives are produced with a continuous airflow through the
mouth. Noises are produced due to frictions between the organs of speech.
Based on the writer‟s experience in attending the English lecturing in IAIN
Salatiga, specifically in some pronunciations of English fricatives, students get many
difficulties. They often face bit hardship on pronunciation of the words containing
fricative sounds. For example, when they pronounce [θ] in word think, they
pronounce [tink], word she they pronounce [si], they, they pronounce [dey], measure,
they pronounce [meisur]. These are understood by seeing their different background
of mother tongue. In Indonesian consonants they only know [t, d, s]. On the contrary,
in English consonant they are some fricatives that are different from Indonesian
language, such as: [θ, ʒ, ∫, ð] in think, measure, ship, and they. They tend to
mispronounce the words containing fricatives because some of fricatives are absent in
the Indonesia language. Weinberger (1997: 137) found that error occurs in the
absence of certain sounds in the native language, and as a result, learners ignore the
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rules how to pronounce it correctly. They are indicated to mispronounce on this kind
of sounds. This happened all the times and even tended to be repeated by the students
when they learn English.
Regarding to the discussion above, it gives inspiration to the writer to conduct
a research entitled "AN ANALYSIS OF FRICATIVES CONSONANTS
PRONOUNCED BY THE SIXTH SEMESTER STUDENTS OF ENGLISH
EDUCATION DEPARTMENT OF IAIN SALATIGA IN THE ACADEMIC
YEAR OF 2017/2018
B. Statement of The Problems
Based on the background of the study above, the problems of the study can be
formulated as follows :
1. How is the profile of fricatives pronounced by the sixth semester students of
English Education Department?
2. What are the possible factors causing the students mispronounce fricatives
consonants?
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C. Objective of The Study
Based on the statement of the problem above, the objectives of the study are stated
briefly as follows:
1. To analyze the profile of fricatives consonants pronounced by the sixth semester
students of English Education Department of IAIN Salatiga.
2. To know the possible factors causing the students mispronounce fricatives
consonants.
D. Significance of The Study
The result of the research is expected to be useful for the readers, the
institution and the students who interested in English Education. And this result is
hoped to be useful for the lecturers of English, as reference in designing teaching
strategies, so the students of English education will perform better in speaking English
with the hope they can also avoid in mispronouncing of fricatives.
1. For the writer
It is expected that the result of this study can contribute in improving
students‟ awareness to pronounce fricatives consonants correctly in performing
pronunciation.
2. For the Reader
The result of this study is able to become reference to study pronunciations
errors and it can be used as additional knowledge in linguistics. This research can
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improve the speaking ability in order to minimize pronunciation errors of
fricatives consonants.
3. For other Research
The result of this research can be used as one of the references and
information for further research related with the field.
E. Limitation of The Study
In writing this research, the writer emphasizes on the production and analyzes the
students‟ pronunciation of fricatives consonants. The writer involves 20
undergraduate students for her research. They take a major English Department in the
Sixth Semester Students of IAIN Salatiga. They have passed foundation of English
course such as phonetics. The writer only concerns only on four classes of fricatives
consonants; labiodental [f v], dental [θ ð], alveolar [s z], and post-alveolar [ʃ ʒ].
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F. Definition of Key Term
In order to prevent misunderstanding and misinterpretation of the research
findings, the writer would like to explain and define the key terms that are used.
1. Pronunciation
According to Yate (2002: 1), pronunciation is the production of the sound
that we use to make meaning including to the particular sound of language
segmental aspects and supra segmental aspects. It means when people deliver
message to others by their voice, the message could be received by others clearly
and understandably.
2. Fricatives
Fricatives are consonants with the characteristic that air escapes through a
narrow passage and makes a hissing sound. Rouch (2000: 50) defines fricatives
are continuant consonants, which mean that we can continue making them
without interruption as long as we have enough air in your lungs.
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G. Graduating Paper Organization
This study is presented by using chapters. It consists of five chapters.
The writer delivers a brief explanation about the chapters as follows.
Chapter I presents background of the study, statement of the problem,
objective of the study, significance of the study, limitation of the study, definition
of key term, and research paper organization.
Chapter II presents previous study and theoretical framework. It contains
the definition of fricatives and characteristic of fricatives.
Chapter III discuss about research method. It deals with research
approach, type of research, subject and object of the research, source of data,
method of data collection, and technique of data analysis.
Chapter IV is discussion; it deals with elaborate of data analyze based on
the technique of data analysis and discussion of the finding.
Chapter V the writer states the study in summary that includes of
conclusion and suggestion.
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CHAPTER II
REVIEW OF LITERATURE
A. Previous Study
First, a research is conducted by Ratislav Metruk, the research attempts
to find difficulties in pronouncing dental fricatives by Slovak EFL university
students. The objective of the research is to examine to what extent Slovak
university students mispronounce [θ] and [ð] which known as voiced and
voiceless dental fricatives. Those two sounds are the most difficult to pronounce
by Slovak EFL because they are absent in Slovak language. The study
emphasizes the immense significance of pronunciation instruction as this area
still appears to be rather neglected in the context of English language teaching in
Slovakia.
The second research is done by Fakhri Fauzi, his research focuses on
the labiodental fricatives only. The researcher involves Sundanese students as
his respondents. The research finds that Sundanese students of English Letters
Department made some errors on their pronunciation. Error of omission and
error of addition are found on the vowels and consonant sound except the
fricatives sound. While error of selection, is occurred both on the fricatives
sound and the rest of sound. The researcher also finds that overgeneralization is
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one of the reasons why the Sundanese student made errors on their
pronunciation.
The third research is done by Hambalee Jehma, he observes first
language transfer in the production of fricatives and stops by Pattani-Malay
learners of English. The research revealed, the fricative and stop sounds which
are absent in the Pattani-Malay dialect seem to be replaced with other sounds
that are almost similar to the English stops and fricatives. The researchers draw
conclusion that learners‟ problem in pronouncing English fricatives and stops
are mainly attributed as first language transfer.
Based on those three journals, there is similar variable of the writer.
Fricatives consonants are variable to be analyzed. There were also some
differences. First, from Ratislav‟s journal, he focused on the production of
dental fricatives, but the writer focuses on the production of all kinds of
fricatives. The second differences were from Fakhri‟s journal, he focused on
students who have Sundanese cultural background to know their accuracy in
pronouncing fricatives, he also focused on labiodental fricatives but the writer
selects the respondents randomly without considering their cultural background.
The third differences were from Hambalee‟s journal. They investigated the
production of Fricatives and Stops, but the writer was more specific in
production of fricatives and the students‟ difficulties in pronouncing fricatives.
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B. Definition of Pronunciation
Dalton and Seidholfer (1994: 7) as cited in Mustikareni (2013: 10) stated
that a “person‟s pronunciation is one expression of that person‟s self- image”.
That is why a word can be uttered in different ways by various individuals or
groups, depending on many factors, such as in the area in which they grow up,
live, whether they have speech disorder, their ethnic group, their social class,
and their education.
Ur (2002: 103) believed that “pronunciation is the use of words to
convey appropriate meaning through sounds that uttered correctly or construct
the sentence in a way that sound acceptable”. The aim of pronunciation is to
ease the speaker and hearer in receiving message on communication. The
message will be easy to receive, if it delivers clearly and can be understood, so
what the speaker wanted from the hearer can be received as its purpose
From the definitions above it can be conclude that pronunciation is the
way we produce sounds of words or pronouncing the words meaningfully and
accurately to be understood by others in communication or in process of
teaching learning English.
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C. Students Difficulties in Pronouncing Fricatives
The students who face difficulties mean they are in trouble or have
problem, because they are unable, poor or disable to express their knowledge
base. Bird (1996:221) says, “Difficulty is something hard to do or to
understand”. In other words, difficulties are something which is not easy to
understand or a thing that is hard to do.
Kelly (2000:8) explains the difficulties of pronouncing English sounds
that students have may be sounds, and combinations of sounds in students‟
mother tongue which do not occur in English, and also may be sounds, and
combination of sounds used in English which do not occur in their mother
tongue.
When the students learn English, they should learn and comprehend how
to pronounce the words. Every speaker should be able to pronounce the words
correctly, otherwise the hearer will misunderstand what he or she means. The
same thing happens when the students listen to a foreigner who speaks Bahasa.
It is hard to understand what he means. This is not because he does not
recognize the vocabulary or even the grammar, but because of the strange
sounds he produces. The pronunciation is sometimes not easy to learn,
especially for non-native speakers. This is because of their first language
(native tongue) is different.
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Cruttenden (2014: 195) says “the distinction between five places of
articulation is rare in the world's languages" and foreign learners will have to
spend some effort to get the articulation at each place correct. Particular
attention needs to be given to the precision of articulation required for the
distinctions among dental, alveolar and post alveolar fricatives.
The fricatives consonants constitute the largest area of difficulty for
native learners in the area of consonant acquisition. The distinction of five
places of articulation is particularly difficult, three of the places (dental,
alveolar, post alveolar) can be produced depend on the difference and the
adjustrnent of the tip/blade of the tongue and it is in this area that most of the
difficulty occurs. The first fricative such [f] or [s] occurs later than plosives
and nasals and, unlike them, may occur at first just as frequently in medial or
final position as in initial position. Before any fricatives have been acquired,
they may be replaced those with the most similar sound.
Generally, English fricatives are categorized into four classes
according to their place of articulation: labiodental [f], [v], dental [θ], [ð],
alveolar [s] [z], and post-alveolar [ʃ], [ʒ]. However, Moeliono &
Dardjowidjojo (2003: 55) as cited in Indrajani & Maria (2008: 80) confirms
some of fricatives like [v], [θ], [ð], [ʒ] cannot be found in Indonesia. For that
reason Indonesian students face difficulties in pronouncing the words
consisting fricatives.
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D. Place of Articulation
According to Ogden (2009: 12), “articulators are the parts of the vocal
tract that are used in producing speech sounds”. They are classified into two kinds,
active and passive. Active articulators are the articulators that can move, as
exemplified, the tongue tip is an active articulator in sounds like [s] [t] [n], it
moves up to behind the teeth, meanwhile the passive articulator is the bony ridge
behind the upper teeth known as alveolar ridge. Passive articulators are
articulators that cannot move, but are the target for active articulators. Most places
of articulation are described by reference to the passive articulator.
Place of articulation focuses on where the sounds are made and produced. On
sounds production, each consonant has its own articulator‟s place. The consonants
on this place of articulation are classified as follow:
1) Bilabial
Bilabial sounds are sounds made at the lips. „Bi-‟ means „two‟, and
„labial‟ is an adjective based on the Latin word for „lips‟. In English, the
sounds [p b m] are bilabial.
2) Labiodental
Labiodental sounds are made with the upper teeth („dental‟) against
the lower lip („labio‟) then, the labiodental sounds [f v] occur. Labiodental
sounds can be made with the teeth against either the inside surface of the
lip (endolabial) or the outside edge of the lip (exolabial).
15
3) Dental
Dental sounds are generated with the tip of the tongue touch the
back of the upper teeth. Then dental sounds [θ ð] occur. In English as in
the initial sounds of „think‟ and „then‟ are included in dental that is,
produced with the tongue between the teeth.
4) Alveolar
Alveolar sounds are made at the alveolar ridge. This is a bony ridge
behind the upper teeth. Alveolar ridge is behind the upper teeth. When
producing consonant sounds such as in word „dent‟ it can be felt that tip of
the tongue makes a light contact with alveolar ridge. Sounds with an
alveolar place of articulation in most varieties of English are [t d n l r s z].
5) Post alveolar
Post alveolar sounds are made just behind („post‟) the alveolar
ridge. There are four of these in English, [ʃ] and [ʒ], the sounds spelt [sh]
in word „ship‟, [ʃip], and [si] in „invasion‟, and the sounds [tʃ dʒ] as in
„church‟ and „judge‟.
6) Palatal
Palatal sounds are made with the tongue body, the massive part of
the middle of the tongue, raised up to the hard palate, or the roof of the
mouth. Palatal sounds aren‟t common in English, except for the sound [j],
which is usually spelt [y], as in „yes‟, „yacht‟, „yawn‟; or as part of the
16
sequence [ju] represented by the letter [u] in words like „usual‟,
„computer‟.
7) Velar
Velar sounds are made with the tongue back raised towards the soft
palate. The soft palate is at the back of the roof of the mouth, and is also
known as the velum. The sounds [k g] are velars, as is the sound [ŋ],
represented by [ng] in words like „king‟, „wrong‟, „hang‟.
8) Glottal
Glottal sounds are made at the glottis, the space between the vocal
folds, which are located at the larynx. English uses a number of such
sounds: [h] as in word „head‟.
E. Manner of articulation
As well as knowing where a sound is made, it is important to know how it
is made. Consonants involve at least two articulators. When the articulators are
moved closer together, the air flow between them changes, for instance, it can be
stopped or made a turbulent. The way a sound is made is called manner of
articulation. Most manners of articulation are combinable with most places of
articulation. Several kinds of manner articulations will be explained as follow:
17
1. Stop articulations
Stop articulations are those sounds where a complete closure is made
in the oral tract between two articulators. On this kind of sound, the airstream
will be looked as if they stopped or blocked when the consonant is
pronounced. Two articulators are moved against each other so that there is no
space for the airstream to out for a while then let the airstream to go out
abruptly.
Plosives are made with a complete closure in the oral tract, and with
the velum raise, which prevents air escaping through the nose. English
plosives include the sounds [p t k b d g]. The term plosive relates to the way
the stop is released with what is sometimes called an explosion.
Nasals are made with a complete closure in the oral tract, but with the
velum lowered so that air escapes through the nose. Nasals are usually voiced
in English. The airstream is obviously let in to the nasal cavity and out through
it. That is why this is called nasals sound. The sounds are represented by the
symbol [n], [m], and [ng].
2. Fricative articulations
Fricative articulations are the result of two articulators being in close
approximation with each other. The articulators are generated close enough
together for air to pass between them, because the gap between them is small,
the airflow becomes turbulent and creates friction noise so that the hissing
18
sound is produced. Fricatives in English include [f v θ ð s z ʃ ʒ], the example
are: fish, vow, think, then, loose, lose, wish, vision.
Affricates are plosives which are released into fricatives. English has
two kinds of affricates: [tʃ dʒ], both post alveolar, as in „church‟ and „judge‟.
These sounds are produced with friction at the glottis. When the stops sound
followed by the fricatives, the sound which causes some friction sound, it will
make new sound called affricates. The process of this sound production is
almost the same with the fricative sounds.
3. Approximant
Approximants in English include the sounds [j w l r] The English
approximants [w j r] are central and [l] is lateral. Approximants are among the
phonetically most complex of sounds in English because they typically
involve more than one articulation.
F. Definition of Fricatives
Clark (1996: 46) confirms that “fricative is a potentially stable articulation
produced by a constriction in the vocal tract that is narrow enough to create
turbulent airflow”. The noise of this turbulence gives many fricatives a
characteristic hissing or sibilant quality. Additionally in the case of dental,
alveolar and post alveolar fricatives, the front incisor teeth contribute to phonetic
19
quality, since they deflect the airflow coming from the constriction, producing
some additional turbulence.
Fricatives consonants are sounds made with a small opening made by
articulators, allowing the air to escape with some friction. The escaping air is
turbulent and produces a noisy friction-like sound, called frication. The lower
articulator is close to the upper articulator, quite close so that air cannot escape,
creating frication. The essential components of a fricative are obstructed air-flow
with frication.
G. The production of fricatives
Friction can be generated in two ways in the vocal tract. One way is to
produce a constriction of close approximation. To achieve this, two articulators
are far enough apart so that air can pass between them, but close enough together
so that when it does, it becomes turbulent and produces friction noise. This is how
friction is produced for labiodental fricatives [f v] and dental fricatives [θ ð] (as in
„think‟ and „then‟). The other way is to direct a channel of air at another surface,
such the alveolar ridge, and when the moving air hits this surface, it becomes
turbulent. This is how friction is produced for alveolar fricatives [s z] and post-
alveolar fricatives [ʃ ʒ] (as in „ship‟ and „pleasure‟).
1. Labiodental Fricatives
For labiodental fricatives [f v], air passes between the upper teeth and
lower lip. Labiodental articulations are made with the upper teeth on either the
20
outside or the inside of the lower lip. They do not sound very different from
each other and, as far as is known, no variety of English exploits the difference
because they are made without involvement of the tongue.
Examples:
[f]- word-initial: feet, father, fool, fail, photo
word-medial: affair, defend, offer, tougher, loafer
word-final: leaf, laugh, cough, stuff, roof
[v]-word-initial: veal, vat, vain, vice, voice
word-medial: ever, navy, over, silver, cover
word-final: leave, give, have, move, dove
Figure 2.1 Section of labiodental [f,v]
(Source, Cruttenden 2014: 197)
21
2. Dental Fricatives
The fricatives [θ ð] can be made with the tongue blade attaches the upper
teeth. In other varieties, the friction is generated against the back of the teeth
and the tongue is held relatively flat so that the air escapes through quite a
wide channel. This wide channel is what makes the fricatives [θ ð] so quiet in
comparison with [s z]. In the case of dental fricatives, this is a wide area at the
front of the tongue.
Examples:
[θ] word-initial: thief, thick, thatch, thong, thought
word-medial: ether, ethics, method, author, anthem
word final: heath, smith, breath, path, cloth
[ð] word-initial: there, this, then, though, they
word-medial: breathing, leather, gather, father, mother
word-:final: seethe, with, soothe, lathe, writhe
22
Figure 2.1 Section of dental fricatives [θ , ð]
(Source: Cruttenden, 2014: 199)
3. Alveolar Fricatives
In English, for instance, the letter „s‟ is articulated as [z] when it comes
out after the letter having the voiced sound, especially in the final position
such as: „peas‟ [pi:z], „knickers‟ [nikəz], „mews‟ [mju:z], „news‟ [nju:z],
„nowadays‟ [nauədeiz].
The alveolar fricatives [s z] are made with a groove in the center of the
tongue. This sound is made through with the center of the tongue attach the
hard palate. The jaw is fairly close, so that the upper and lower teeth are close
together.
23
Examples:
[s]-word-initial: sat, sample, soon, soap, sign
word- medial: pieces, losses, essay, axes, concert
word-final-s: farce, famous, dose, ice, fierce
[z]-word-initial: zeal, zest, zoo, zone, zero
word-medial: easy, hesitate, bazaar, bosom, thousand
in word-final clusters: ribs [bz], heads [dz], legs [gz], limbs [mz],
Figure 2.3 Section of alveolar [s,z]

