AN ANALYSIS ON STUDENTS’ ABILITY IN PRONOUNCING ENGLISH

BACK VOWELS MADE BY THE FOURTH-SEMESTER STUDENTS OF

THE ENGLISH DEPARTMENT OF PURWOREJO MUHAMMADIYAH
UNIVERSITY IN THE ACADEMIC YEAR 2011/2012

A Thesis
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan

By
Mega Pratama
082120130

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL SCIENCES FACULTY
PURWOREJO MUHAMMADIYAH UNIVERSITY
2012

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198103 1 002

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 MOTTO

Do the best to get the best and become the best but don’t feel the best.

If there is a will, there is a way.

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 DEDICATIONS

This is my final work as an under-graduate student which leaves one-step only to

face the edge of my four-year studying in Purworejo Muhammadiyah University.

This four-month work is the thing I would dedicate to:

1. Allah SWT for His blessing.

2. My beloved parents – for giving without taking.

3. My beloved brother and sister.

4. Drs. Soetrisman, M.Sc, for his guidance, precious lectures in and out of

class, and his way of thinking.

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 ACKNOWLEDGEMENT

Alhamdulillahirabbil ‘alamin, all praise be to Allah the Almighty. Due to

His Mercy, the researcher has been able to complete his thesis entitled “An

Analysis on Students’ Ability in Pronouncing English Back Vowels made by the

Fourth-semester Students of the English Department of Teacher Training and

Educational Sciences Faculty of Purworejo Muhammadiyah University in the

Academic Year 2011/2012” a Thesis as the partial fulfillment of the requirement

for obtaining the Sarjana Pendidikan Degree of the English Department of

Teacher Training and Educational Sciences Faculty of Purworejo Muhammadiyah

University.

The Researcher would like to express his greatest gratitude to several

people who participated in finishing this thesis. He extends his sincere gratitude

and appreciations to:

1. Drs. H. Supriyono, M.Pd, as the Rector of Purworejo Muhammadiyah

University.

2. Drs. H. Hartono, M.M, as the Dean of the Teacher Training and

Educational Sciences Faculty.

3. Semi Sukarni, M.Pd as the Head of the English Department.

4. Drs. Soetrisman, M.Sc as his advisor, thanks for guiding him to finish his

thesis.

5. His big family, thanks for the support, prayer, motivation, love, and care.

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 TABLE OF CONTENTS

TITLE...................................................................................................... i

APPROVAL SHEET .............................................................................. ii

RATIFICATION SHEET ....................................................................... iii

STATEMENT ........................................................................................ iv

MOTTO .................................................................................................. v

DEDICATIONS...................................................................................... vi

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

TABLE OF CONTENTS........................................................................ ix

LIST OF TABLES .................................................................................. xii

LIST OF APPENDICES ......................................................................... xiii

ABSTRACT ........................................................................................... xiv

CHAPTER I INTRODUCTION ............................................................. 1

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

B. Reasons for Choosing the Topic ................................................. 3
C. Statements of the Problem ......................................................... 3
D. The Objective of the Study ......................................................... 3
E. Significance of the Study ............................................................ 4
F. Limitation of the Study ............................................................... 4
G. Definition of the Key Term......................................................... 5
1. Analysis ................................................................................ 5
2. Ability ................................................................................... 5
3. Pronunciation ........................................................................ 5
4. Vowel ................................................................................... 5
5. English Back Vowel.............................................................. 5
H. The Organization of the Thesis ................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE ....................... 7

A. Pronunciation ............................................................................. 7
B. Pronunciation Problem................................................................ 8

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 C. English Pronunciation ................................................................. 9
D. Indonesian Vowels ...................................................................... 10
1. The Indonesian High and Mid Front Vowels [i] – [I]........... 11
2. The Indonesian Mid and Low Front Vowels [I] – [ɛ] ........... 12
3. The Indonesian High and Mid Back Vowels [u] – [o].......... 12
4. The Indonesian Mid and Low Back Vowels [o] – [ɔ]........... 14
5. The Indonesian Mid Central Vowels [ə] and [a]................... 14
E. English Vowels ........................................................................... 15
F. English Back Vowels .................................................................. 17
1. [a:] ......................................................................................... 17
2. [ɔ] .......................................................................................... 18
3. [ɔ:] ......................................................................................... 19
4. [U] ......................................................................................... 20
5. [u:] ......................................................................................... 21
6. [Ʌ] ......................................................................................... 22
G. The Distinction between Error and Mistake ............................... 23
H. Error Analysis ............................................................................. 24

CHAPTER III RESEARCH METHODOLOGY ................................... 26

A. Research Design .......................................................................... 26

B. Object of the Research ................................................................ 27
C. Place and Time of the Research .................................................. 27
1. The place of the research...................................................... 27
2. The time of the research ....................................................... 27
D. Population and Sample................................................................ 28
1. Population............................................................................. 28
2. Sample.................................................................................. 28
E. Sampling Technique.................................................................... 29
F. Research Instrument .................................................................... 29
G. Data Collection............................................................................ 30
H. Data Analysis .............................................................................. 31

CHAPTER IV RESEARCH FINDING AND DISCUSSION................ 35

A. Research Finding......................................................................... 36
B. Discussion ................................................................................... 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS........................ 51

A. Conclusions ................................................................................. 51
B. Suggestions.................................................................................. 51

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BIBLIOGRAPHY ................................................................................... 53
APPENDICES

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 LIST OF TABLES

Table 1. The category ofthe students’ mastery degree............................ 34

Table 2. Students’ score .......................................................................... 36

Table 3. The total number of the correct and incorrect pronunciations .. 39

Table 4. The error headings .................................................................... 47

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 LIST OF APPENDICES

APPENDIX 1. List of the words

APPENDIX 2. Key Answer

APPENDIX 3. List of the students

APPENDIX 4. Students’ Pronunciation (Phonetics transcription)

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 ABSTRACT
Pratama, Mega. 2012. An Analysis on Students’ Ability in Pronouncing English
Back Vowels made by the Fourth-semester Students of the English Department in
the Academic Year 2011/2012. A thesis. Teacher Training and Educational
Sciences Faculty of Purworejo Muhammadiyah University.

Keywords: pronunciation, ability, difficulties, English back vowels

Pronunciation is an important element in speaking. The speakers have to

speak in correct pronunciation so the listeners can get the message or the
information. Most of miscommunication happens because the speakers speak in
ambiguous pronunciation. There are differences between Indonesian and English
pronunciation. The differences in pronouncing consonants and vowels of both
languages become a problem for most Indonesian students. Compared to
Indonesian vowels, the English ones are more complex. There are twelve English
vowels. They make Indonesian students get difficulty to learn English because
Indonesian has fewer vowels, only eight vowels. Besides, the dialects-Indonesian
dialects and English dialects- are also the problem for Indonesian students. Based
on the position of the tongue, English vowels are also divided into three-like
Indonesian; front vowels, central vowels, and back vowels- but most Indonesian
students get difficulty in pronouncing English back vowels (o, o:, a:, Λ, u:, U).
This thesis mainly discusses about the fourth-semester students’ ability in
pronouncing English back vowels in British English pronunciation. It aims to
describe the ability of the fourth-semester students of the English Department in
pronouncing English back vowels and to know the students’ difficulties in
pronouncing English back vowels in British English pronunciation of the fourth-
semester students of English Department in the Academic Year 2011/2012. The
researcher uses pronunciation test and then records the students’ answer one by
one in visual recording for collecting the data. After collecting the data, the
researcher analyzes the data based on four steps: transcribing the students’
pronunciation into the phonetic transcriptions, scoring the students’ answer,
grouping the students’ errors in pronouncing English back vowels into separate
divisions, and counting the percentage of the students’ errors.
By conducting this research, the researcher finds that the ability of the
fourth-semester students of English Department in pronouncing English back
vowels is very good. But, some of them still get difficulty in pronouncing vowels
[o:], [U], [o], and [u:] and also they get difficulty to read the spelling <oo>
because they don’t know whether the word should be pronounced as [u:] or [ʊ].
To help the students improve their pronunciation proficiency, the researcher
suggests that they should be given a lot of drills and practices relating to the
pronunciation so that they can acquire the habit of using the correct pronunciation
of English words containing English back vowels correctly.

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a media to communicate. It is used to convey messages to

other people. Without a language the people will find difficulty to communicate

and express their ideas, opinions and wishes. According to Hornby (2000: 752),

“Language is a system communication in speech and writing that is used by

people of a particular country”. In Indonesia, people speak Indonesian as their

second language and most as their native language for most people from certain

part of Indonesia to communicate with anyone (Indonesian). When they want to

speak to other people coming from other countries who can’t speak Indonesian,

they cannot use Indonesian in their communication. English is a way to solve the

miscommunication between Indonesian and people from other countries since

English is used as an international language.

English as an international language is used in almost all countries in the

world. It is used as a first language, second language, or a foreign language. In

Indonesia, English is as a foreign language. For this reason, millions of Indonesian

students want to learn English in order to be able to speak English.

In learning a language, anyone studies the components of language.

