English Vowels and Diphthongs Problems of Sundanese Learners

Setyaningsih, Kuntum Palupi; Wijayanto, Agus; Suparno, Suparno

doi:10.34050/els-jish.v2i4.8413

Cited by 4 publications

(5 citation statements)

References 6 publications

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“…A pronunciation test consisting of 12 words containing the prepared categories of monophthongs and diphthongs were handed to the 30 participants. These words were adapted from the list of mispronounced words by participants in previous studies to ensure its reliability and validity (Kho, 2011;Priscilla Shak, 2016;Puspita, 2017;Nur Syahida & Zairil, 2017;Setyaningsih et al, 2019). The participants were instructed to record their pronunciation of each word three times using WhatsApp voice recording in order to ensure accurate pronunciation.…”

Section: Methodsmentioning

confidence: 99%

“…Kho (2011) discovered that Malaysians have difficulty distinguishing between ɪ/ and /i:/ or /ʊ/ and /u:/. In a research by Setyaningsih et al, (2019), non-native speakers were unable to distinguish between long vowel /i:/ and short vowel /ɪ/, pronouncing the word cheese as /ʧɪz/ rather than /ʧiːz/. Pronunciation errors involving diphthongs are also common in MalE.…”

Section: Mispronunciation Of English Vowelmentioning

confidence: 99%

“…According to Phng (2017), the influence of Malay, Chinese, and Indian languages in MalE leads to diphthong pronunciation errors, with speakers failing to diphthongise the word "face." Furthermore, Setyaningsih et al, (2019) discovered that when pronouncing 'home,' 'house,' and 'counter,' speakers tend to replace /əʊ/ and /aʊ/ with /o/.…”

Section: Mispronunciation Of English Vowelmentioning

confidence: 99%

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Mispronunciation of English Monophthong and Diphthong among Malay Native Speakers

Kamarudin¹,

Kamal²

2021

IJARBSS

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Section: Methodsmentioning

confidence: 99%

Section: Mispronunciation Of English Vowelmentioning

confidence: 99%

Section: Mispronunciation Of English Vowelmentioning

confidence: 99%

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Mispronunciation of English Monophthong and Diphthong among Malay Native Speakers

Kamarudin¹,

Kamal²

2021

IJARBSS

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“…By diphthong, phoneticians mean the combination of two vowels in the same syllable. Quoting Jones, Cohen said that there are nine diphthongs in English, which are: /eɪ/; /ǝʊ/; /aɪ/; /aʊ/; /oɪ/; /ɪǝ/; /eǝ/; /ʊǝ/ (Setyaningsih et al 2019). On the other hand, there are only four diphthongs in Indonesian.…”

Section: The English Diphthongsmentioning

confidence: 99%

Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

Rahman

2024

ERJEE

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The main purpose of this study was to examine Animated Trapezium to teach the English Diphthongs as one of some important and complicated aspects, the articulation of diphthongs is often treated as the “stepchild of language learning aspects” compared to that of grammar and vocabulary. Further than that, as one of the phonetic systems, articulating diphthongs is not usually taught explicitly in secondary schools. Indeed, articulating diphthongs is often problematic for the EFL/ESL teachers as well. This study found that most (if not all) English teachers adopted some approaches by relying on materials that, as a matter of fact, lack grounding but expect good results. In Indonesia, particularly in West Nusa Tenggara for the secondary school level, articulating diphthongs is one most difficult parts of the English sound systems to learn. It is commonly known that the difficulties are caused by the fact that in the Indonesian language, diphthongs are usually (if not always) articulated by monophthongize. As such, in trying to articulate the English diphthongs, secondary school students also tend to monophthongize them. Designed by giving animation to the common English vowel trapezium, this paper is intended to discuss how this ‘Animated Trapezium’ can be used by English teachers as the medium of teaching and how this medium can help students easier to understand and practice articulating the English diphthongs.

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“…For example, it was found that Arab learners usually replace some English vowels with another vowel, which can cause embarrassment for the speaker, difficulties for the receiver to comprehend them as these substitutions may result in a change of the meaning in the message delivered. Arab learners often confuse the following vowel contrasts: /e/ versus /ɪ/, /ɒ/ versus /ʊ/, and /ɑ:/ versus /ae/ (Setyaningsih, Wijayanto, & Suparno, 2019). Thus, the words containing these vowels are produced and perceived incorrectly, such as in /tǝn/ is produced and perceived as/tɪn/, /hɑt/ as /hʊt/, and /kɑ:t/ as /kaert/.…”

Section: Introductionmentioning

confidence: 99%

Production of English Vowel by Libyan EFL learners: Insights from Unnormalized and Normalized Data

Ramadan¹,

Yap²

2021

IJARBSS

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Previous studies have established that male and female speakers differ in their production of foreign language (FL) vowels due to biological differences in the vocal tract. These differences present a challenge when subjects recruited for an instrumental analysis of speech sounds include speakers of both genders. Most previous studies, therefore, focus on only one gender to avoid the problem of biological differences between males and females. However, different gender groups may perform differently in speaking tasks as their language experience may be influenced by other social factors. Therefore, the aim of this study is to assess the differences between Libyan male and female speakers in the production of English vowels, by examining the data with and without the use of normalization to determine the most difficult English vowels for Libyan male and female speakers. To achieve this goal, seventy Libyan participants (35 male and 35 female) were recruited to perform a speech production task of eleven English vowels embedded in carrier sentences. The data were collected and analyzed using PRAAT to extract the F1 and F2 formant frequencies for each vowel and to calculate the Euclidean distance (ED) of the English vowels produced by using the centroid as the reference point. With the unnormalized data, more overlaps were found for the male speakers when compared to the female speakers as the vowel space were more centred for the males compared to the females. With the unnormalized data, different pairs of vowel contrasts were identified as potentially problematic. However, with the normalized data, better categorical distinction is found in general. Only three vowels emerged as potentially problematic as the other pairs could potentially be disambiguated using vowel duration as a cue. The study demonstrated the utility of the Lobanov method for normalizing speech data to reduce variability associated to gender differences. The efficacy of the Lobanov method of normalization remains to be tested further to verify if the predictions made about difficult vowel pairs for Libyan EFL learners are indeed attested in their discrimination of these vowel pairs in future research.

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English Vowels and Diphthongs Problems of Sundanese Learners

Cited by 4 publications

References 6 publications

Mispronunciation of English Monophthong and Diphthong among Malay Native Speakers

Mispronunciation of English Monophthong and Diphthong among Malay Native Speakers

Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

Production of English Vowel by Libyan EFL learners: Insights from Unnormalized and Normalized Data

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