(Source Cruttenden 2014: 202)
24
4. Post Alveolar Fricatives
The post alveolar fricatives [ʃ ʒ] are made with a constriction that is further
back than [s z]. Their place of articulation is described as palate-alveolar or post-
alveolar. The tongue has a wider channel than for [s z], and it is convex behind the
groove, rather than concave as for [s z]. Like [s z], [ʃ ʒ] can be produced with the
tongue tip either up or down.
Gimson (1980: 77) states that the phoneme [ʒ] in English rarely appears in
the word initial and final positions. The phoneme [ʒ] occurs only in loan words,
for instance in the word initial: gigolo‟ [ʒigəloʊ], „gigue‟[ʒig], „genre‟ [ʒenrə],
„jalousie‟ [ʒæluzi], and in the word final as in: „prestige‟ [prɛstiʒ], „barrage‟
[bæraʒ] , „rouge‟ [ruʒ].
Examples
[ʃ] word-initial: sheet, shed, shop, sugar, shout
word-medial: Asia, ashore, bushel, cushion, rashly
word final: dish, cash, wash, push, finish
[ʒ ]-word-initial-(in French loan words) :gigolo, gigue, jabot, genre
word-medial: pleasure, leisure, usual, confusion, decision
word-final-: barrage, rouge, beige, garage
25
Figure 2.4 Section of Post Alveolar [ʃ ʒ]
(Source: Cruttenden 2014: 205)
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of the research. It contains the research
design, population, sample, sampling, the technique of the data collection, and the
technique of data analysis.
A. Research Design
In conducting this research, the writer used descriptive quantitative method.
According to Issac (1984:46), descriptive research is the kind of research that
describes systematically the situations and facts of a given population factually
and accurately. Moreover, Arikunto (2010: 244) states that the final conclusion of
descriptive study should be in words or sentences, not in a number. In describing
students‟ ability and common errors in translating grammatical equivalence,
writer utilized quantitative research in which the writer collected the data,
analyzed them and drew conclusion by making statistical form.
B. Population
Based on Arikunto (2010: 130), population is research subject totally.
Population is a set of all elements processing one or more attributes of interest.
This research took a population of all students of the sixth semester of English
Education Department.
27
C. Sample
Arikunto (2010: 131) states that sample is a part or representative of
population in the research. The writer involved 20 undergraduate students for this
research because they have got phonetic course. Arikunto (2010: 131) said that if
we take a part of population, so this research is named sample research. The
sample research purposes to generalize the result of the research which is all the
population is homogeneous.
D. Sampling
Rea and Parker (1997: 97) state “Sampling is necessary because it is generally
not practical or feasible to seek information from every member of population”.
Considering the big number of the population, the writer used random sampling
technique to choose the sample. Sample is part of the population that represents
the whole population in a study. Hadi (2004: 336) states that “random sampling
technique is the technique of choosing the sample, so that it can be the
representative of the whole population and give the accurate statistical result”. By
using this technique, all the members of the population have the same chance to be
in this research as the sample.
28
E. Data Collecting Method
There are two ways to collect the data in this research, the writer used test and
close questionnaire.
1. Test
Arikunto (2010: 150) states that test is a list of question and other
elements which is used to measure a skill. Shortly, test is the way that can be
used in comparing or measuring and evaluation the task which in order to
evaluate it and to give achievement for students. The purpose of this test is to
find students‟ pronunciation abilities and the profile of pronouncing fricatives.
The writer prepares a list of words which contain of fricatives. Then the
students are asked to pronounce the words.
The writer employed pronunciation test to know the profile of
students‟ pronunciation of fricatives. The writer did several stages during
pronunciation test:
a. The writer prepared the pronunciation test
b. The writer asked the respondents to read the words before they practice to
pronounce it.
c. The respondents started to pronounce the words and the writer recorded
the sounds.
d. The writer analyzed the recording of pronunciation of the respondents.
29
To examine and give the score for the test, the writer provided scoring
rubric that can be seen in the table below:
Table 3.1
Scoring Rubric of Pronunciation Test
Students‟ Number of Frequency of Score
Number Words Error
R01
R02
R03
2. Questionnaire
Kothari (2004: 96) stated that questionnaire consists of a number of
questions printed or typed in a definite order on a form or set of forms. There
were 20 statements of questionnaire adapted from Restu (2013: 4). The writer
rearranged the statements related to the problem of the research, that is the
possible factors causing students mispronounce of fricatives consonants. This
close-ended questionnaire presented form of Likert‟s scale. The writer
involved 20 undergraduate students of English Education Department.
30
F. Research Instruments
According to Arikunto (2002:127), there are two kinds of instruments: test and
non-test instrument. Test is a sequence of questions or exercise and other
instruments which are used to measure skill, intelligence, aptitude/talent that is
had by an individual or group.
In this case, an achievement test was used to get the required data. This test
was a kind of pronunciation test and all their pronunciations were recorded. This
test is aimed to find students‟ pronunciation abilities or skills of pronouncing
fricatives consonants. The writer prepared a list of words which contain of
fricatives consonants. The instrument used in this final project consists of a test
and a smartphone, which was used to record the student‟s pronunciation.
G. Technique of Data Analysis
In doing analysis the writer used procedures as follows:
1. Coding
Coding means to change the identity of the respondents into symbols
either in letter or in number. It is necessary to organize the data and to make
them easier to be analyzed. The writer transcribed the students‟ pronunciation
into phonetic transcription. The students‟ mistakes in pronouncing fricatives
could be identified after listening to the students‟ pronunciation from the
31
recorded data several times. Based on Hasan (2004: 24), coding is making codes
of each data in the same category.
R01 represents the first respondent
R02 represents the second respondent
R03 represents the third respondent
R04 represents the fourth respondent
R05 represents the fifth respondent
R06 represents the sixth respondent
R07 represents the seventh respondent
R08 represents the eighth respondent
R09 represents the ninth respondent
R10 represents the tenth respondent
R11 represents the eleventh respondent
R12 represents the twelfth respondent
R13 represents the thirteenth respondent
R14 represents the fourteenth respondent
R15 represents the fifteenth respondent
R16 represents the sixteenth respondent
R17 represents the seventeenth respondent
R18 represents the eighteenth respondent
R19 represents the nineteenth respondent
R20 represents the twentieth respondent
32
2. Identification
Identification was conducted to determine mispronunciation of English
fricatives. Through this step, the writer listened to the recording of
pronunciation test and transcribed it into written form. Then, the writer could
determine the correct and wrong pronunciation of students.
3. Classification
Classifying performed to classify the classes of fricatives consonants.
Moreover, the writer could find the deviation of each kind made by the sixth
semester students of English Education Department of IAIN Salatiga in
pronouncing fricatives.
4. Tabulating
It is an activity of summarizing all the data which are put into a table. It
can be done only when the coding, the identification and the classification of
data is finished.
The writer used the criterion based on Tinambunan‟s criterion as cited by
Tartiasih (2003: 34) in order to know how the students pronounce the English
fricatives.
33
Table 3.2
Percentage of Respondents Fricative Abilities of Pronunciation Test
by Tinambuan (2003,p.34)
Number of Error in Percentage Level of ability
0-25% Excellent
26 – 50% Good
51 – 75% Fair
76 – 100% Poor
After categorizing students‟ level of ability, the writer put each of deviation
of sounds in form of table such as (Kinds of Fricatives, Word, Standart
Pronunciation, Students‟ Actual Pronunciation, Deviation, Number of Errors)
5. Describing
After the third step, the writer conducted the next step, which is the
description of the result of the data analysis. In this step, the writer described the
data presented.
34
CHAPTER IV
DATA PRESENTATION AND DISCUSSION
A. Data Analysis
This chapter analyzed the profile of fricatives consonants pronounced by
students. In this chapter, the writer analyzed the data of pronunciation of fricatives
consonants taken from the sixth semester students of English Education
Department of IAIN Salatiga. In this research the number of the words used as the
pronunciation tests were 100 words and 84 words consisting fricatives consonants.
The table below presented the result of test scoring from 20 respondents. All of
the respondents had got and passed phonetic course in the previous semester.
After giving the pronunciation test of fricatives to the respondents, the
writer showed the result of scoring of the pronunciation test of fricatives
consonants in the table below.
Table 4.1
The Score of Error Frequency Made by the Respondents
Respondents‟ Number of Frequency of Score (%)
Number Words Error
R01 84 28 67
R02 84 26 69
R03 84 50 40
R04 84 35 58
35
R05 84 45 45
R06 84 43 49
R07 84 52 38
R08 84 26 69
R09 84 41 51
R10 84 14 83
R11 84 41 51
R12 84 37 56
R13 84 27 68
R14 84 37 56
R15 84 33 61
R16 84 39 53
R17 84 28 67
R18 84 38 55
R19 84 45 46
R20 84 20 76
From the table above, it illustrated that most of the respondents get good score
in pronouncing fricatives consonants. The writer also categorized the respondents‟
level of ability in pronouncing the word containing fricatives consonants. The
criterion will be explained in the table below:
36
Table 4.2
The students’ abilities of the pronunciation of fricatives consonants
Respondents‟ Number of Score Level
Number Words
R01 84 67 Good
R02 84 69 Good
R03 84 40 Fair
R04 84 58 Good
R05 84 45 Fair
R06 84 49 Good
R07 84 38 Fair
R08 84 69 Good
R09 84 51 Good
R10 84 83 Excellent
R11 84 51 Good
R12 84 56 Good
R13 84 68 Good
R14 84 56 Good
R15 84 61 Good
R16 84 53 Good
R17 84 67 Good
R18 84 55 Good
R19 84 46 Fair
37
R20 84 76 Excellent
Based on the table above found the criterion of the pronunciation test of
fricatives consonants, the result showed there are 2 or 10% from 20 respondents were
included in excellent criterion. 14 or 70% from 20 respondents were included in good
criterion. 4 or 20% from 20 respondents were fair and there was no respondent is
included in poor criterion. The result showed in the table below.
Table 4.3
Percentage of Respondents Fricative Abilities of Pronunciation Test
by Tinambuan (2003,p.34)
NO Level of Fricatives Mastery Total of Percentage
Respondents
1. Excellent 2 10%
2. Good 14 70%
3. Fair 4 20%
4. Poor 0 0%
After categorizing the respondents into the level of ability, then the writer counted
the mean of students‟ ability and the percentage score of students‟ ability.
38
1. The Mean of Students’ Ability
The formula below was used to calculate the mean of students‟ ability:
where
M : mean
X : the raw score
N : number of students
Thus,
From the calculation, it was founded that mean of the students‟ ability is 57.9.
2. The Percentage Score of Students’ Ability
The mean is used to calculate the percentage score of students‟ ability by using
the formula:
P: the percentage score of students‟ ability
M: the mean
N: the maximum score of the whole sentences (i.e. 83)
This 69.7%
39
Based on the calculation, it was gained that the percentage of students‟ ability is
69.7%. From the result, the writer concluded that in general, the ability of students‟ in
pronouncing fricatives consonants is Good.
After classifying the students‟ level of ability, the writer made individual
description towards their pronunciation of fricatives consonants. The description of
each respondent will be explained as follows:
3. Individual Finding of Pronunciation Test to Pronounce Fricatives
a. R01
She made errors in pronouncing words containing voiced dental,
voiceless dental, voiced labiodental, voiced alveolar, and voiced post alveolar.
For voiced labiodental in final position she replaced [v] with [f] in word
„leave‟ from [iːv] becomes [liːf]. For voiced dental she replaced [ð] with [d] in
initial in word there [ðeə(r)] becomes [dər], she replaced [ð] with [t] in medial
in word worthiness [wɜːðinəs] with [wɜːtɪnes] and final position in word bathe
[beɪð] with [beɪθ], replaced [ð] with [θ] in final position in word with [wɪð]
becomes [wɪθ]. She replaced [θ] with [t] in word thread [θred] becomes [tred]
for voiceless dental in initial and final position in word tenth [tenθ] becomes
[tent], replaced [z] becomes [s] in medial in word prizes [praɪzes] becomes
[praɪses] and final position in word [piːz] with [piːs] for voiced alveolar in
40
word and replaced [ʒ] with [z] in medial position in word measure [ˈmeʒə(r)]
becomes [ˈmezə(r)] for voiced post alveolar.
b. R02
She made errors in pronouncing voiced dental, voiceless dental, voiced
labiodental, voiced alveolar, voiceless post alveolar, and voiced post alveolar.
She changed [ð] with [t] in final position in word bathe [beɪð] with [beɪθ],
replaced [ð] with [θ] in final position in word with [wɪð] becomes [wɪθ] for
voiced dental, replaced [θ] with [t] for voiceless dental in medial in word
unthinkable [ʌnˈθɪŋkəbl] becomes [ʌnˈtɪŋkəbl] and final position in word tenth
[tenθ] becomes [tenθ], replaced [v] with [f] for voiced labiodental in final
position in word „live‟ from [liv] becomes [lif], replaced [z] with [s] in final
position in word peas [piːz] becomes [piːs] for voiced alveolar, replaced [ʃ]
with [s] in initial position in word shun [ʃʌn] becomes [sʌn] for voiceless post
alveolar and replaced [ʒ] with [ʃ] in medial position in word measure
[ˈmeʒə(r)] becomes [ˈmeʃə(r)] for voiced post alveolar.
c. R03
He made errors in pronouncing words containing voiced labiodental,