Language has three major components, namely phonology, vocabulary, and

grammar. Language can be spoken and written. As a spoken language, the sounds

are very important. In this relation, phonology takes an important role.

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According to Ramelan (1999:1), phonology is the study of phones or

speech sounds. The study about sounds is divided into phonetics and phonemics.

Phonetics is the study of sounds as sounds, without regard to their function as

signaling units of language. Phonemics is the study about sounds with a view to

finding out the significant units of sounds in a given language.

Pronunciation plays an important role in learning a second or a foreign

language. The researcher explained before that language has three major

components namely phonology, vocabulary, and grammar. Among these

components, phonology takes an important role. Automatically, phonology relates

with pronunciation.

Most Indonesian students get difficulty in learning English because there

are differences between Indonesian and English pronunciation. There are

differences in pronouncing consonants and vowels of both languages-Indonesian

and English. Not all of Indonesian students can pronounce English vowels well.

So, the researcher is interested in doing research about pronunciation (especially

about back vowels).

In this research the researcher wants to know the ability of the fourth-

semester students of the English Department in pronouncing English back vowels

(u:, ʊ, Λ, ɑ:, ɔ:, ɔ), especially for British English because pronunciation is very

important for them, and it will make easier for them when they speak to

foreigners.
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B. Reasons for Choosing the Topic

Mastering English orally is very important for every learner. The learners

will get some problems. Therefore, they should be able to solve problems in his

English learning. It is absolutely important for every student to master the correct

pronunciation.

It is possible that every student will get difficulties with the English

pronunciation. So, the researcher chooses the topic in this study because he

believes that students have problem in pronouncing English back vowels,

although they are English Department students. Besides, the subject in this study

is very interesting to investigate, since there is no empirical data at UMP that

shows that a research on this topic has been done.

C. Statements of the Problem

To make a systematic approach in solving the problem, the researcher

formulates the problem statements as follows;

1 How far is the ability of the fourth-semester students of the English Department

in pronouncing English back vowels?

2. What are the students’ difficulties in pronouncing English back vowels?

D. The Objective of the Study

Since the researcher is curious to know the students’ ability in

pronouncing English back vowels made by the fourth-semester students’ of the

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English Department in the Academic Year 2011/2012, this research basically

consists of his two attempts as the following:

1 To describe the ability of the fourth-semester students of the English

Department in pronouncing English back vowels.

2. To identify the students’ difficulties in pronouncing English back vowels.

E. Significance of the Study

The result of this study will hopefully be useful for many people,

especially for those who are closely related to English education.

The researcher expects that this thesis will be useful for lecturers in

teaching pronunciation, specifically in the English Department of Teacher

Training and Educational Sciences Faculty of Purworejo Muhammadiyah

University.

Besides, this study can also be used as an input for the English Department

students of Teacher Training and Educational Sciences Faculty at Purworejo

Muhammadiyah University that the pronunciation can be used as part of the

measure of their strength as well as their weakness of their language skills and

motivate them to improve themselves.

F. Limitation of the Study

The researcher limits his research on the analysis on students’ ability in

pronouncing English back vowels made by the fourth-semester students’ of the

English Department in the Academic Year 2011/2012.

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G. Definition of the Key Term

1. Analysis

According to Hornby (2000:41), analysis is the detailed study or

examination of something in order to understand more about it; the result of the

study: statistical analysis.

2. Ability

According to Hornby (2000:2), ability is level of skill or intelligence.

3. Pronunciation

Richard Nordquist (http://grammar.about.com/od/pq/g/pronunciaterm.htm)

states that pronunciation is the act or manner of speaking word.

According to Hornby (2000:1057), pronunciation is the way in which a

language or a particular word or sound is pronounced.

4. Vowel

According to Hornby (2000:1509), vowel is a speech sound in which the

mouth is open and the tongue is not touching the top of the mouth, the teeth, etc.

Ramelan (1999:50) states that a vowel may be defined as ‘a voiced sound

during the production of which the air passes out freely and continuously

throughout the middle of the mouth without such narrowing as would cause any

audible friction.

5. English Back vowel

According to Ramelan (1999:53), when the back of the tongue is raised,

the vowel sound so produced is called a back vowel.

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H. The Organization of the Thesis

This thesis is divided into five chapters. The first chapter is an

introduction. In this chapter, the researcher explains the Background of the Study,

Reasons for Choosing the Topic, Statements of the Problem, Objectives of the

Study, Significance of the Study, Limitation of the Study, and Definition of the

Key Term.

The second chapter contains literatures surrounding the research to

mention the theories of pronunciation, English pronunciation, pronunciation

problem, Indonesian vowels, English vowels, English back vowels, the distinction

between error and mistake, and Error analysis..

In the next chapter, the researcher details the Approach, Research

Instrument, Data Collection, Objects of the Study, and Data Analysis.

In chapter four, the researcher reports the data analyzed and relates the

data to the theories.

Eventually, this thesis ends as the researcher gives Conclusion to the

analysis which answers the statements of the problems. Suggestions are also given

in chapter five.
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CHAPTER II

REVIEW OF RELATED LITERATURE

In conducting this research, the researcher uses some related theories as

the references which can aid him in analyzing data. Before further discussion on

students’ competence in pronouncing English back vowels and the analysis are

attempted, it is necessary to state some elaborations of certain theories as the

precedence of this thesis. Chapter two provides the theories on pronunciation,

English pronunciation, pronunciation problem, Indonesian vowels, English vowel,

and English back vowel.

A. Pronunciation

Pronunciation is one of the most important components in learning a

second language. Besides giving clearer ideas of what the sound is really like and

the way of producing the sound, phonetic transcription will also enable learners to

have more practice without depending on the lecturer.

Pronunciation is the most direct, immediate, and constant common in a

language learning, especially when oral skill is emphasized. Hornby (2000:64)

states that pronunciation as a way in which a language is spoken. It means that the

basis of pronunciation is not only consonants and vowels, but also accent,

inflection, and intonation.

Pronunciation is one of the English aspects that are not easy to master. We

know that learning English pronunciation is not only pronouncing an English

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word correctly from its spelling. English spelling is not only a poor representation

of pronunciation although it must be admitted that there is much regularity

between sounds and written symbols. The ordinary spelling of an English word

sometimes has a little apparent relation to its sounds. The spelling of “oo” in

“book” and “cool” shows different pronunciation. The letter “oo” in “book” is

pronounced as [ʊ]. It has the same sound with this various spelling as the sound

“look”, “cook”, and “root”. We pronounce those words [lʊk], [kʊk], and [rʊt]. On

the other hand, the letter “oo” in the word “cool” is pronounced as [u:]. It has the

same sound with the words “fool”, “pool”, and “food”. And we pronounce those

words [fu:l], [pu:l], and [fu:d]. So, it is necessary to have a clear understanding of

the distinctive sounds that appear in English.

B. Pronunciation Problem

In learning a foreign language, a learner will certainly meet with some

kinds of learning problems since there are always similar and different elements

between the target language and his own language. The problem here can be

understood since his mother tongue has been deeply implanted in him as part of

his habits. The elements, which cause the problems, in this case can be the

grammatical or the sound systems. The similar elements usually do not cause

problem, while the different ones usually do. There are many differences between

Indonesian and English and so the learners have to make much effort to overcome

the problems they meet. The differences between Indonesian and English sound

systems are found in both segmental and suprasegmental features. In the

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classification of the Indonesian sound system, there are 8 pure vowels, 23

consonants, and 3 diphthongs (Dardjowidjojo, 2009:36-56), whereas English has

12 pure vowels, 24 consonants, and 9 diphthongs (Ramelan, 1999:12-13).

Furthermore, Ramelan (1999:6-8) says English causes problems for Indonesian

learners since there are sounds in English that do not exist in their native

language. For examples, when they want to pronounce English word like “thin’

[θIn], they tend to say [tin]. It is clear that pronunciation problems faced by

foreign language learners are caused by differences found between the learners’

language and the target language.

C. English Pronunciation

We cannot pronounce an English word correctly based on its spelling and

with the same stress. English spelling is only a poor representation of

pronunciation, although it must be admitted that there is much regularity between

sounds and written symbols. “People quite often confuse sounds with letters.

Sounds are not letters. A sound, however, may be represented graphically by

letters but a sound is not synonymous with a letter” (Dardjowidjojo, 2009:16).

The ordinary spelling of an English word sometimes has a little apparent relation

to its sound. For example, the spelling of “o” in “foot’ and “food” shows different

pronunciations. The letter “o” in “foot” is pronounced as [fUt] while the letter “o”

in “food” is pronounced as [fu:d]. On the other hand, the same sound may have

various spellings as the sound [ɔ :] in “port,””stalk,” and “caught.” The sound [ɔ :]

is spelled inconsistently. It is represented by the letter “o” in,” “port, “a” in

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“stalk,” and “au” in “caught.” We pronounce those words [pɔ:t], [stɔ:k], and

[kɔ :t]. Anyone learning English must pay a special attention to this phenomenon.