voiced dental, voiceless dental, voiced alveolar, voiceless post alveolar, and
voiced post alveolar. He replaced [ð] with [d] in medial position in word
father [fɑːðə(r)] becomes [fɑːdə(r)], replaced [ð] with [t] in medial position in
41
word breathed [briːðed] becomes [briːted] and final position in word lathe
[leɪð] becomes [leɪt], replaced [ð] with [θ] in final position in word bathe
[beɪð] becomes [beɪθ] for voiced dental, replaced [θ] with [t] in initial position
in word [θæŋk] becomes [tæŋk] and final position in word [feɪθ] becomes
[feɪt] for voiceless dental, replaced [v] with [f] in initial in word [væn]
becomes [fæn] and final position in word live [lɪv] becomes [lɪf] for voiced
labiodental, replaced [z] with [s] in final position [pliːz] becomes [pliːs ] for
voiced alveolar, replaced [ʃ] with [s] in initial in word [ʃɒp] becomes [sɒp] and
final position in word [ɡæʃ] becomes [ɡæs] for voiceless post alveolar, and
replaced [ʒ] with [z] in medial position in word [ˈmeʒə(r)] becomes [ˈmezə(r)]
for voiced post alveolar.
d. R04
He made errors in pronouncing words containing voiced labiodental,
voiced dental, voiceless dental, voiced alveolar, and voiced post alveolar. He
replaced [v] with [f] in final position in word live [lɪv] becomes [lɪf] for voiced
labiodental, replaced [ð] with [t] in final position in word bathe [beɪð]
becomes [beɪθ] for voiced dental, replaced [z] with [s] in final position in word
peas [piːz] becomes [piːs] for voiced alveolar, replaced [ʃ] with [s] in initial
position in word share [ʃeə(r)] becomes [seə(r)] for voiceless post alveolar,
and replaced [ʒ] with [ʃ] in medial position in word measure [ˈmeʒə(r)]
becomes [ˈmeʃə(r)] for voiced post alveolar.
42
e. R05
She made errors in pronouncing words containing voiced labiodental,
voiced post alveolar. She replaced [v] with [f] in initial position in word van
[væn] becomes [fæn] and final position in word live [liːv] becomes [liːv] for
voiced labiodental, replaced [ð] with [d] in initial position in word there
[ðeə(r)] becomes [deə(r)], replaced [ð] with [t] in medial position in word
breathed [briːðed] becomes [briːted] and final position in word writhe [raɪð]
becomes [raɪð], [ð] with [θ ] in final position in word with [wɪð] becomes [wɪt]
for voiced dental, replaced [θ] with [t] in initial in word thank [θæŋk] becomes
[tæŋk] and final position in word faith [feɪθ] becomes [feɪt] for voiceless
dental, replaced [z] with [s] in medial position in word prizes [praɪzes]
becomes [praɪses] and final position peas [piːz] becomes [piːs] for voiced
alveolar, replaced [ʃ] with [s] in initial position in word shade [ʃeɪd] becomes
[seɪd] and final position in word wish [wɪʃ] becomes [wɪs] for voiceless post
alveolar, and replaced [ʒ] with [ʃ] in medial position in word treasure
[ˈtreʒə(r)] becomes [ˈtreʃə(r)] for voiced post alveolar.
43
f. R06
She made errors in pronouncing voiced labiodental, voiced dental,
voiceless dental, voiced alveolar, and voiceless post alveolar. He replaced [v]
with [f] for in final position in word live [liːv] becomes [liːv] for voiced
labiodental, replaced [ð] with [t] in medial position in word worthiness
[wɜːðinəs] becomes [wɜːtinəs] and final position in word bathe [beɪð] becomes
[beɪt], replaced [ð] with [θ] in final position in word with [wɪð] becomes [wɪθ]
for voiced dental, replaced [θ] with [t] in initial in word thin [θɪn] becomes
[tɪn], medial in word unthinkable [ʌnˈθɪŋkəbl] becomes [ʌnˈtɪŋkəbl] and final
in word faith [feɪθ] becomes [feɪt] for voiceless dental, replaced [z] with [s] in
medial and final position in word peas [piːz] becomes [piːs] for voiced
alveolar and replaced [ʃ] with [s] in initial position in word shade [ʃeid]
becomes [seid] and final postion in word mash [mæʃ] becomes [mæs] for
voiceless post alveolar, and replaced [ʒ] with [z] in medial position for voiced
post alveolar in word [ˈtreʒə(r)] with [ˈtrezə(r)].
g. R07
She made errors in pronouncing words containing voiced labiodental,
voiced post alveolar. She replaced [v] with [f] in initial position in word van
[væn] becomes [fæn] and final position in word live [liːv] becomes [liːv] for
44
voiced labiodental, replaced [ð] with [d] in initial position in word there
[ðeə(r)] becomes [deə(r)], replaced [ð] with [t] in medial position in word
breathed [briːðed] becomes [briːted] and final position in word writhe [raɪð]
becomes [raɪð], [ð] with [θ ] in final position in word with [wɪð] becomes [wɪt]
for voiced dental, replaced [θ] with [t] in initial in word thank [θæŋk] becomes
[tæŋk] and final position in word faith [feɪθ] becomes [feɪt] for voiceless
dental, replaced [z] with [s] in medial position in word praizes [praɪzes]
becomes [praɪses] and final position word peas [piːz] becomes [piːs] for
voiced alveolar, replaced [ʃ] with [s] in initial position in word shade [ʃeɪd]
becomes [seɪd] and final position in word wish [wɪʃ] becomes [wɪs] for
voiceless post alveolar, and replaced [ʒ] with [ʃ] in medial position in word
treasure [ˈtreʒə(r)] becomes [ˈtreʃə(r)] for voiced post alveolar.
h. R08
He made errors in pronouncing voiced labiodental, voiced dental,
voiceless dental, voiced alveolar, voiceless post alveolar, and voiced post
alveolar. He replaced [v] with [f] in initial in word [væn] becomes [fæn] and
final position in word live [liːv] becomes [liːv] for voiced labiodental, replaced
[ð] with [d] in initial in word there [ðeə(r)] becomes [deə(r)], and medial in
word father [fɑːðə(r)] becomes [fɑːdə(r)] for voiced dental, replaced [ð] with
[t] in medial [wɜːðinəs] becomes [wɜːtinəs] and final position in word with
[wɪð] becomes [wɪt] for voiced dental, replaced [θ] with [t] in initial word
45
thank [θæŋk] becomes [θæŋk], in medial word unthinkable [ʌnˈθɪŋkəbl]
becomes [ʌnˈtɪŋkəbl], and final word faith [feɪθ] becomes [feɪθ] for voiceless
dental, replaced [z] with [s] in medial word prizes [praɪzes] becomes [praɪses]
and final position word those [dəʊz] becomes [dəʊs] for voiced alveolar,
replaced [ʃ] with [s] in medial word shin [ʃɪn] becomes [sɪn] and final position
word wish [wɪʃ] becomes [wɪs] for voiceless post alveolar, and replaced [ʒ]
with [ʃ] in medial position wor measure [ˈmeʒə(r)] becomes [ˈmeʃə(r)] for
voiced post alveolar.
i. R09
voiceless dental, voiceless alveolar, voiced alveolar, voiceless post alveolar.
She replaced [v] with [f] in final position in word live [lɪv] with [lɪf] for voiced
labiodental, replaced [ð] with [t] in medial position in word worthiness
[wɜːðinəs] with [wɜːtinəs], replaced [ð] with [θ] in final position in word bathe
[beɪð] with [beɪθ] for voiced dental, replaced [θ] with [t] in initial, medial and
final position for voiceless dental, replaced [s] with [z] in final position in
word gas [ɡæs] becomes [ɡæz] and [s] with [ʃ] in initial position in word sue
[suː] becomes [ʃuː] replaced [z] with [s] in medial in word measles [ˈmiːzlz]
with [ˈmiːsls] and final position [pliːz] with [pliːs ] for voiced alveolar.
46
j. R10
She made errors in pronouncing voiced dental, voiced labiodental,
voiced alveolar and voiced post alveolar. She replaced [ð] with [θ] in medial
position for voiced dental in word worthiness [wɜːðinəs] becomes [wɜːtinəs],
replaced [v] with [f] in final position for voiced labiodental in word live [lɪv]
becomes [lɪf], replaced [z] with [s] in final position in word bays [beɪz]
becomes [beɪs], and replaced [ʒ] with [z] in medial position for voiced post
alveolar in word [ˈtreʒə(r)] with [ˈtrezə(r)].
k. R11
voiceless dental, voiced alveolar. He replaced [ð] with [d] in initial position in
word those [ðəʊz] become [dəʊs] , replaced [ð] with [t] in medial position in
word worthiness [wɜːðinəs] becomes [wɜːtinəs], replaced [ð] with [θ] in final
position in word tithe [taɪð] become [taɪt ]for voiced dental, replaced [v] with
[f] in initial position in word van [væn] becomes [fæn] and final position in
word leave [liːv] becomes [liːf] for voiced labiodental, replaced [θ] with [t] in
initial position in word thought [θɔːt] becomes [θɔːt] and final position in word
faith [feɪθ] becomes [feɪt] for voiceless dental, replaced [z] with [s] for voiced
alveolar in medial position in word prizes [praɪzes] becomes [praɪses] and final
position in word ties [taɪz] becomes [taɪs], and replaced [ʒ] with [ʃ] in medial
47
position in word pleasure [ˈpleʒə(r)] becomes [ˈpleʃə(r)] for voiced post
alveolar.
l. R12
voiceless dental, voiced alveolar, and voiced post alveolar. He replaced [ð]
with [d] in word father [fɑːðə(r)] becomes [fɑːdə(r)] and [ð] with [t] in medial
position in word worthiness [wɜːðinəs] becomes [wɜːtinəs] and final position
in word writhe [raið] becomes [rait] for voiced dental, replaced [v] with [f] in
initial position in word van [væn] becomes [fæn] for voiced labiodental,
replaced [θ] with [t] in the three positions for voiceless dental, in initial
position in word thin [θɪn] becomes [θɪn], in medial position in word
unthinkable [ʌnˈθɪŋkəbl] becomes [ʌnˈtɪŋkəbl], and final position in word
tenth [tenθ] becomes [tenθ], replaced [z] with [s] in medial position in word
prizes [praɪzes] becomes [praɪses] and final position in word peas [piːz]
becomes [piːs] for voiced alveolar, and replaced [ʒ] with [ʃ] in medial position
in word measure [ˈmeʒə(r)] becomes [ˈmeʃə(r)] for voiced post alveolar.
m. R13
alveolar. He replaced [ð] with [t] in medial position in word worthiness
48
[wɜːðinəs] becomes [wɜːtinəs] and final position in word writhe [raið]
becomes [rait] for voiced dental, replaced [ð] with [θ] in final position in word
with [wɪð] becomes [wɪ θ], replaced [v] with [f] in final position in word live
[lɪv] becomes [lɪv] for voiced labiodental, replaced [z] with [s] in medial
position in word prizes [praɪzes] becomes [praɪses] and final position in word
ties [taɪz] becomes [taɪs] for voiced alveolar, and replaced [ʒ] with [ʃ] in
medial position in word pleasure [ˈpleʒə(r)] becomes [ˈpleʃə(r)] for voiced
post alveolar.
n. R14
alveolar. He replaced [ð] with [t] in medial word worthiness [wɜːðinəs]
becomes [wɜːtinəs] and final position word bathe [beɪð] becomes [beɪt] for
voiced dental, replaced [θ] with [t] in initial position word thread [θred]
becomes [tred], in medial position in word unthinkable [ʌnˈθɪŋkəbl] becomes
[ʌnˈtɪŋkəbl] for voiceless dental, replaced [v] with [f] in initial position in
word van [væn] becomes [fæn] and final position in word live [liːv] becomes
[liːv] for voiced labiodental, replaced [z] with [s] in medial position in word
prizes [praɪzes] becomes [praɪzes] and final position word choose [tʃuːz]
becomes [tʃuːs] for voiced alveolar, replaced [ʃ] with [s] in initial word shred
[ʃred] becomes [sred] for voiceless post alveolar and replaced [ʒ] with [ʃ] in
49
medial position word measure [ˈmeʒə(r)] becomes [ˈmeʃə(r)] for voiced post
alveolar.
o. R15
alveolar. He replaced [ð] with [t] in medial word breathed [briːðed] becomes
[briːted] and final position word tithe [taɪð] becomes [taɪt] for voiced dental,
replaced [θ] with [t] in initial position word thick [θɪk] becomes [tɪk], in
medial position word unthinkable [ʌnˈθɪŋkəbl] becomes [ʌnˈθɪŋkəbl], and
final word tenth [tenθ] becomes [tent] for voiceless dental, replaced [v] with
[f] in initial word van [væn] becomes [fæn] and final word live [lɪv] becomes
[lɪf] for voiced labiodental, replaced [z] with [s] in medial position in word
prizes [praɪzes] becomes [praɪzes] and final position word choose [tʃuːz]
becomes [tʃuːs] for voiced alveolar, replaced [ʃ] with [s] in initial word shred
[ʃred] becomes [sred] and final word gash [ɡæʃ] becomes [ɡæʃ] for voiceless
post alveolar and replaced [ʒ] with [ʃ] in medial position word measure
[ˈmeʒə(r)] becomes [ˈmeʃə(r)] for voiced post alveolar.
50
p. R16
alveolar. He replaced [ð] with [t] in medial position breathed [briːðed]
becomes [briːted], replaced [ð] with [θ] in final position word with [wɪð]
becomes [wɪt] for voiced dental, replaced [θ] with [t] in initial position word
thick [θɪk] becomes [tɪk], in medial position word unthinkable [ʌnˈθɪŋkəbl]
becomes [ʌnˈθɪŋkəbl] and final word tenth [tenθ] becomes [tent] for voiceless
dental, replaced [v] with [f] in initial word van [væn] becomes [fæn] and final
word live [lɪv] becomes [lɪf] for voiced labiodental, replaced [z] with [s] in
medial word prizes [praɪzes] becomes [praɪses] and final position position
word choose [tʃuːz] becomes [tʃuːs] for voiced alveolar, and replaced [ʒ] with
[ʃ] in medial position [ˈtreʒə(r)] becomes [ˈtreʃə(r)] for voiced post alveolar.
q. R17
alveolar. He replaced [ð] with [t] in medial position word breathed [briːðed]
becomes [briːted], replaced [ð] with [θ] in final position word tithe [taɪð]
becomes [taɪt] for voiced dental, replaced [θ] with [t] in final position word
tenth [tenθ] becomes [tent] for voiceless dental, replaced [v] with [f] in initial
51
word van [væn] becomes [fæn] and final word live [lɪv] becomes [lɪf] for
voiced labiodental, replaced [z] with [s] in medial word prizes [praɪzes]
becomes [praɪses] and final position word choose [tʃuːz] becomes [tʃuːs] for
voiced alveolar, and replaced [ʒ] with [ʃ] in medial position [ˈtreʒə(r)]
becomes [ˈtreʃə(r)] for voiced post alveolar.
r. R18
alveolar. He replaced [ð] with [t] in medial position in word breathed [briːðed]
becomes [briːted], replaced [ð] with [θ] in final position in word tithe [taɪð]
becomes [taɪt] for voiced dental, replaced [θ] with [t] in initial in word thank
[θæŋk] becomes [θæŋk], in medial position unthinkable [ʌnˈθɪŋkəbl] becomes
[ʌnˈθɪŋkəbl] and final [tenθ] becomes [tent] for voiceless dental, replaced [v]
with [f] in initial word van [væn] becomes [fæn] and final word live [lɪv]
becomes [lɪf] for voiced labiodental, replaced [z] with [s] in medial word
prizes [praɪzes] becomes [praɪses] and final position word choose [tʃuːz]
becomes [tʃuːs] position for voiced alveolar, and replaced [ʒ] with [ʃ] in
medial position [ˈtreʒə(r)] becomes [ˈtreʃə(r)] for voiced post alveolar.
52
s. R19
alveolar. She replaced [ð] with [d] in initial position in word there [ðeə(r)]
becomes [deə(r)], replaced [ð] with [t] in medial position in word worthiness
[wɜːðinəs] becomes [wɜːtinəs] and final position in word writhe [raɪð]
becomes [raɪt], replaced [ð] with [θ] in final position in word with [wɪð]
becomes [wɪt] for voiced dental, replaced [θ] with [t] in initial position in word
thick [θɪk] becomes [tɪk], in medial position in word unthinkable [ʌnˈθɪŋkəbl]
becomes [ʌnˈtɪŋkəbl] , and final position in word math [mæθ] becomes [mæt]
for voiceless dental, replaced [v] with [f] in initial position in word van [væn]
becomes [fæn] and final position in word live [lɪv] becomes [lɪf] for voiced
labiodental, replaced [z] with [s] in medial position in word prizes [praɪzes]
becomes [praɪses] and final position in word choose [tʃuːz] becomes [tʃuːs] for
voiced alveolar, replaced [ʃ] with [s] in initial position in word shin [ʃɪn]
becomes [sɪn] and final position in word wish [wɪʃ] becomes [wɪs] for
voiceless post alveolar, and replaced [ʒ] with [ʃ] in medial position position in
word treasure [ˈtreʒə(r)] becomes [ˈtreʃə(r)] for voiceless post alveolar.
53
t. R20
voiceless dental, voiced labiodental, voiced alveolar, voiceless post alveolar,
and voiced post alveolar. She replaced [ð] with [t] in medial position in word
worthiness [wɜːðinəs] becomes [wɜːtinəs] and final position in word tithe
[taɪð] becomes [taɪt], replaced [ð] with [θ] in final position in word with [wɪð]
becomes [wɪt] for voiced dental, replaced [θ] with [t] in initial position in word
thin [θɪn] becomes [tɪn] and final [tenθ] becomes [tent] for voiceless dental,
replaced [v] with [f] in final position in word live [lɪv] becomes [lɪf] for voiced
labiodental, replaced [z] with [s] in medial position in word prizes [praɪzes]
becomes [praɪses] and final position in word choose [tʃuːz] becomes [tʃuːs] for
voiced alveolar, and replaced [ʒ] with [ʃ] in medial position in word treasure
[ˈtreʒə(r)] becomes [ˈtreʃə(r)] for voiceless post alveolar.
B. Data Description
The analysis of the respondents in pronouncing fricatives consonants were
grouped based on the kind of fricatives, such as labiodental [f] & [v], dental [θ] &
[ð], alveolar [s] & [z], and post alveolar [∫] & [ʒ]. For additional description, each
of those sounds was classified based on its sound.
The analysis began with the identification of the errors by comparing each
respondent actual pronunciation with the standard phonetic transcription. Then,
54
those deviations found were listed down based on each sound and each position of
occurrences in a table, as seen in table below.
Table 4.4
The Deviation of f
Words Standard Respondents‟ Deviation % of
Phonetics Actual errors
Transcription Pronunciation
Leaf [liːf] [liːf] ff 0%
Fan [fæn] [fæn] ff 0%
Fast [fɑːst] [fɑːst] ff 0%
Life [laɪf] [laɪf] / [lɪf] ff 0%
Fade [feɪd] [fed] ff 0%
Fair [feə(r)] [feə(r)] ff 0%
Fail [feɪl] [fel] ff 0%
Fellow [feləʊ] [felə] ff 0%
Fun [fʌn] [fʌn] ff 0%
Fodder [fɒdə(r)] [fɒdə(r)] ff 0%
father [ˈfɑːðə(r)] [fɑːdə(r)] ff 0%
Faze [feɪz] [feɪs] ff 0%
Fate [feɪt] [fet] ff 0%
Face [feɪs] [fes] ff 0%
55
Faith [feɪθ] [feɪt] ff 0%
Based on the table above, the result showed all of the respondents pronounce
[f] correctly without doing mistakes. They put their lower lip attached their upper
teeth exactly so the air could pass between their teeth and lip. They didn‟t get
difficulties in pronouncing [f] considering that sound is exist in Indonesia Phonetic
System, and there is no change on the sound of fricatives sound [f]. All the sound [f]
is pronounced as it should be.
In English and in Bahasa Indonesia [f] appears on three places, initial, medial,
and final, so that students do not have problems to pronounce the English words
consisting [f] because most of them are so familiar with it. In essence, [f] in Bahasa
Indonesia resembles the sound in English.
Table 4.5
The Deviation of v
Van [væn] [fæn] vf 55%
Vast [vɑːst] [fɑːst] vf 55%
Leave [liːv] [liːf] vf 65%
Live [lɪv] [lɪf] vf 85%
56
In pronouncing the sound [v], most of the respondents produce the sound [f]
instead of the sound [v]. For example, the students pronounced the word van as [fæn]
instead of [væn]. Although most of the students mispronounced the target words van,
vast, leave and live, it does not represent that it is a total failure of the production of
the labiodental fricative sound [v]. Some of the students could pronounce those words
correctly.
From the table above, it can be seen that more than fifty five percent of all the
respondents made the replacement of [v] with [f] in each of the two positions (initial
and final) of the occurrences. The reason behind this substitution of the sound [v] with
[f] might occur mainly due to the fact that Indonesian phonetic system does not have
voiced sound in its labiodental fricative. Hence, most of them replaced [v] with [f]
and made it to be the only pattern of error.
Table 4.6
The Deviation of ð
There [ðeə(r)] [dər] ðd 20%
Those [ðəʊz] [dəʊs] ðd 20%
Father [fɑːðə(r)] [ˈfɑːdə(r)] ðd 85%
Worthiness [wɜːðinəs] [wɜːtɪnes] ðt 85%
57
Breathed [briːðed] [briːted] ðt 75%
Writhe [raɪð] [raɪt] ðt 85%
Bathe [beɪð] [beɪð] ðt 85%
Lathe [leɪð] [leɪθ] ðt 90%
Tithe [taɪð] [taɪθ][tɪt] ðθ /ðt 80%
With [wɪð] [wɪθ] [wɪt] ðθ/ðt 80%
Based on the table above, there were three deviations made by the respondents
in pronouncing [ð]. They were the replacement of [ð] with [d], the substitution of [ð]
with [t] and the switching of [ð] with [θ]. Some of the deviations could be found in all
of three positions (initial, medial, and final) and the others could only be found in one
or two positions (initial and final). The description of three deviations will be
explained as follow:
1. [ð] pronounced as [d]
The first deviation is the replacement of [ð] with [d], in articulating [ð]
signified that [ð] as a voiced dental fricative was being replaced with [d] which is
a voiced alveolar stop. The difference could be observed because of the different
place and manner of articulation of the two sounds. Normally, to make the sound
[ð], the tip of the tongue is put behind the upper front teeth. However, in this case,
most of the respondents put the front part of their tongue on their alveolar ridge,
58
causing the alveolar sound to be produced rather than dental sound. Consequently,
the respondents made deviation by replacing [ð] with [d].
2. [ð] pronounced as [t]
The second deviation found in the pronunciation of [ð] was the substitution
of [ð] with [t]. In this deviation, the respondents completely changed all of the
elements of [ð]. Firstly, in terms of state of the vocal cords, they did not vibrate
their vocal cords as they should. Secondly, they constructed alveolar sound in
place of dental. Finally, for the manner of articulation, they were more likely to
produce a stop sound rather than a fricative sound. As a result, they produced a
very distinct sound from [ð] that is, [t].
3. [ð] pronounced as [θ]
Another deviation of [ð] occured when the respondents articulated [θ] for the
sound [ð] such as in the pronunciation of „lathe‟, „tithe‟ „bathe‟ and „with‟. In this
identifiable deviation, they only deviated the state of the vocal cords since they
did not vibrate their vocal cords in producing the [ð] sound, resulting on the
occurrence of the nearest sound that had the equivalent result, that is, [θ].
59
Table 4.7
The Deviation of θ
Thank [θæŋk] [tæŋk] θt 55%
Thread [θred] [tred] θt 60%
Thin [θɪn] [tɪn] θt 60%
Thigh [θaɪ] [taɪ] θt 40%
Thick [θɪk] [tɪk] θt 65%
Thought [θɔːt] [tɔːt] θt 75%
Unthinkable [ʌnˈθɪŋkəbl] [ʌnˈtɪŋkəbl] θt 55%
Faith [feɪθ] [feɪt] θt 85%
Tenth [tenθ] [tent] [ten] θt 90%
Math [mæθ] [mæ] θt 55%
Moth [mɒθ] [mɒt] θt 55%
[θ] pronounced as [t]
The table above shows clearly that [θ] was often deviated to [t] in the initial,
medial and final positions. It can happen since both [θ] and [t] share one thing in
common, that is, both of them are voiceless sounds. Nonetheless, when the
respondents replaced [θ] with [t], they diverged two important features of [θ]: they
60
changed the place of articulation of [θ] from dental to alveolar and in terms of the
manner of articulation, they stopped the air stream and then released it abruptly,
creating stop instead of fricative. Thus, by replacing [θ] with [t], the respondents made
their deviation.
These two sounds, [ð] and [θ] can be found three places in English words, for
instance, they can appear in word initial, medial and final positions, but they do not in
Bahasa Indonesia because they are not known and exerted in the phonological sound
of Bahasa Indonesia. As a result, it is very difficult for the respondents to pronounce
English words having either [θ] or [ð]. The respondents are inclined to pronounce
them as [t] and [d].
Table 4.8
The Deviation of S
Face [feɪs] [fes] ss 0%
Dose [dəʊs] [dəʊs] ss 0%
Prices [praɪs] [praɪs] ss 0%
Dice [daɪs] [daɪs] ss 0%
Peace [piːs] [piːs] ss 0%
Sick [sɪk] [sɪk] ss 0%
Face [feɪs] [feɪs] ss 0%
Sack [sæk] [sæk] ss 0%
61
Sue [suː] [ʃuː] ss 5%
Same [seɪm] [seɪm] ss 0%
Gas [ɡæs] [ɡæz] ss 5%
Based on the table above, it showed almost all of the respondents of the sixth
semester of IAIN Salatiga pronounce [s] correctly. It might cause the word [s] are
exist and frequently used in Indonesia so that they didn‟t get difficulties to pronounce
it.
Table 4.9
The Deviation of z
Breezed [briːz] [briːs] zs 70%
Ties [taɪz] [taɪs] [tɪs] zs 85%
Bays [beɪz] [beɪs] zs 95%
Lays [leɪz] [leɪs] zs 100%
Faze [feɪz] [feɪs] zs 70%
Doze [dəʊz] [dəʊs] zs 80%
Prizes [praɪz] [praɪs] zs 85%
Dies [daɪz] [daɪs] zs 90%
62
Peas [piːz] [piːs] zs 90%
Choose [tʃuːz] [tʃuːs] zs 100%
Measles [ˈmiːzlz] [miːsls] zs 80%
Treason [tri:zn] [tri:sn] zs 80%
please [pliːz] [pliːs] zs 80%
The only one deviation is the replacement of [z] with [s], in articulating [z]
known as voiced alveolar fricative was replaced by [s] known as voiceless alveolar
fricative. Normally, to make the sound [z], by attaching the middle of the tongue to
the alveolar ridge and the vocal cords move to make this sound. In this case, more
than fifty percent of respondents mispronounce [z] they tend to produce [s] by moving
the tip and the front of the tongue up so they lightly touch the alveolar ridge just
behind the teeth rather than producing [z].
In line with the explanation above, it can be said that any English words
having the phoneme [s] are pronounced as [s] rather than [z] by the respondent of this
research. In line with the findings of this study, it is discovered that this phoneme [z]
seems not to disturb the respondents of this research in pronouncing the English
words possessing it initially and medially, except when it occurs in the final position
because the Indonesian [z] does not appear in this position.
The phoneme [s] in English appears on three places, and so does the phoneme
[s] in Bahasa Indonesia, but the Indonesian phoneme [s] is distinct from the English
63
phoneme, in English phoneme [s] is sometimes articulated as [z] or [s]. While
phoneme [s] in Indonesia is never pronounced as [z], wherever it occurs in the word.
Pertaining to the above difference, it is unearthed that if the [z] in English
appears in the final position, the aforementioned respondents are likely to pronounce
it as [s] rather than [z].
Table 4.10
The Deviation of ʃ
Shop [ʃɒp] [sɒp] ʃ s 25%
Shin [ʃɪn] [sɪn] ʃ s 10%
Shuck [ʃʌk] [sʌk] ʃ s 0%
Share [ʃeə(r)] [seə(r)] ʃ s 20%
Shoes [ʃuː] [suː] ʃ s 20%
Shack [ʃæk] [sæk] ʃ s 15%
Shank [ʃæŋk] [sæŋk] ʃ s 30%
Shame [ʃeɪm] [seɪm] ʃ s 5%
Shred [ʃred] [sred] ʃ s 35%
Shun [ʃʌn] [sʌn] ʃ s 10%
Shade [ʃeɪd] [seɪd] / [sed] ʃ s 30%
Shallow [ʃæləʊ] [sæləʊ] ʃ s 20%
64
Shale [ʃeɪl] [seɪl] / [sel] ʃ s 15%
Gash [ɡæʃ] [ɡæs] / [ɡæz] ʃ s 20%
Mash [mæʃ] [mæs] ʃ s 20%
Wish [wɪʃ] [wɪs] ʃ s 35%
There was one deviation made by respondents in pronouncing [ʃ] that is the
replacement of [ʃ] with [s]. It happened because both of [ʃ] and [s] are likely the same,
both of them are voiceless sounds. The respondents changed the place of articulation
of [ʃ] from post alveolar to alveolar. So they produce [s] by moving the tip of the
tongue to alveolar ridge rather than produce [ʃ], by doing this they make their
deviation.
The English phoneme [ʃ] emerges in three areas in the word initial, medial and
final positions, but the Indonesian phoneme [ʃ] appears only in word initial and
medial positions. Bahasa Indonesia does not have this sound of [ʃ] in the sound
system.
Table 4.11
The Deviation of ʒ
Measure [ˈmeʒə(r)] [mezər] / ʒz / ʒ∫ 95%
65
[me∫ər]
Treasure [ˈtreʒə(r)] [trezə(r)] / ʒz / ʒ∫ 95%
[tre∫ər]
Pleasure [ˈpleʒə(r)] [plezə(r)] / ʒz / ʒ∫ 95%
[ple∫ər]
From the table above there were found 2 deviations made by respondents in
pronouncing [ʒ]. They were the substitution of [ʒ] with [z] and the replacement of [ʒ]
with [∫].
The first deviation done by the respondents was the substitution of [ʒ] with [∫].
If it is seen from the general characteristics of the two sounds, [ʒ] and [∫] can almost
be categorized as similar sounds for the reason that they were two distinct sounds if
being observed from the state of the vocal cords. Whereas [ʒ] is a voiced sound, [∫] is
a voiceless sound. Consequently, when the respondents changed [ʒ] with [∫], they had
generated a deviation in their pronunciation. This deviation only occurred in the
medial positions of a word.
The second deviation was the replacement of [ʒ] with [z]. In this replacement
of voiced post alveolar fricative with voiced alveolar fricative. In making this
deviation the respondents also replaced the place of articulation from post alveolar to
alveolar. It means that they placed the front part of their tongue on the alveolar ridge
66
rather than raised it to the hard palate. Hence, it is clear that by producing [z] instead
of [ʒ], they deviated the sound [ʒ].
Based on the description of the each deviation done by respondents, it can be
inferred that they made 11 deviations of all. The replacement of [ð] with [d], [t], and
[θ], the replacement of [θ] with [t], the replacement of [v] with [f], the replacement of
[s] with [z] and [∫], the replacement of [z] with [s], the replacement of [∫] with [s], and
the replacement of [ʒ] with [∫] and [z]. They made those deviations because those
kinds of fricatives do not appear in Indonesian Phonetic System.
The result of this research is supported with the theory from Moeliono &
Darjowidjojo (2003: 55) in the chapter 2 that [v], [θ], [ð], [ʒ] cannot be found in
Indonesia Phonetic System. In addition, [z] is exist in Indonesia but it doesn‟t find in
final position of words, only in initial and medial of words. Phoneme [∫] can be found
in Indonesia but it has different articulation, in Indonesia phoneme [∫] is almost
similar with [sy] but the respondents tend to produce [s].
C. Data Presentation
This questionnaire was adapted from Restu (2013: 4). The writer rearranged
the statements related to the problem of the research, that is the possible factors
causing students mispronounce of fricatives consonants. This close-ended
questionnaire presented form of Likert‟s scale.
67
Table 4.12
The Result of Questionnaire
NO STATEMENTS Strongly Agree Neither Disagree Strongly
Agree (4) Agree or (2) Disagree
(5) Disagree (1)
(3)
Students’ Ability
1. I am able to make 20% 35% 40% 5% 0%
people surround me
understand what I am
talking about.
2. I am able to pronounce 0% 35% 40% 25% 0%