Therefore, it is necessary for the learners to have a clear understanding of the

distinctive sounds that appear in English.

D. Indonesian vowels

Compared to English, Indonesian has fewer vowels. The general rule is

that speakers from poorer system of vowel will find it difficult to learn the sounds

of a language with a richer one. In other words, Indonesians with only eight

vowels will find it difficult to learn English having twelve vowels.

The following is a vowel diagram and the description of each of the

Indonesians vowel as Dardjowodjojo (2009:50) presents them:

Front Central Back

High
i u

Mid I ə o

Low ɛ a ɔ

The Indonesian Vowels

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In Indonesian, vowel [i:] may have two allophones [i:] and (I): vowel [u]

can be [u] which is similar to English [u:]; vowel [o] can be [ɔ] and [ɔ :]; vowel [e]

can be [e], [ə], and [æ]. Vowel sound [a] just has one allophone.

1. The Indonesian High and Mid Front Vowels [i] – [I]

Indonesian has the front vowel [i] as in isa ‘evening (prayer)’ as well as

the mid front vowel [I] as in esa ‘almighty’. The contrast can also be seen in the

minimal pairs [tiga] tiga ‘three’ vs [tIga] tega ‘have the heart to’ and [bila] bila

‘when’ vs [bIla] bela ‘defend’. From this point of view we can say that these two

sounds are two separate phonemes.

The Indonesian phoneme /i/ is spelled consistently with the grapheme <i>,

as in

Ibu pintu rapi

Itu bisa kami

Intan kira sapi

while the /I/ is spelled either with <i> or <e> as in

impor tewas sore

ambil repot kare

tarik sewa pare

duit besok lele

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2. The Indonesian Mid and Low Front Vowels [I] – [ɛ]

The Indonesian mid front vowel [I] is also in contrast with the low front

vowel [ɛ] as can be seen in the following minimal pairs [gentIng] genting(gawat)

vs [genteng] genteng and [bantIng] banting vs [banteng] banteng.

The phoneme /e/ is spelled with <e> as in

Enteng perang pare

Es ember kretek

Gaple empang bebek

There are many other words that are either pronounced with [I] or [e] by

many speakers. The words below are the grapheme <e> pronounced in two

different ways.

besok [bIsok] or [besok]

repot [rIpot] or [repot]

sore [sori] or [sore]

3. The Indonsian High and Mid Back Vowels [u] – [o]

The Indonesian high back vowel [u] as in bumi ‘earth’ is made by having

the back of the tongue raised toward the back part of the mouth but without

touching it. The lips are protruded although not as much as that for the English /u/.

The air is released through the narrow passage above and beside the raised tongue

without being impeded by any articulator in the mouth. Due to these features, the

sound is called high back rounded vowel.

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The sound is consistently spelled with the grapheme <u> as in

ubin rambu umat

sumber madu uban

bunyi bisu uji

The other back vowel is [o] which is similar way to [u] except that the

tongue is raised not as high as that for [u]. The lips are also less rounded.

Therefore, it is called mid back rounded vowel. It is spelled mostly with the

grapheme <o>. In some cases, it is spelled with <u>. In formal Indonesian, the

grapheme used is <au> as in

obat bola calo

orang pola kalau

opa sabun Rabu

The vowel /o/ is often pronounced as [ɔ] by people from certain linguistic

groups. The fact that [o] is not distinguished from [ɔ] makes the English sound /o/

and / ɔ / difficult to learn. People do not differentiate the following English words:

boat bought

road rod

coat cot

low law
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4. The Indonesian Mid and Low Back Vowels [o] and {o]

Dialect variations play a role here. The same words may be pronounced

with [o] by people from certain regions and [ɔ] by people from other regions.

Thus, the words

bola pola

kota toko

roda soal

are pronounced with [o] or [ɔ]. There is a tendency to pronounce them as [ɔ] in

words where the second syllable has the [ɔ] sound:

pokok pohon

rokok borok

kosong bolong

Because of this inconsistency, there is a problem for most Indonesians

learning the English sounds [o] and [ɔ] as in the words boat-bought, rote-rot, and

coat-caught.

5. The Indonesian Mid Central Vowels [ə] and [a]

Most Indonesians have the mid central vowel [ə]. It is always spelled with

<e> as in the words emas ‘gold’, entah ‘don’t know’, kemas ‘to pack’, and mentah

‘raw’.

The low central vowel [a] is found in all dialects. It is always spelled with

the grapheme <a>.

abu tahu tiba

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asam paling kita

aku kami sisa

(Dardjowidjojo, 2009:49-54)

E. English Vowels

According to Ramelan (1999:52), vowel sounds are, therefore, classified

and described on the basis of the following variables:

(1) Which part of the tongue is raised

(2) How high in the mouth some part of the tongue is raised (the degree of

the raising of the tongue).

(3) The position of the two lips, that is, whether the two lips are rounded or

unrounded.

According to Soenjono (2009:21), if the sounds produced are not

obstructed by any part of the mouth, but, instead by having the airstreams flow out

smoothly through the mouth, they are called vowels.

The following is a vowel diagram and the description of each of the

English vowel as Ramelan (1999:56) presents them:

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Front Central Back

Close
i: u:

I ʊ
Half-
close
ə:

ɛ ə
Half-
Ʌ :ɔ open
æ
a: ɔ Open

There are 12 English vowels:

(1) [i:] is an unrounded close front vowel.

(2) [I] is an unrounded half close to close front vowel

(3) [e] is an unrounded half close to half open front vowel.

(4) [æ] is an unrounded open to half open front vowel.

(5) [ɑ:] is an unrounded open back vowel

(6) [ɔ ] is a rounded open back vowel

(7) [ɔ:] is a rounded half open back vowel

(8) [ʊ] is a rounded half close to close back vowel

(9) [u:] is a rounded close back vowel

(10) [٨] is an unrounded half open centro back vowel

(11) [ə] is an unrounded half close to half open central vowel

(12) [ə:] is an unrounded half open to half close central vowel.

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F. English Back Vowels

According to Ramelan (1999:67-77), there are six back vowels in English

-ɑ:, ɔ, ɔ:, u:, ʊ, Λ.

1. [ɑ:]

Articulatory definition:

[ɑ :] is an unrounded open back vowel

Articulatory description:

a. In producing [ɑ:] the back of the tongue is raised;

b. The raising is somewhat advanced from the real back position.

c. The raising of the tongue is only slight so that the tongue can be said to

be very low in the mouth, and is then at the fully open position.

d. Though classed as a back vowel, the lips for the production of [a:] are

not rounded, but they are neutral;

e. The jaws are fairly wide apart.

List of words:

Harm [hɑ :m]

Hard [hɑ:d]

Heart [hɑ :t]

Barn [bɑ:n]

Spelling:

ar : far cart card sharp

ask : basked mask task casket

asp : grasp raspberry gasp

 18

ass : class glass grass pass

ast : fast past last mast

aff : staff chaff quaff

aft : raft drafted after shaft

al : calm half calf palm

anch : branch ranch

ance : dance chance lance trance

ant : plant slant can’t

and : command demand reprimand

2. [ɔ]

Articulatory definition:

[ɔ] is a rounded open back vowel

Articulatory description:

a. For the production of [ɔ] the back of the tongue is slightly raised.

b. The raising of the back of the tongue is so slight that it is almost near

the fully open position; thus the tongue is very low in the mouth.

c. The lips are slightly rounded, but not protruded.

d. The jaws are rather wide apart.

List of words:

Hot [hɔt]

Cot [kɔt]

Pot [pɔt]
 19

Lost [lɔs]

Spelling:

o : hot not gone soft

a : wander swallow quality warrior

au : sausage because cauliflower

ou : cough through laurel

3. [ɔ:]

Articulatory definition:

[ɔ:] is a rounded half open back vowel.

Articulatory description:

a. In producing [ɔ :] the back of the tongue is raised.

b. This raising almost reaches the half open position.

c. The lips are more closely rounded than for [ɔ:], that is, in between open

lip rounding.

d. The jaws are fairly wide apart from each other.

List of words:

Caught [kɔ:t]

Dawn [dɔ:n]

Stalk [stɔ:k]

Port [pɔ:t]

Spelling:

o followed by r : force born lord

 20

a followed by l or r : ball chalk warm

au or aw : audience autumn awkward

ought or aught : bought sought caught

oar, our, oor : board source floor

4. [ʊ]

Articulatory definition:

[ʊ] is a rounded half close to close back vowel.

Articulatory description:

a. In producing [ʊ] the back of the tongue is raised; this raising is

advanced from the true back position.

b. It is raised to the point slightly above the half-close position.

c. The lips are fairly closely rounded, and slightly protruded, with no

tension of the muscles.

d. The jaws are little bit apart from each other.

List of words:

Could [kʊd]

Put [pʊt]

Cook [kʊk]

Fully [fʊlɪ]

Spelling:

u : put pull full push

 21

oo : foot good root book

5. [u:]

Articulatory definition:

[u:] is a rounded close back vowel

Articulatory description:

a. In producing [u:] the back of the tongue is raised;

b. It is raised to a point very near the close position.

c. The lips are closely rounded with little protrusion.

d. The jaws are only slightly separated.