the English words
correctly without
looking up the
dictionary
3. I am able to correct my 0% 40% 30% 20% 10%
friend pronunciation
while we are practicing
4. I am able to pronounce 0% 25% 45% 25% 5%
fricatives correctly
Students’ Knowledge
5. I know the sounds in 30% 55% 15% 0% 0%
English
6. I know the words that 0% 55% 35% 10% 0%
have fricatives
7. I know that there are 5% 30% 60% 5% 0%
many kinds of fricatives
sound
8. I know the phonetic 5% 20% 55% 20% 0%
68
transcription in English
pronunciation, but I
often make mistakes
when I pronounce it.
Students Difficulties
9. Pronouncing the English 15% 40% 35% 10% 0%
word is difficult because
there are no examples to
read the words
10. It is difficult for me to 5% 25% 55% 15% 0%
pronounce fricatives
although have consulted
the dictionary.
11. It is difficult for me to 10% 20% 40% 30% 0%

learn Pronunciation
12. The difficulty in 10% 35% 45% 10% 0%
learning Pronunciation
is caused by less
concentration
12. The difficulties in 35% 45% 10% 10% 0%
pronouncing English
fricatives consonants is
because I am not used to
say it in daily
conversation
14. The difficulties in 15% 65% 10% 10% 0%
pronouncing English
fricatives consonants is
69
because the written
words in English are
inconsistent to the sound
15. Pronouncing English 5% 55% 30% 10% 0%
fricatives is difficult
because of unfamiliar
words
16. I have a high motivation 5% 30% 50% 15% 0%
to learn language and try
to achieve a correct
pronunciation
17. If I have a better grade, 15% 20% 55% 10% 0%
it will facilitate me to
learn more and rise up
my self-confident
18. When I was at Senior 25% 45% 20% 10% 0%
High School, I never
been taught to
pronounce English word
correctly (pronounce the
words almost the same
with native speakers)
19. I have a good 0% 35% 50% 15% 0%
understanding of
phonological awareness
so it will improve my
skills in speaking and
reading
70
20. The high level of 0% 55% 35% 10% 0%
anxiety might affect my
ability in acquiring the
proper pronunciation
Based on the result of the questionnaire above, the possible factors causing students
mispronounce fricatives consonants can be described as follow:
1. Students’ Ability
There were 55% respondents admit that they could make people around them
understand what they are talking about and 45% respondent could not make people
around them understand what they were talking about. There were 35% respondents
were able to pronounce the English word correctly without looking up the dictionary
and 65% respondent were not able to pronounce the English word correctly without
looking up the dictionary. There were 40% respondent admitted that they were able to
pronounce fricatives correctly and 60% respondent were not able to pronounce
fricatives correctly. There were 25% respondent admitted that they can produce
fricatives correctly and 75% respondent could not pronounce English fricatives
correctly.
From the description above, it proved that there were many respondents
admitted that they could not pronounce fricatives correctly. Most of them admitted
that they could not pronounce the word correctly without looking up the dictionary.
71
However, they tried to make people around them understand about what they were
talking about and tried to correct their friends pronunciations while they practice.
2. Students’ Knowledge
There were 85% respondents admitted that they knew the kind of English
sounds and 15% respondents did not know the kind of English sounds. There were
55% respondents knew the words containing fricatives and 45% respondents did not
know the words containing fricatives. There were 55% respondents admitted that they
knew the kind of fricatives and 45% respondents did not know the kind of fricatives.
There were 35% respondents admitted that they knew the phonetic transcription but
often made mistakes when should pronounce it and 75% respondents admitted that
they knew the phonetic transcription and did not make mistakes when should
pronounce it.
Based on the result, respondents‟ knowledge in pronunciation and the English
sounds were high but they still could not pronounce them correctly. It showed that
many respondents knew the kind of English sounds and also fricatives but they did
not know the phonetic transcription of the words so they could not pronounce it
correctly.
72
3. Students’ Difficulties
There were 55% respondents admit that they find it difficult in pronouncing
words because there were no example to read the words. There were 30% respondents
who say that they found difficulties in pronouncing fricatives sound although have
consulted dictionary. There were 30% respondents who say that they found it difficult
to learn pronunciation. There were 45% respondents admitted that they got difficulties
in learning pronunciation because of less concentration. There were 80% respondent
admit that they got difficulties in pronouncing fricatives because they were not used to
say it in daily conversation. There were 80% respondents admitted that the difficulties
in pronouncing fricatives consonants was because the written words in English are
inconsistent to the sound. There were 60% respondents admitted that it was difficult
for them to pronounce fricatives consonants because of unfamiliar words. There were
65% respondent admit the difficulties in pronouncing fricatives is because the low
level of motivation to learn language and to achieve the correct pronunciation. There
were 65% said that it was difficult for them to pronounce fricatives because of the low
grade might hamper them to learn more. There were 70% respondent said that it was
difficult for them to pronounce fricatives because when they were at Senior High
School they never been taught to pronounce English word correctly. There were 65%
said that it was difficult for them to pronounce fricatives because they did not have
good understanding of phonological awareness. There were 55% respondents
73
admitted that they got difficulties in pronouncing fricatives because the high level of
anxiety might affect their ability in acquiring the proper pronunciation
The respondents admitted that pronouncing English words were difficult
because there were no examples to read the words. They also admitted that they got
difficulty in pronouncing fricatives because they were not used to say it in daily
conversation and there was inconsistent between the written words and the sound.
They could not pronounce fricatives because of unfamiliar words. The high level of
anxiety also contributes to complicate respondents in pronouncing fricatives. The
lower grade they have and the low level of motivation contribute to complicate
respondents in pronouncing fricatives. The respondents said that they never been
taught to pronounce English word correctly when they are in Senior High School and
it caused the get difficulty in pronouncing fricatives. They admitted that they do not
have good understanding of phonological awareness.
74
CHAPTER V
CLOSURE
After conducting the research, doing the analysis, and presenting the result,
then the conclusion and the suggestions of this research will be presented in this
chapter.
A. Conclusion
Based on the table 4.3 of the pronunciation test of fricatives, the writer found the
level of students‟ ability in pronouncing fricatives. The result showed there are 2 or
10% from 20 students could understand about fricative sound are excellent. 14 or 70%
from 20 students are good. 4 or 20% from 20 students are fair and 0% from 20
students is poor. They made 11 deviations of all. The replacement of [ð] with [d], [t]
and [θ], the replacement of [θ] with [t], the replacement of [v] with [f], the
replacement of [s] with [z] and [∫], the replacement of [z] with [s], the replacement of
[∫] with [s], the replacement of [ʒ] with [∫] and [z].
The writer found that there were several factors causing respondents
mispronounce fricatives consonants. It was classified into three categories. They were
students‟ ability, students‟ knowledge and students‟ difficulties in pronouncing
75
fricatives consonants. First was the students‟ ability, the respondent could not pronounce
fricatives correctly. They could not pronounce the word correctly without looking up the
dictionary. Second was students‟ knowledge, they knew the phonetic transcription in
English but they still made mistakes and did not know how to pronounce the correct
sounds. They could not mention the kind of fricatives in English. Finally, the writer
also found the kind of difficulties and some factors made students‟ difficulties in
pronouncing fricatives. It was caused by the inconsistency between the written words
in English and the sounds. The students did not used to say and to practice English
words in their daily conversations, they never been taught to pronounce English word
correctly when they were in senior high school, did not have good understanding of
phonological awareness, the non-existing examples to read the words, the lower
grade, the low level of motivation, the unfamiliar words, and the high level of anxiety
also contributed to complicate students in pronouncing fricatives. In connection with
this case, the writer would like to give some suggestions for both teachers and
students.
B. Suggestion
1. For English Teachers
Teachers play an important role in teaching and learning process. Since there
are many English sounds which are not found in Indonesian language and needed to
be taught to their students they must train the students to improve their pronunciation
76
better. Because, based on the results, many of the students still do not understand how
to pronounce fricatives consonants. The teachers should be good models, from whom
the students can learn how to pronounce English words correctly. The teacher
sometimes asks the students to drill the English words in order to make them familiar
and pronounce them correctly. Besides, they can also give some assignments to their
students related to the pronunciation, such as having group conversation, practicing
speaking, etc. Here the teacher must pay attention to the students‟ pronunciation.
2. For the students
Students who learn English, need to know how to pronounce English well and
correctly. Besides, learning the English sounds from their teacher in the classroom,
they can learn English sounds by watching English program on TV and listening to
the English songs or other materials providing guidance to learn English sounds.
Moreover, it is important for them to practice the English sounds, for example,
practicing conversation with friends, or singing English songs. They can also imitate
the English natives‟ pronunciation when they are listening to them whether from TV
or cassettes. By doing ways of learning English they can improve their English
pronunciation. They also need to rise their motivation in learning English especially
pronunciation because people may think smart students are those who can pronounce
the word correctly at least it is true based on the phonetic transcription.
77
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The Result of Students’ Pronunciation
R01
Types of Words Standard Students’ Deviation

Fricatives Phonetics Actual
Voiced There [ðeə(r)] [dər] ðd
Dental Those [ðəʊz] [dəʊs] ðd
Father [fɑːðə(r)] [ˈfɑːdə(r)] ðd
Worthiness [wɜːðinəs] [wɜːtɪnes] ðt
Lathe [leɪð] [leɪθ] ðθ
Breathed [briːðed] [briːted] ðt
Bathe [beɪð] [beɪθ] ðt
With [wɪð] [wɪθ] ðθ
Voiceless Thread [θred] [tred] θt
Dental Thought [θɔːt] [tɔːt] θt
Faith [feɪθ] [feɪt] θt
Tenth [tenθ] [ten] θt
Moth [mɒθ] [mɒt] θt
Voiced Leave [liːv] [liːf] vf
Labiodental Live [lɪv] [lɪf] vf
Voiced Post Measure [ˈmeʒə(r)] [mezər] ʒz
Alveolar Treasure [ˈtreʒə(r)] [trezə(r)] ʒz
Pleasure [ˈpleʒə(r)] [plezə(r)] ʒz
Voiced Breezed [briːzd] [briːs] zs
Alveolar Bays [beɪz] [beɪs] zs
Lays [leɪz] [leɪs] zs
Prizes [praɪzes] [praɪs] zs
Dies [daɪz] [daɪs] zs
Peas [piːz] [piːs] zs
Choose [tʃuːz] [tʃuːs] zs
Measles [ˈmiːzlz] [miːsls] zs
Treason [tri:zn] [tri:sn] zs
Please [pliːz] [pliːs] zs
81
R02