List of words

Fool [fu:l]

Pool [pu:l]

Food [fu:d]

Spelling:

u : rule blue cute rude

eu : rheumatism

ew : crew blew new few

oo : food choose goose pool

ou : route rouge youth douche

 22

6. [Λ]

Articulatory definition

[Λ] is an unrounded half open centroback vowel. (or an unrounded open to

half open centro back vowel)

Articulatory description:

a. In [Λ] some part between the front and the back of the tongue, almost

the central part of the tongue, is raised; (thus centro back vowel).

b. It is raised to the half open position, or slightly to a point between the

half open and open position;

c. The lip position is unrounded or neutral;

d. The jaws are wide apart.

List of words:

Bud [bΛd]

Tusk [tΛsk]

Lust [lΛst]

Cud [kΛd]

Spelling:

u : hut dull study public

o : one brother honey worry

ou : touch country cousin double

(Ramelan, 1999:67-77)
 23

Indonesian students will get difficulties in pronouncing English back

vowels because Indonesian has poorer back vowel system than that in English.

The /u-ʊ/ and /o-o:/ contrast is not found in the speech of many Indonesians. In

addition, the spelling can also be misleading – we do not know whether <oo> is to

be pronounced as /u/ as in food or /ʊ/ as in foot. The same is true for <ea> which

can be pronounced as [i] as in break or [e] as in steak. (Soenjono, 2009:120)

G. The Distinction between Error and Mistake

Error and mistake are familiar words but some people do not know the

distinction between errors and mistakes exactly. Some people cannot avoid

problems in making mistakes because error and mistake are important aspects in a

learning process. Gradually by making mistakes, he knows whether something is

right or not.

Error is a mistake, especially one that causes problems or affects the result

of something (Hornby, 2000:445). According to Brown (2007:381), error is

idiosyncrasy in the language of the learner that is direct manifestation of a system

within which a learner is operating at the time. An error can be defined as a

deviation from the norms of the target language (Ellis, 1994:51). The norm used

to identify errors may be any one of dialects or other varieties of the language the

speaker uses.

The students often make error in some condition of language learning,

especially in pronunciation. Learners make error in production.

 24

Brown (1980: 165) defines mistake as follows: “A mistake refers to a

performance error that is either random guess or a slip, in that it is a failure to

utilize a known system correctly.” On the other hand, an error is a noticeable

deviation from the adult grammar of a native speaker, reflecting the interlanguage

competence of the learners.

According to Ellis (1997:60), the distinction between an error and mistake

suggests two ways. The first one is to check the consistency of learners’

performance. If they sometimes use the correct form and sometimes use the wrong

one, it is a mistake. However, if they always use it incorrectly, it is then an error.

The second way is to ask learner to try to correct their own deviant utterance.

Where they are unable to, the deviations are errors; where they are successful,

they are mistakes.

Based on the above statements, it can be concluded that error and mistake

have different characteristics, i.e.:

Error: it takes place in the level of competence, it is significant in learning, and it

is systematic or regular.

Mistake: it does not take place in the level of competence, it is not significant in

learning and it is not systematic.

H. Error Analysis

Language learning is the process that involves the making of mistakes and

errors, so errors are regarded as the product of learning. The study of errors is

error analysis. Error analysis is one of the first methods used to investigate
 25

language. Ellis (1994:700) states that error analysis is a set of procedure for

identifying, describing, explaining error in the learner’s language. The first step in

carrying out an error analysis is to collect a massive specific or incidental sample

of the learner’s language. The second stage involves identifying the error in the

sample. The third stage consists of descriptions. Two types of descriptive

taxonomies can be used-linguistic and surface strategy. The former provides and

indicates the number and proportion of error in either different levels of language

(i.e. morphology and syntax) or in specific grammatical categories (for example

articles, prepositions, or word order). The latter classifies error according to

whether they involve omissions, additions, miss formation, or miss ordering. The

last step is explaining the error psycho linguistically or explaining the cause of the

making of error.

”Studying error serves two major purposes: it provides data from which

inferences about the nature of the language learning process can be made and it

indicates to teachers and curriculum developers which part of the target language

students have most difficulty producing correctly and which error types distracts

most from a learner’s ability to communicate effectively” (Dulay, 1982: 138).

This case should support the teacher of second language to realize that errors

made by the learner in the process of constructing a new system of language need

to be analyzed carefully.
 26

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology of the study. Some materials are

included as the methodology of the study. Those discussed materials are stated as

the following: research design, object of the study, place and time of the research,

population and sample, sampling technique, research instrument, data collection,

object of the study, and data analysis.

A. Research Design

The researcher applies a descriptive qualitative research in conducting the

research. Descriptive method is used together of information about the real

condition and situation for the time being. This method describes the

characteristics of present condition and inquires the causes of certain phenomena

when the research is done.

Bogdan and Biklen in Sugiyono (2009: 13) state that characteristics of

qualitative research are as follows:

a. Qualitative research has the natural setting as a direct source and data

and researcher is the key instrument.

b. Qualitative research is descriptive. The data collected is in the form of

words and of pictures rather than number.

c. Qualitative research is concerned with process rather than simply with

outcomes or products.
 27

d. Qualitative researches tend to analyze their data inductively.

e. “Meaning” is essential for the qualitative approach.

B. Object of the Research

The object of the research is the students’ ability in pronouncing English

back vowels made by the fourth-semester students of the English Department of

Teacher Training and Educational Sciences Faculty of Purworejo Muhammadiyah

University in the Academic Year 2011/2012.

C. Place and Time of the Research

The researcher elaborates the point of the place and time of the research

into two points: the place of the research and the time of the research.

1. The place of the research

The research is conducted in the fourth-semester class of the English

Department of Teacher Training and Educational Sciences Faculty of Purworejo

Muhammadiyah University. It is located at KH.A. Dahlan Street 3, Purworejo.

2. The time of the research

The research was carried out in June 2012.

 28

D. Population and Sample

1. Population

Population refers to the object of an investigation. Population is a set or

collection of all elements possessing one or more attributes of interest (Arikunto,

2010:108).

The population in this research is the fourth-semester students of the

English Department of Teacher Training and Educational Sciences of Purworejo

Muhammadiyah University in the Academic Year 2011/2012. There are 280

students as population of the research.

2. Sample

Sample is a part of representative of population of the research (Arikunto,

2006:131). By observing the characteristic of the sample, the researcher can make

certain inferences about the characteristic of population, from which it is drawn.

Since the population in this research was large enough, the researcher took

some members of the population as the sample. According to Arikunto

(2006:112), a researcher may take 10%-15%, or 20%-25%, or more of the

population used as the sample if the population is more than 100. If the population

is less than 100, it would be better if the researcher takes all of the population as a

subject of the research.

In this research, the population is more than 100, which are 280 students,

so the researcher takes 10% of the population as the sample. The sample is 28

students
 29

E. Sampling Technique

Sampling technique is a certain technique to take sample. The purpose of

sampling technique is to be able to make generalization about the population

based on scientifically selected subject of that population. According to Sugiyono

(2009:81), there are two techniques to take sample of research. They are

Probability and Non-probability. The probability techniques consist of four

techniques: simple random, proportionate stratified random, disproportionate

stratified random, and area random. Non-probability sampling consists

systematically sampling, quota sampling, accidental/incidental sampling,

purposive sampling, saturated sampling, and snowball sampling.

In this research the researcher uses simple random sampling in taking the

data of the research.

E. Research Instrument

Research instrument has an important role to obtain the result of the

research. It is a set of methods which is used to collect the data. Sugiyono

(2009:222) states that in qualitative research the researcher is the primary

instrument for data collection and analyzing the data and makes the conclusion.

Therefore, the main instrument in analyzing the data in this study is the researcher

himself.

The researcher uses some instruments to support him in conducting the

research. Some supporting instruments are Oxford Dictionary and a recorder.

 30

Those items are very important for they provide the detail of information for the

researcher to do his research.

G. Data Collection

Gathering the data is the most important thing in doing a research though it

is tiring. The data were obtained from the twenty eight students of the fourth

semester of the English Department of Teacher Training and Educational Sciences

Faculty of Perworejo Muhammadiyah University in the Academic Year

2011\2012. According to Sudjana (2002:8) there are several ways in collecting the

data such as:

a. Conducting a direct research to the object of the study or at a laboratory,

concerning the object of the study. The result of the research is recorded

and then analyzed.

b. Taking or using a whole or a part of the recorded or the reported data from

various sources.

c. Arranging a questionnaire, that is the way of collecting the data using a list

of questions which has been prepared.

The researcher considers that the first step and the second step are more

appropriate in collecting the data because the research is about pronunciation.

However, the researcher also used the following methods:

a. The researcher searched some references related to the topic of the

research from significant authors or writers by exploring the core contents

of various kinds of books and then jotting them down.

 31

b. The researcher conducted a field activity in order to get the empirical data

by using a camera and pronunciation test (English words). These

instruments were used to record the students’ pronunciation and then the

researcher identified their ability in pronouncing English vowels, which

later were analyzed.