Voiced Writhe [raɪð] [raɪt] ðt
Dental Tithe [taɪð] [taɪθ] ðθ
Bathe [beɪð] [beɪð] ðt
Voiceless Faith [feɪθ] [feɪt] θt
Dental Math [mæθ] [mæt] θt
Thread [θred] [tred] θt
Tenth [tenθ] [tent] θt
Unthinkable [ʌnˈθɪŋkəbl] [ʌnˈtɪŋkəbl] θt
Voiced Post Measure [ˈmeʒə(r)] [meʃeər] ʒʃ
Alveolar Treasure [ˈtreʒə(r)] [treʃə(r)] ʒʃ
Pleasure [ˈpleʒə(r)] [pleʃə(r)] ʒʃ
Voiceless Shun [ʃʌn] [sʌn] ʃ s
Post Shred [ʃred] [sred] ʃ s
Alveolar Shank [ʃæŋk] [sæŋk] ʃ s
Voiced Ties [taɪz] [taɪs] zs
Prizes [praɪzes] [praɪses] zs
Peas [piːz] [piːz] zs
Dies [daɪz] [daɪz] zs
Choose [tʃuːz] [tʃuːz] zs
R03
82
Voiced Father [fɑːðə(r)] [ˈfɑːdə(r)] ðd
Dental Worthiness [wɜːðinəs] [wɜːtɪnes] ðt
Writhe [raɪð] [raɪt] ðt
Tithe [taɪð] [taɪθ] ðθ
Voiceless Thank [θæŋk] [tæŋk] θt
Dental Thread [θred] [tred] θt
Thick [θɪk] [tɪk] θt
Thought [θɔːt] [tɔːt] θt
Tenth [tenθ] [ten] θ
Math [mæθ] [mæ] θt
Voiced Post Measure [ˈmeʒə(r)] [mezər] ʒz
Alveolar Treasure [ˈtreʒə(r)] [trezə(r)] ʒz
Labiodental Van [væn] [fæn] vf
Vast [vɑːst] [fɑːst] vf
Live [lɪv] [lɪf] vf
Faze [feɪz] [feɪs] zs
Doze [dəʊz] [dəʊs] zs
Ties [taɪz] [taɪs] zs
83
Voiceless Shop [ʃɒp] [sɒp] ʃ s
Post Shun [ʃʌn] [sʌn] ʃ s
Alveolar Share [ʃeə(r)] [seə(r)] ʃ s
Shoes [ʃuːs] [suːs] ʃ s
Shack [ʃæk] [sæk] ʃ s
Shank [ʃæŋk] [sæŋk] ʃ s
Shame [ʃeɪm] [seɪm] ʃ s
Shred [ʃred] [sred] ʃ s
Gash [ɡæʃ] [ɡæs] ʃ s
Mash [mæʃ] [mæs] ʃ s
Wish [wɪʃ] [wɪs] ʃ s
Shallow [ʃæləʊ] [sæləʊ] ʃ s
Shale [ʃeɪl] [seɪl] ʃ s
R04