The procedures of collecting the data were as follows:

a. Pronunciation tests were distributed to the students.

b. The students were asked to read the instruction.

c. The students were asked to pronounce the pronunciation test items

(English words).

d. The pronunciations of the students were then recorded

H. Data Analysis

After the pronunciation test was conducted, the recorded data were

analyzed. According to Saleh (2001:39-40) there are four ways in analyzing the

data:

a. Coding

Coding means to change the information into symbols either in letter or in

number. It is necessary to organize the data and to make them easier to be

analyzed. Here, the researcher transcribed phonetically the students’

pronunciation into phonetic transcription based on Hornby’s Oxford Advanced

Learners Dictionary of Current English. The students’ errors in pronouncing

 32

English Vowels can be identified after listening to the students’ pronunciation

from the recorded data for several times.

b. Organizing

After the data were coded, they must be organized. The data, which were

not organized properly, could be difficult to be read and understood. After the

researcher identified the students’ errors in pronouncing English Vowels, then he

grouped them into separate divisions, the correct pronunciation and the incorrect

pronunciation.

c. Counting

After the students’ errors in pronouncing English Vowels had been

grouped into separate division, the researcher employed the percentage of each

kind of Vowels errors. Norish as cited by Wahyuni (2001:24) suggested that we

use Preselected Category Approach as follows:

Σ
X1 = 100 %
Σ

Where X1 : the percentage of each kind of vowel errors

F : frequency of each kind of vowel error occurrence

N : various kinds of vowel errors

Σ : the sum of

d. Tabulation

It is an activity of summarizing all data which are put into a table. It can be

done only when the coding, the organizing, and the counting of the data are

finished. Sometimes the counting of the data can be done at the same time with

tabulation. The data that have been analyzed will give us an abstract description
 33

about the matter we wish to know. The result of the data analysis will answer the

problems of the study as stated in Chapter I.

Besides, the researcher analyzes the data by using descriptive analysis to

know the students’ ability. The steps in doing descriptive analysis research the as

follows:

1. Scoring

In finding the students’ score, the researcher uses the formula as follows:

score =

2. Finding out the students’ score average

3. Determining the highest score

4. Determining the lowest score

5. Determining the range score

The mean of the group score can be formulated as follows:

Where,

M = Mean

= The sum of the score

N = the number of the students

Criterion for interpreting the data

According to Suharsimi Arikunto (2001: 244) the classification of the

students’ ability in pronouncing English back vowels are as follows:

 34

Table 1
The category of the students’ mastery degree
Interval Category

80 – 100 Very good

66 – 79 Good

56 – 65 Fair

40 – 55 Poor

Less than 39 Fail

 35

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

After transcribing the students’ pronunciation into the phonetic

transcriptions, the researcher started to analyze the data. Firstly, the researcher

transcribed the students’ pronunciation into phonetic transcriptions based on

Hornby’s Oxford Advanced Learner’s Dictionary of Current English. Secondly,

the researcher gave score to the students’ pronunciation. The next step, he counted

the average of the students’ score in pronouncing English back vowels. After that,

the researcher grouped the students’ errors in pronouncing English back vowels

into separate divisions. Finally, he interpreted the result of the data analysis. These

interpretations were used to answer the questions how far the students’ ability in

pronouncing English back vowels is and what are the students’ difficulties in

pronouncing English back vowels.

 36

A. Research Finding

The result of the test

Table 2
Students’ score
Correct
No Student answer Score
1 1 24 80.0
2 2 20 66.7
3 3 29 96.7
4 4 30 100
5 5 26 86.7
6 6 23 76.7
7 7 29 96.7
8 8 19 63.3
9 9 28 93.3
10 10 27 90.0
11 11 28 93.3
12 12 26 86.7
13 13 29 96.7
14 14 30 100
15 15 28 93.3
16 16 26 86.7
17 17 26 86.7
18 18 21 70.0
19 19 24 80.0
20 20 28 93.3
21 21 22 73.3
22 22 26 86.7
23 23 30 100
24 24 23 76.7
25 25 23 76.7
26 26 25 83.3
27 27 22 73.3
28 28 26 86.7
Total 2393.5
Average 85.48

a. Mean is the average of a set of scores, obtained by adding the

scores together and dividing it by the total number of scores.

 37

.
=

= 85.48

Where, = the sum of the score

N = the number of the students

b. The highest score is the best score reached by the people or group

of people.

The highest score: 100

c. The lowest score is the worst score reached by the people or group

of people.

The lowest score: 63.3

d. Range is the difference between the highest and the lowest values

in a set of scores.

Range = the highest – the lowest

= 100 – 63.3

= 36.7

B. Discussion

Based on the students’ score, the mean of the students’ score is 85.48. The

highest score is 100 and the lowest is 63.3. To know whether the students’
 38

pronunciations of English back vowels are very good, good, fair, poor, or fail, we

must see the categories below:

Interval Category

80 – 100 Very good

66 – 79 Good

56 – 65 Fair

40 – 55 Poor

Less than 39 Fail

According to the criteria above, the students’ pronunciations of English

back vowels are considered “very good.” However, students and teachers must

pay attention to the pronunciation of English back vowels. Because most of the

students still get difficulties in pronouncing English back vowels.

From the Table 2, we have not been able to find the students’ difficulties.

To find them, we need error analysis. Error analysis gives a picture to discover the

type of difficulties encountered by the students. It also gives a valuable

contribution to the lecturers and students. To the lecturers, it is a helpful hint in

remedial teaching, to the students; it can reflect their strengths and weaknesses in

their language skills.

There were 30 words pronounced by 28 students. So, there were 840

phonetic transcriptions of the pronunciation. From those 840 phonetic

transcriptions the researcher found that there were 720 correct pronunciations. The
 39

rest, 120 were incorrect pronunciations. The following are the percentage of

correct and incorrect pronunciation.

Table 3
The total number of the correct and incorrect pronunciations
Pronunciations Number Percentage

Correct 720 85.71 %

Incorrect 120 14.29 %

Total 840 100 %

Student 1 gets 80. It means that she masters 80% of the total number of the

test. She makes 6 incorrect pronunciations. They are the words heart, hawk, foot,

food, could, and cooed. The word “heart” should be pronounced [hɑ :t] but she

pronounced [hə:t]. The word “hawk” should be pronounced [hɔ:k] but she

pronounced [hɑ uk]. The word “foot” should be pronounced [fʊt] but she

pronounced [fu:t]. The word “foot” should be pronounced [fʊt] but she

pronounced [fu:t]. The word “food” should be pronounced [fu:d] but she

pronounced [fʊd]. The word “could” should be pronounced [kʊd] but she

pronounced [ku:d]. The word “cooed” should be pronounced [ku:d] but she

pronounced [kʊd].

Student 2 gets 66.7. It means that she masters 66.7% of the total number of

the test. She makes 10 incorrect pronunciations. They are the words done, heart,

hock, hawk, cod, cord, stalk, cooed, soot, and shoot. The word “done” should be

pronounced [dΛn] but she pronounced [don]. The word “heart” should be

pronounced [hɑ:t] but she pronounced [hə:t]. The word “hock” should be
 40

pronounced [hɔk] but she pronounced [hΛk]. The word “hawk” should be

pronounced [hɔ :k] but she pronounced [hΛk]. The word “cod” should be

pronounced [kɔd] but she pronounced [ka:d]. The word “cord” should be

pronounced [kɔ:d] but she pronounced [kɔd]. The word “stalk” should be

pronounced [stɔ :k] but she pronounced [stΛlk]. The word “cooed” should be

pronounced [ku:d] but she pronounced [kued]. The word “soot” should be

pronounced [sʊt] but she pronounced [su:t]. The word “shoot” should be

pronounced [ƒu:t] but she pronounced [ƒʊt].

Student 3 gets 96.7. It means that he masters 96.7% of the total number of

the test. He only makes 1 incorrect pronunciation. It is the word heart. The word

“heart” should be pronounced [hɑ:t] but he pronounced [hə:t].

Student 4 gets 100. It means that she masters 100% or all of the total

number of the test. She can pronounce all the words well.

Student 5 gets 86.7. It means that he masters 86.7% of the total number of

the test. He makes 4 incorrect pronunciations. They are the words cod, cord,

stock, and stalk. The word “cod” should be pronounced [kɔd] but he pronounced

[kʊd]. The word “cord” should be pronounced [kɔ:d] but he pronounced [ku:d].

The word “stock” should be pronounced [stɔk] but he pronounced [stʊk]. The

word “stalk” should be pronounced [stɔ:k] but he pronounced [stu:k].

Student 6 gets 76.7. It means that she masters 76.7% of the total number of

the test. She makes 7 incorrect pronunciations. They are the words hock, hawk,

cod, cord, pot, port, and stock. The word “hock” should be pronounced [hɔk] but

she pronounced [hɔ :k]. The word “hawk” should be pronounced [hɔ: k] but she
 41

pronounced [hɔk]. The word “cod” should be pronounced [kɔd] but she

pronounced [ku:d]. The word “cord” should be pronounced [kɔ:d] but she

pronounced [kɔd]. The word “pot” should be pronounced [pɔt] but she

pronounced [pɔ:t]. The word “port” should be read [pɔ:t] but she read [pot]. The

word “stock” should be pronounced [stɔk] but she pronounced [stʊk].