Voiced Worthiness [wɜːðinəs] [wɜːtɪnes] ðt
Dental Writhe [raɪð] [raɪt] ðt
Lathe [leɪð] [leɪθ] ðt

Tithe [taɪð] [tɪt] ðt
With [wɪð] [wɪt] ðt
Voiceless Thick [θɪk] [tɪk] θt
Dental Tenth [tenθ] [tent] θt
84
Thigh [θaɪ] [taɪ] θt
Voiced Post Measure [ˈmeʒə(r)] [meʃər] ʒʃ
Voiceless Share [ʃeə(r)] [seə(r)] ʃ s
Post Shank [ʃæŋk] [sæŋk] ʃ s
Alveolar Wish [wɪʃ] [wɪs] ʃ s
Shade [ʃeɪd] [seɪd] ʃ s
Shoes [ʃuːs] [suːs] ʃ s
Shame [ʃeɪm] [seɪm] ʃ s
Gash [ɡæʃ] [ɡæz] ʃ z
Shop [ʃɒp] [sɒp] ʃ s
Voiced Faze [feɪz] [feɪs] zs
Prizes [praɪz] [praɪs] zs
R05

85

Thin [feɪθ] [feɪt] θt
Math [mæθ] [mæt] θt
Labiodental Van [væn] [fæn] vf
86
Voiceless Shade [ʃeɪd] [seɪd] ʃ s
Post Wish [wɪʃ] [wɪs] ʃ s
Alveolar Shred [ʃred] [sred] ʃ s
Gash [ɡæʃ] [ɡæz] ʃ z
R06

Dental Breathed [briːðed] [briːted] ðt

Voiceless Thin [θɪn] [tɪn] θt
Dental Thank [θæŋk] [tæŋk] θt
87
Voiced Live [lɪv] [lɪf] vf

Labiodental Leave [liːv] [liːf] vf
Van [væn] [fæn] vf
Voiceless Shade [ʃeid] [seid] ʃs

Post Shank [ʃæŋk] [sæŋk] ʃ s
Alveolar
Shred [ʃred] [sred] ʃ s

Alveolar Ties [taɪz] [tɪs] zs
Bays [beɪz] [beɪs] zs
R07
88
Tithe [taɪð] [taɪt] ðt
Bathe [beɪð] [beɪt] ðt
Lathe [leɪð] [leɪt] ðt

Thin [θɪn] [tɪn] θt
Voiceless Shank [ʃæŋk] [sæŋk] ʃ s
Alveolar Mash [mæʃ] [mæs] ʃ s
Shade [ʃeɪd] [sed] ʃ s
89
Shoe [ʃuː] [suː] ʃ s
Shin [ʃɪn] [sɪn] ʃ s
Share [ʃeɪr] [ser] ʃ s
Shale [ʃeɪl] [sel] ʃ s
Voiced Breezed [briːz] [briːs] zs
Alveolar Ties [taɪz] [taɪs] zs
Prizes [praɪzes] [praɪses] zs
R08

Bathe [beɪð] [beɪθ] ðθ

Voiceless Faith [feɪθ] [feɪt] θt
Dental Tenth [tenθ] [tent] θt
90
Labodental
ALveolar Ties [taɪz] [taɪs] zs
R09

Bathe [beɪð] [beɪθ] ð θ

91
Dental Thank [θæŋk] [tæŋk] θt
Tenth [tenθ] [tent] [ten] θt
Labiodental
Alveolar Ties [taɪz] [tɪs] zs
Faze [feɪz] [feɪs] ff
Voiceless Gas [ɡæs] [ɡæz] sz
Alveolar Sue [suː] [ʃuː] s ʃ
Alveolar Wish [wɪʃ] [wɪs] ʃ s
Shade [ʃeɪd] [sed] ʃ s
Share [ʃeɪr] [seɪr] ʃ s
Shale [ʃeɪl] [seɪl] ʃ s
92
R10

Dental
Ties [taɪz] [taɪs] [tɪs] zs
Dies [dəʊz] [dəʊs] zs
Peas [daɪz] [daɪs] zs
Choose [piːz] [piːs] zs
Measure [ˈmeʒə(r)] [mezər] ʒz
Treasure [ˈtreʒə(r)] [trezə(r)] ʒz
R11

Voiced Those [ðəʊz] [dəʊs] ðd
Dental Father [fɑːðə(r)] [ˈfɑːdə(r)] ðd
Writhe [raið] [rait] ðt
Lathe [beɪð] [beɪθ] ðθ
93
Tenth [tenθ] [tent] [ten] θt
Voiced Vast [vɑːst] [fɑːst] vf
Labiodental Leave [liːv] [liːf] vf
Alveolar Prizes [praɪzes] [praɪs] zs
Ties [taɪz] [tɪs] zs
Alveolar Gash [ɡæʃ] [ɡæs] ʃ s
94
R12

Voiced Father [fɑːðə(r)] [ˈfɑːdə(r)] ðd
Dental Writhe [raið] [rait] ðt

Thank [θæŋk] [tæŋk] θt
Labiodental Leave [liːv] [fæn] vf
Van [væn] [væn] vf
Prize [praɪz] [praɪs] zs
95
R13

Voiced Writhe [raið] [rait] ðt

Labiodental
Voiced Post Measure [ˈmeʒə(r)] [ˈmeʃə(r)] ʒʃ
96
ALveolar Bays [beɪz] [beɪs] zs
R014

Voiceless Thread [θred] [tred] θt
Dental Math [mæθ] [mæ] θt
Voiced Van [væn] [fæn] vf
Labiodental Vast [vɑːst] [fɑːst] vf
Leave [liːv] [liːf] vf
97

Voiceless Shred [ʃred] [sred] ʃ s
Post Shoe [ʃuː] [suː] ʃ s
Alveolar
Voiced Post Measure [ˈmeʒə(r)] [meʃər] ʒ ʃ
Alveolar Treasure [ˈtreʒə(r)] [treʃə(r)] ʒ ʃ
Pleasure [ˈpleʒə(r)] [pleʃə(r)] ʒ ʃ
R15

Voiced Breathed [briːðed] [briːted] ðt
Dental Writhe [raɪð] [raɪt] ðt

Dental Unthinkable [ʌnˈθɪŋkəbl] [ʌnˈtɪŋkəbl] θt
98
Voiceless Shred [ʃred] [sred] ʃ s
Post Wish [wɪʃ] [wɪs] ʃ s
Alveolar Gash [ɡæʃ] [ɡæz] ʃ z
R16

Dental Worthiness [wɜːðinəs] [wɜːðinəs] ðd
99

Thim [θɪn] [tɪn] θt
Math [mæθ] [mæθ] θθ
Voiced Post Measure [ˈmeʒə(r)] [meʃər] ʒ ʃ
Alveolar Treasure [ˈtreʒə(r)] [treʃə(r)] ʒ ʃ
Pleasure [ˈpleʒə(r)] [pleʃə(r)] ʒ ʃ
100
R17


Voiceless Tenth [tenθ] [tent] θt
Dental Faith [feɪθ] [feɪt] θt
Voiced Post Measure [ˈmeʒə(r)] [meʃər] ʒz
Alveolar Treasure [ˈtreʒə(r)] [treʃə(r)] ʒz
Pleasure [ˈpleʒə(r)] [pleʃə(r)] ʒz
R18
101

102
Voiced Post Measure [ˈmeʒə(r)] [mesyər] ʒs
Alveolar Treasure [ˈtreʒə(r)] [tresyə(r)] ʒs
Pleasure [ˈpleʒə(r)] [plesyə(r)] ʒs
R19


Voiceless Unthinkable [ʌnˈθɪŋkəbl] [ʌnˈtɪŋkəbl] θt
Dental Thick [θɪk] [tɪk] θt
103
Post Shin [ʃɪn] [sɪn] ʃ s
Alveolar Mash [mæʃ] [mæs] ʃ s
Shade [ʃeɪd] [seɪd] ʃ s
Share [ʃeɪd] [seɪd] ʃ s
R20

Bathe [beɪð] [beɪθ] ðt
104
Labiodental
Prize [praɪz] [praɪs] zs
Voiced Post Measure [ˈmeʒə(r)] [mesər] ʒs
Alveolar Treasure [ˈtreʒə(r)] [tresə(r)] ʒs
Pleasure [ˈpleʒə(r)] [plesə(r)] ʒs
105
106
107
108
109
CURRICULUM VITAE
Name : Jeni Isnarani
Place/Date of Birth : Kuala Pembuang, June 24th 1994
Address : Dsn Sodong, Rt 10 Rw 02, Ds. Polobogo, Kec. Getasan

Kab. Semarang
Email Address : jeniisnarani@gmail.com
Phone Number : 085727268856
Educational Background :
1. TK Hippindo (1999-2000)
2. SDN Seberang Mesjid 1 Banjarmasin (2001-2006)
3. SMP N 5 Salatiga (2006-2009)
4. SMK N 1 Salatiga(2009-2012)
110

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AN ANALYSIS OF FRICATIVES CONSONANTS

PRONOUNCED BY THE SIXTH SEMESTER STUDENTS

Submitted to the Board Examiners as a Partial Fulfillment of the

ENGLISH EDUCATION DEPARTMENT

This work is sincerely dedicated for:

and gives all things I need.

 My beloved parents, (Yusminiarti & Wisnu Yuswanto) who always support

 My fiancée thanks for your big love

helps and gives motivation to me.

requirements to finished study in English Education Department of IAIN Salatiga.

1. Dr. Rahmat Hariyadi, M.Pd as the Rector of IAIN Salatiga.

2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.

3. Noor Malihah, Ph.D as the Head of English Education Department.

for your patience and care.

guidance, knowledge and support.

graduating paper administration.

Salatiga, September 27th 2017

NIM. 113 13 103

ATTENTIVE COUNCELOR NOTES...................................................................... iii

PAGE OF CERTIFICATION ................................................................................... iv

ACKNOWLEDGEMENT ......................................................................................... vii

TABLE OF CONTENTS .......................................................................................... viii

ABSTRACT .............................................................................................................. xii

A. Background of the Study ............................................................................... 1

CHAPTER II: REVIEW OF LITERATURE

A. Previous Study ............................................................................................... 10

CHAPTER III RESEARCH METHODOLOGY

A. Research Design ............................................................................................ 27

CHAPTER IV DATA ANALYSIS AND DISCUSSION

Figure 2.1 Labiodental Fricatives [f v] ...................................................................... 21

Figure 2.2 Dental Fricatives [θ ð] .............................................................................. 23

Figure 2.3 Alveolar Fricatives [s z] ........................................................................... 24

Figure 2.4 Post Alveolar Fricatives [ʃ ʒ] ................................................................... 25

Table 3.2 Percentage of Respondents Fricatives

Abilities of Pronunciation Test .................................................................. 33

Table 4.2 The Students‟ Abilities of the Pronunciation

of Fricatives Consonants ........................................................................... 36

Table 4.3 Percentage of Respondents Fricatives Abilities

of Pronunciation Test ................................................................................ 37

Table 4.4 The Deviation of [f] ................................................................................... 54

Table 4.5 The Deviation of [v] .................................................................................. 55

Table 4.6 The Deviation of [ð] .................................................................................. 56

Table 4.7 The Deviation of [θ] .................................................................................. 59

Table 4.8 The Deviation of [s] .................................................................................. 60

Table 4.9 The Deviation of [z] .................................................................................. 61

Table 4.10 The Deviation of [ʃ] ................................................................................. 63

Table 4.11 The Deviation of [ʒ] ................................................................................ 64

Table 4.12 The Result of Questionnaire .................................................................... 67

Isnarani Jeni. 2017. AN ANALYSIS OF FRICATIVES CONSONANTS

This research focused on the description of fricatives consonants. The objectives

Keywords: fricatives consonants, pronunciation

A. Background of the Study

numerous countries to learn it continuously. In Indonesia, the use of English almost

categorized as a difficult language to master. This statement is strengthened by

English. As a consequence of all the difficulties provided by the English

to generate errors in the articulation of the sounds.

In learning English as a foreign language or second language, mispronounce