Student 7 gets 96.7. It means that she masters 96.7% of the total number of

the test. She only makes 1 incorrect pronunciation. It is the word heart. The word

“heart” should be pronounced [hɑ:t] but she pronounced [hΛt].

Student 8 gets 63.3. It means that she masters 63.3% of the total number of

the test. She makes 11 incorrect pronunciations. They are the words heart, hut,

hawk, foot, food, could, cooed, pull, pool, soot, and shoot. The word “heart”

should be pronounced [hɑ:t] but she pronounced [hə:t]. The word “hut” should be

pronounced [hΛt] but she pronounced [hət]. Th e word “hawk” should be

pronounced [hɔ:k] but she pronounced [houk]. The word “foot” should be

pronounced [fUt] but she pronounced [fu:t]. The word “food” should be

pronounced [fu:d] but she pronounced [fʊd]. The word “could” should be

pronounced [kʊd] but she pronounced [ku:d]. The word “cooed” should be

pronounced [ku:d] but she pronounced [kʊd]. The word “pull” should be

pronounced [pʊl] but she pronounced [pu:l]. The word “pool” should be

pronounced [pu:l] but she pronounced [pʊl]. The word “soot” should be

pronounced [sʊt] but she pronounced [su:t]. The word “shoot” should be

pronounced [su:t] but she pronounced [sʊt].

 42

Student 9 gets 93.3. It means that she masters 93.3% of the total number of

the test. She makes 2 incorrect pronunciations. They are the words cord and could.

The word “cord” should be pronounced [kɔ:d] but she pronounced [kɔ:ud]. The

word “could” should be pronounced [kʊd] but she pronounced [ku:d].

Student 10 gets 90. It means that he masters 90% of the total number of

the test. He makes 3 incorrect pronunciations. They are the words pock, hock, and

hawk. The word “pock” should be pronounced [pɔk] but he pronounced [pɔ:k].

The word “hock” should be pronounced [hɔ k] but he pronounced [hΛk]. The word

“hawk” should be pronounced [hɔ:k] but he pronounced [ha:k].

Student 11 gets 93.3. It means that he masters 93.3% of the total number

of the test. He makes 2 incorrect pronunciations. They are the words heart and

cod. The word “heart” should be pronounced [hɑ:t] but he pronounced [hə:t]. The

word “cod” should be pronounced [kɔd] but he pronounced [kΛd].

Student 12 gets 86.7. It means that he masters 86.7% of the total number

of the test. He makes 4 incorrect pronunciations. They are the words done, heart,

lark, and hawk. The word “done” should be pronounced [dΛn] but he pronounced

[don]. The word “heart” should be pronounced [hɑ:t] but he pronounced [hə:t].

The word “lark” should be pronounced [lɑ :k] but he pronounced [lɑrk]. The word

“hawk” should be pronounced [hɔ:k] but he pronounced [hɑuk].

Student 13 gets 96.7. It means that he masters 96.7% of the total number

of the test. He only makes 1 incorrect pronunciation. It is the word hawk. The

word “hawk” should be pronounced [hɔ:k] but he pronounced [hɔuk].

 43

Student 14 gets 100. It means that he masters 100% or all of the total

number of the test. He can pronounce all the words well.

Student 15 gets 93.3. It means that she masters 93.3% of the total number

of the test. She makes 2 incorrect pronunciations. They are the words cod and

cord. The word “cod” should be pronounced [kɔd] but she pronounced [kΛd]. The

word “cord” should be pronounced [kɔ:d] but she pronounced [kɑ:d].

Student 16 gets 86.7. It means that she masters 86.7% of the total number

of the test. She makes 4 incorrect pronunciations. They are the words pock, pork,

hock, and hawk. The word “pock” should be pronounced [pɔk] but she

pronounced [pɔ:k]. The word “pork” should be pronounced [pɔ:k] but she

pronounced [pɔk]. The word “hock” should be pronounced [hɔk] but she

pronounced [hɔ :k]. The word “hawk” should be pronounced [hɔ:k] but she

pronounced [hɔk].

Student 17 gets 86.7. It means that she masters 86.7% of the total number

of the test. She makes 4 incorrect pronunciations. They are the words pock, pork,

food, and cooed. The word “pock” should be pronounced [pɔk] but she

pronounced [pɔ:k]. The word “pork” should be pronounced [pɔ:k] but she

pronounced [pɔk]. The word “food” should be pronounced [fu:d] but she

pronounced [fʊd]. The word “cooed” should be pronounced [ku:d] but she

pronounced [kʊd].

Student 18 gets 70. It means that she masters 70% of the total number of

the test. She makes 9 incorrect pronunciations. They are the words pock, hock,

hawk, cord, foot, could, full, pull, and soot. The word “pock” should be
 44

pronounced [pɔk] but she pronounced [pΛk]. The word “hock” should be

pronounced [hɔk] but she pronounced [hɑ :k]. The word “hawk” should be

pronounced [hɔ:k] but she pronounced [hΛk]. The word “cord” should be

pronounced [kɔ:d] but she pronounced [kɔd]. The word “foot” should be

pronounced [fʊt] but she pronounced [fu:t]. The word “could” should be

pronounced [kʊd] but she pronounced [ku:d]. The word “full” should be

pronounced [fʊl] but she pronounced [fu:l]. The word “pull” should be

pronounced [pʊl] but she pronounced [pu:l]. The word “soot” should be

pronounced [sʊt] but she pronounced [su:t].

Student 19 gets 80. It means that he masters 80% of the total number of

the test. He makes 6 incorrect pronunciations. They are the words pork, hock,

hawk, stalk, foot, and shoot. The word “pork” should be pronounced [pɔ:k] but he

pronounced [pɔk]. The word “hock” should be pronounced [hɔk] but he

pronounced [hΛk]. The word “hawk” should be pronounced [hɔ :k] but she

pronounced [hɑuk]. The word “stalk” should be pronounced [stɔ:k] but he

pronounced [stɔk]. The word “foot” should be pronounced [fʊt] but he

pronounced [fu:t]. The word “shoot” should be pronounced [ƒu:t] but he

pronounced [ƒʊt].

Student 20 gets 93.3. It means that she masters 93.3% of the total number

of the test. She makes 2 incorrect pronunciations. They are the words darn and

food. The word “darn” should be pronounced [dɑ:n] but she pronounced [dΛn].

The word “food” should be pronounced [fu:d] but she pronounced [fʊd].
 45

Student 21 gets 73.3. It means that she masters 73.3% of the total number

of the test. She makes 8 incorrect pronunciations. They are the words cud, pork,

hawk, stalk, foot, could, full, and pull. The word “cud” should be pronounced

[kΛd] but she pronounced [kɑ:d]. The word “pork” should be pronounced [pɔ:k]

but she pronounced [pɔ k]. The word “hawk” should be pronounced [hɔ :k] but she

pronounced [hɑ:k]. The word “stalk” should be pronounced [stɔ:k] but she

pronounced [stΛk]. The word “foot” should be pronounced [fʊt] but she

pronounced [fu:t]. The word “could” should be pronounced [kʊd] but she

pronounced [ku:d]. The word “full” should be pronounced [fʊl] but she

pronounced [fu:l]. The word “pull” should be pronounced [pʊl] but she

pronounced [pu:l].

Student 22 gets 86.7. It means that he masters 86.7% of the total number

of the test. He makes 4 incorrect pronunciations. They are the words darn, done,

soot, and shoot. The word “darn” should be pronounced [dɑ:n] but he pronounced

[dΛn]. The word “done” should be pronounced [dΛn] but he pronounced [don].

The word “soot” should be pronounced [sʊt] but he pronounced [su:t]. The word

“shoot” should be pronounced [ƒu:t] but he pronounced [sot].

Student 23 gets 100. It means that she masters 100% of the total number of

the test. She can pronounce all the words well.

Student 24 gets 76.7. It means that she masters 76.7% of the total number

of the test. She makes 7 incorrect pronunciations. They are the words cod, cord,

could, pull, pool, soot, and shoot. The word “cod” should be pronounced [kɔd] but
 46

she pronounced [kɔ:d]. The word “cord” should be pronounced [kɔ:d] but she

pronounced [kɔd]. The word “could” should be pronounced [kʊd] but she

pronounced [ku:d]. The word “pull” should be pronounced [pʊl] but she

pronounced [pu:l]. The word “pool” should be pronounced [pu:l] but she

pronounced [pʊl]. The word “soot” should be pronounced [sʊt] but she

pronounced [su:t]. The word “shoot” should be pronounced [ƒu:t] but she

pronounced [sʊt].

Student 25 gets 76.7. It means that she masters 76.7% of the total number

of the test. She makes 7 incorrect pronunciations. They are the words darn, done,

hawk, pot, port, stalk, and shoot. The word “darn” should be pronounced [dɑ :n]

but she pronounced [dΛn]. The word “done” should be pronounced [dΛn] but she

pronounced [dɑ:n]. The word “hawk” should be pronounced [hɔ:k] but she

pronounced [hɔk]. The word “pot” should be pronounced [pot] but she

pronounced [pɔ:t]. The word “port” should be pronounced [pɔ:t] but she

pronounced [pɔ t]. The word “stalk” should be pronounced [stɔ:k] but she

pronounced [stɔk]. The word “shoot” should be pronounced [ƒu:t] but she

pronounced [ƒʊt].

Student 26 gets 83.3. It means that she masters 83.3% of the total number

of the test. She makes 5 incorrect pronunciations. They are the words lark, hock,

hawk, cod, and shoot. The word “lark” should be pronounced [lɑ:k] but she

pronounced [lΛk]. The word “hock” should be pronounced [hɔk] but she

pronounced [hΛk]. The word “hawk” should be pronounced [hɔ :k] but she
 47

pronounced [hɑ:k]. The word “cod” should be pronounced [kɔd] but she

pronounced [kΛd]. The word “shoot” should be pronounced [ƒu:t] but she

pronounced [ƒʊt].

Student 27 gets 73.3. It means that she masters 73.3% of the total number

of the test. She makes 8 incorrect pronunciations. They are the words hawk,

cooed, full, fool, pull, pool, soot, and shoot. The word “hawk” should be

pronounced [hɔ:k] but she pronounced [hɑok]. The word “cooed” should be

pronounced [ku:d] but she pronounced [kuid]. The word “full” should be

pronounced [fʊl] but she pronounced [fu:l]. The word “fool” should be

pronounced [fu:l] but she pronounced [fʊl]. The word “pull” should be

pronounced [pʊl] but she pronounced [pu:l]. The word “pool” should be

pronounced [pu:l] but she pronounced [pʊl]. The word “soot” should be

pronounced [sʊt] but she pronounced [sot]. The word “shoot” should be

pronounced [ƒʊt] but she pronounced [so:t].

Student 28 gets 86.7. It means that she masters 86.7% of the total number

of the test. She makes 4 incorrect pronunciations. They are the words pock, pork,

hawk, and could. The word “pock” should be pronounced [pɔk] but she

pronounced [pɔ:k]. The word “pork” should be pronounced [pɔ:k] but she

pronounced [pɔk]. The word “hawk” should be pronounced [hɔ:k] but she

pronounced [hɑ uk]. The word “could” should be pronounced [kʊd] but she

pronounced [ku:d].
 48

The researcher divided English back vowels into 6 headings:

[ɑ :] is an unrounded open back vowel.

[ɔ ] is a rounded open back vowel.

[ɔ:] is a rounded half open back vowel.

[ʊ] is a rounded half close to close back vowel.

[u:] is a rounded close back vowel.

[Λ] is an unrounded half open centroback vowel. (or an unrounded open to

half open centro back vowel).

To carry out the error analysis, the researcher used the formula below:

Pi = x 100 %

Pi = the proportion of error heading.

Fi = frequency of error.

N = Sum of the error

Table 4
The Error Headings
Frequency
No Headings Proportion
of Error

1 [ɑ :] is an unrounded open back vowel. 12 10.00%

2 [ɔ] is a rounded open back vowel. 22 18.33%

3 [ɔ:] is a rounded half open back vowel. 33 27.50%

[ʊ] is a rounded half close to close back

4 26 21.67%
vowel.
 49

5 [u:] is a rounded close back vowel. 21 17.50%

[Λ] is an unrounded half open

6 centroback vowel. (or an unrounded 6 5.00%

open to half open centro back vowel).

Total 120 100%

The students’ biggest errors were in pronouncing a rounded half open back

vowel. [ɔ:]. The percentage of students’ errors in pronouncing vowel [ɔ:] is

27.50%. They tended to pronounce [ɔ:] as [ɔ], [au], and [a: ]. For the example, the

word “pork” was pronounced [pɔk] or the word “hawk” was pronounced [hɑ:k].

The second was in pronouncing a rounded half close to close back vowel

[ʊ]. The percentage of students’ errors in pronouncing the vowel [ʊ] is 21.67%.

They tended to pronounce the vowel [ʊ] as [u:]. Such as the word “could,” was

pronounced [kʊd] instead of [ku:d].

The third was in pronouncing a rounded open back vowel [ɔ]. The

percentage of students’ errors in pronouncing vowel [ɔ ] is 18.33%. They tended to

pronounce [ɔ] as [ɔ:]. For example, most of the students pronounced the word

“pock” [pɔk] instead of [pɔ:k].

The fourth was in pronouncing a rounded close back vowel [u:]. The

percentage of students’ errors in pronouncing the vowel [u:] is 17.50%. They

tended to pronounce the vowel [u:] as [ʊ]. Such as the word “shoot,” was

pronounced [ƒu:t] instead of [ƒʊt].

 50

The fifth was in pronouncing an unrounded open back vowel [ɑ:]. The

percentage of students’ errors in pronouncing the vowel [ɑ:] is 10%. They tended

to pronounce the vowel [ɑ:] as [ə:]. This error occurred in the word “heart”. That

word should be pronounced [hɑ:t], but most of them pronounced as [hə:t].

The sixth was in pronouncing an unrounded half open centroback vowel

(or an unrounded open to half open centro back vowel) [Λ]. The percentage of the

students’ errors in pronouncing the vowel [Λ] is 5%. Some students pronounced

[Λ] as [ɑ:] like in the word cud, they pronounced as [ku:d].

Based on the tendencies above, the researcher can conclude that most of

the students get difficulty in pronouncing vowel [ɔ:] and [ʊ] and also they get

difficulty to read the spelling <oo> because they don’t know whether the word

should be pronounced as [u:] or [ʊ].

 51

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

This study is aimed at finding out the ability of the fourth-semester

students in pronouncing English back vowels and also to find out the students’

difficulties in pronouncing English back vowels.

The result of the analysis shows that the students are considered “very

good” in pronouncing English back vowels. The mean of the students’ score is

85,48.

To find the students’ difficulties, we need error analysis. Error analysis

gives a picture to discover the type of difficulties encountered by the students. It

also gives a valuable contribution to the lecturers and the students. To the

lecturers, it is a helpful hint in remedial teaching, to the students; it can reflect

their strengths and weaknesses in their language skills. Based on the analysis,

most of the students get difficulty in pronouncing vowel [ɔ :] and [ʊ] and also they

get difficulty to read the spelling <oo> because they don’t know whether the word

should be pronounced as [u:] or [ʊ].

B. Suggestions

The result of the analysis of this study shows that the fourth-semester

students of the English Department Teacher Training and Educational Sciences

 52

Faculty of Purworejo Muhammadiyah University in the Academic Year

2011/2012 have a ‘very good’ level in pronouncing English back vowels although

there were some students who made errors. Based on the result of the study, the

researcher would like to give some suggestions which hopefully will be valuable

and useful contribution to the lecturers and students in English pronunciations,

especially in pronouncing English back vowels.

1. Lecturers should:

a. give more practice in speaking English to their students in order to make

them more fluent in speaking.

b. give more drills and practice to the students’ in pronouncing vowels

[ɔ:]and [ʊ] because the results show that students often make error in

pronouncing vowels [ɔ:] and [ʊ].

2. Students should:

a. have good self-awareness in motivating themselves to pronounce English

words correctly. Such as by reading English book, novel or magazine,

listening to English songs, and watching English movies. These might be

helpful to improve their English pronunciation.

b. look up the dictionary if they find some new vocabularies and try to

pronounce them.
 BIBLIOGRAPHY

Arikunto, Suharsimi. 2001. Prosedur Penelitian. Jakarta: Rineka Cipta

. 2006. Prosedur Penelitian. Jakarta: Rineka Cipta

. 2010. Prosedur Penelitian. Jakarta: Rineka Cipta

Brown, H.Douglas. 1980. Principles of Language Learning and Teaching. San

Francisco University

. 2007. Principles of Language Learning and Teaching. San

Francisco University

Dardjowidjojo, Soenjono. 2009. English Phonetics & Phonology for Indonesian.

Jakarta: Yayasan Obor Indonesia

Dulay, H. 1982. Language Two. New York: Oxford University Press

Ellis Rod. 1994. The Study of Second Language Acquisition. Oxford University
Press

. 1997. The Study of Second Language Acquisition. Oxford University

Press

Hornby, A S. 2000. Oxford Advanced Learner’s Dictionary. Oxford: Oxford

University Press

Indriani, M. I. 2009. English Pronunciation The English Speech Sounds Theory &
Practice. Jakarta: PT. Gramedia Pustaka Utama

Norish, J. 1987. Language Learners and their Errors. London: McMillan Press.

Puspita, Wasis Tri. 2007. A Thesis: An Analysis on Students’ Errors in

Pronouncing English Vowels (A case study of the Eleventh Grade of SMA
N 1 Sigaluh Banjarnegara in the academic year 2006/2007). UNNES

Ramelan, M.A. 1999. English Phonetics.Semarang:IKIP Semarang Press

Safitri, Ida. 2009. A Thesis: A Study of Pronouncing English Back Vowels made
by First-year Students of SMAN 8 Purworejo in the Academic Year
2008/2009. Universitas Muhammadiyah Purworejo (Unpublished)

Saleh, M. 2001. Penelitian Pengajaran Bahasa. Semarang: IKIP Semarang Press.

Sudjana, D. 2002. Metode Statistika. Bandung: Tarsito

Sugiyono. 2009. Metode Penelitian Kuantitatif kualitatif dan R & D. Bandung:
Alfabeta

http://grammar.about.com/od/pq/g/pronunciaterm.htm downloaded on May 20th,

2012 at 7.00 p.m
List of the Words
1. Darn
2. Done
3. Heart
4. Hut
5. Lark
6. Luck
7. Card
8. Cud
9. Bark
10. Buck
11. Pock
12. Pork
13. Hock
14. Hawk
15. Cod
16. Cord
17. Pot
18. Port
19. Stock
20. Stalk
21. Foot
22. Food
23. Could
24. Cooed
25. Full
26. Fool
27. Pull
28. Pool
29. Soot
30. Shoot
Key answer
31. Darn [dɑ:n]
32. Done [dɅn]
33. Heart [hɑ:t]
34. Hut [hɅt]
35. Lark [lɑ:k]
36. Luck [lɅk]
37. Card [kɑ:d]
38. Cud [kɅd]
39. Bark [bɑ:k]
40. Buck [bɅk]
41. Pock [pɔk]
42. Pork [pɔ:k]
43. Hock [hɔk]
44. Hawk [hɔ:k]
45. Cod [kɔd]
46. Cord [kɔ:d]
47. Pot [pɔt]
48. Port [pɔ:t]
49. Stock [stɔk]
50. Stalk [stɔ:k]
51. Foot [fʊt]
52. Food [fu:d]
53. Could [kʊd]
54. Cooed [ku:d]
55. Full [fʊl]
56. Fool [fu:l]
57. Pull [pʊl]
58. Pool [pu:l]
59. Soot [sʊt]
60. Shoot [ʃu:t]
List of the Students
1. Afrida Jingga Buanawati
2. Dian P
3. Dimas Satriawan
4. Drianggi Mukti
5. Dwi Kurniawan
6. Dwi Siwi Agustini
7. Eka Pratiwi
8. Hayu Warih Pratami
9. Ika Werianti
10. Johan Budi Ifana
11. Lutfi Hakim
12. Muchdjabir Wahid
13. Muhammad P
14. Nur Ahmad Shadiq
15. NurEsti Wahyuningsih
16. Nuryaningsih Kusmaresti
17. Patmawati
18. Retni Diana
19. Taufan Joko Pamungkas
20. Teguh Supriyati
21. Tri Handayani
22. Tutur
23. Umi Hartati
24. Vima Kusuma Putri
25. Wahyu Wijayanti
26. Yuli Triastuti
27. Yuliyah Prasasti
28. Yunita Putri Andhari
 Student 1
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hə:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɑuk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fu:t]
22. Food [fʊd]
23. Could [ku:d]
24. Cooed [kʊd]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 2
1. Darn [dɑ:n]
2. Done [don]
3. Heart [hə:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɅk]
14. Hawk [hɅk]
15. Cod [kɑ:d]
16. Cord [kɔd]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɅlk]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [kued]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [su:t]
30. Shoot [ʃʊt]
 Student 3
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hə:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 4
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 5
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kUd]
16. Cord [ku:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stʊk]
20. Stalk [stu:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 6
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔ:k]
14. Hawk [hɔk]
15. Cod [ku:d]
16. Cord [kɔd]
17. Pot [pɔ:t]
18. Port [pɔt]
19. Stock [stʊk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 7
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɅt]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 8
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hə:t]
4. Hut [hət]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔuk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fu:t]
22. Food [fʊd]
23. Could [ku:d]
24. Cooed [kʊd]
25. Full [fu:l]
26. Fool [fʊl]
27. Pull [pu:l]
28. Pool [pʊl]
29. Soot [sut]
30. Shoot [ʃʊt]
 Student 9
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:ud]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [ku:d]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 10
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔ:k]
12. Pork [pɔ:k]
13. Hock [hɅk]
14. Hawk [hɑ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 11
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hə:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɅd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 12
1. Darn [dɑ:n]
2. Done [don]
3. Heart [hə:t]
4. Hut [hɅt]
5. Lark [lɑrk]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɑuk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 13
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔuk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 14
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 15
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɅd]
16. Cord [kɑ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 16
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔ:k]
12. Pork [pɔk]
13. Hock [hɔ:k]
14. Hawk [hɔk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 17
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔ:k]
12. Pork [pɔk]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fʊd]
23. Could [kʊd]
24. Cooed [kʊd]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 18
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɅk]
12. Pork [pɔ:k]
13. Hock [hɑ:k]
14. Hawk [hɅk]
15. Cod [kɔd]
16. Cord [kɔd]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fu:t]
22. Food [fu:d]
23. Could [ku:d]
24. Cooed [ku:d]
25. Full [fu:l]
26. Fool [fu:l]
27. Pull [pu:l]
28. Pool [pu:l]
29. Soot [su:t]
30. Shoot [ʃu:t]
 Student 19
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔk]
13. Hock [hɅk]
14. Hawk [hɑuk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔk]
21. Foot [fu:t]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃʊt]
 Student 20
1. Darn [dɅn]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fʊd]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 21
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɑ:d]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔk]
13. Hock [hɔk]
14. Hawk [ha:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɅk]
21. Foot [fu:t]
22. Food [fu:d]
23. Could [ku:d]
24. Cooed [ku:d]
25. Full [fu:l]
26. Fool [fu:l]
27. Pull [pu:l]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 22
1. Darn [dɅn]
2. Done [don]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [su:t]
30. Shoot [ʃot]
 Student 23
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 Student 24
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔ:k]
15. Cod [kɔ:d]
16. Cord [kɔd]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [ku:d]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pu:l]
28. Pool [pʊl]
29. Soot [su:t]
30. Shoot [ʃʊt]
 Student 25
1. Darn [dɅn]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɔk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔ:t]
18. Port [pɔt]
19. Stock [stɔk]
20. Stalk [stɔk]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃʊt]
 Student 26
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɅk]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɅk]
14. Hawk [hɑ:k]
15. Cod [kɅd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃʊt]
 Student 27
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔk]
12. Pork [pɔ:k]
13. Hock [hɔk]
14. Hawk [hɑɔk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [kʊd]
24. Cooed [kuid]
25. Full [fu:l]
26. Fool [fʊl]
27. Pull [pu:l]
28. Pool [pʊl]
29. Soot [sɔt]
30. Shoot [ʃɔ:t]
 Student 28
1. Darn [dɑ:n]
2. Done [dɅn]
3. Heart [hɑ:t]
4. Hut [hɅt]
5. Lark [lɑ:k]
6. Luck [lɅk]
7. Card [kɑ:d]
8. Cud [kɅd]
9. Bark [bɑ:k]
10. Buck [bɅk]
11. Pock [pɔ:k]
12. Pork [pɔk]
13. Hock [hɔk]
14. Hawk [hɑuk]
15. Cod [kɔd]
16. Cord [kɔ:d]
17. Pot [pɔt]
18. Port [pɔ:t]
19. Stock [stɔk]
20. Stalk [stɔ:k]
21. Foot [fʊt]
22. Food [fu:d]
23. Could [ku:d]
24. Cooed [ku:d]
25. Full [fʊl]
26. Fool [fu:l]
27. Pull [pʊl]
28. Pool [pu:l]
29. Soot [sʊt]
30. Shoot [ʃu:t]
 TIH{YSRSIT.AS H{,IIIASEIABTY'.4II }{JRW{}REJO
F'AKT]LITA.S KEGI'RUAN DAI\[ ILMU PENDII}IKAI\I
Jalan ICH- A}mad Dahlan Nomor3 Telepon t0279 321494 Purroreio 54lll

THESIS CONSULTATION LOG

Name Mega Pratama

NIM 082120130

Department rEnglishDePartment !*-._-._

Title An Analysis on Students' Ability in Pronor:ncing English Back
Vowels made by the Fourth-semester Students of the English
pcptpcel +f Punvorcjo Mlbaeea<li.vab Uov.ersrt"v ia the
Acadenric Year 201UZAD
Consultant Drs. Soetrisman, M.Sc.

Consultation Material

Title consultation (Proposin g)

Title consultation

^tMt4
1t 1-1tr0- 1z

Chapter III, fV, V (Proposing)

Acknowledgementpedication,
Statement, Abstract, Chapter I,
il, III, rv, v
AeklowldgerrenlDdicatiorg
Statement, A'ostraet, Chapter I,
u, ilI,IV, V, Bibli