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the Native Speakers' Pronunciation

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SUWARlI@N@
 SUWARTONO

' # cid{ib;r
IT SOUNDS IIKE NATNE ENGLISH
Approaching the Native Speakers' Pronunciation
by Suwartono

Copyright @ 2008 by Suwaftono

All rights reserved, which includes the rigth to reproduce this book or portions
thereof in any from whatsoever e)cept as provided by the Indonesia Copy-
right Law.

Published by SPIRIT for education and development

ll. Wates Ktvl.S'tlogo Ambarketawang Gamping Sleman Yogyakafta
phone. (0274) 780 90 36

Printed in Yogyakarta - Indonesia

Book design by NAHL GMFIKA

Cover design : Nur Syamsi
Illustration : Saituddin
Lay out : Saiful Mu'min

First Printing : April, 2008

tsBN 978-979-1068-10
Dean's Preface
First of all, let us thank to Allah, the Almighty, for His blessing and
mercy. welcoming the release of this book, I would like to express my ap-
preciation to the author for his endless positive attempts. It is necessary to
note that this book is his third work made available for the students in the
Department, and the sixth in his collection. Hopefully, this work is of great
value for Indonesian learners of English to achieve better. I must confess that
the book's author is at this moment one of the most productive lecturers the
Faculty has ever had. He has extensively shared article contributions to the
accredited scientific joumals, such as "Lingua" (I-INSRI palembang), o.Ka-
jian Linguistik dan Sastra" (UMSurakarta), "Cakrawala pendidikan,, (Uni-
versitas Negeri Yogyakarta), "Fenolingua" (unwidha Klaten), and "Jurnal
Ilmu Pendidikan" of universitas Negeri Malang - too many to mention.
Above all, I am sure that with allhis experiences and trainings, this book has
a reliable qualrry Therefore, let me officially promote this new book for use
in the Departrnent.

Purwokerto, March 2008

Dean of
Teacher Training and Education Faculty
Muhammadiyah University of Purwokerto

:f+r;L* *::t*.:iia=lsi l[.fi lE4p].-_-"*ift t,v # :ALlrt l I*i s x.

Foreword
Some factors have led to the birth of this book. In relation with the
author's professional experience in research, interference ofnative tongue
has become his first interest. To him, as future teachers - models for their
students - those who attend lectures in the English Language Deparhnent
of Teacher Training College are required to have a good pronunciation of
the language they will teach. He then began with conducting a research that
was intended primarily to examine the pronunciation mastery of the English
sound /I/ written i by students of the English Department of Muhammadiyah
University of Purwokerto, Central Java. Ninety-two sample students (ap-
prox. 30% of the population) have been randomly selected. The data were
elicited through questionnaire and speech test. The data have indicated that
the students'promrnciation mastery of the English sound /t/ spelt i was un-
satisfactory. The average score was 48.14- Scores 60 and above made up
only 30.760/o of the total. In addition, the students pronounced the nearest
sound /i/ more often than the standard /I/. It is likely that this condition had
something to do with the interference of Banyumas dialect Javanese they
know or use.
Another work has also contributed to the availability of this book' As
a classroom teacher, the author was challenged to create an effective envi-
ronment for leamers to acquire the target language sound system. Thus, he
conducted an experimental research that was aimed at (1) finding out the
effectiveness of dubbing as a technique for teaching the pronunciation of
English, andQ)to identiff the commonly mispronounced sounds of English.
The research study involved semester I students of the English Language
Deparbnent of Teacher Training Faculty of Muhammadiyah University of
Purwokerto in the Academic Year 200512006. Out of 120 students that had
been split into 5 smaller groups by the management authority for practical
puryose, 2 gfoups have been chosen as the research sample groups on the
basis of equality in the pre-test result. Group 42 has been the Experimental
Group and group A1 has been the control Group. The teaching and lea::r-
ing process in the former employed dubbing system as the main technique,
while the classroom leaming activities in the latter used drill in most of the

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time. After 6 sessions (within 6 weeks) a post-test was administered. Data
collected through the post-test were analyzedusing descriptive statistical op-
erations of mean, frequency distribution, percentage and the t-test inferen-
tial statistical tool. Results ofthe research data analyses have revealed that
teaching pronunciation with dubbing technique has not given a satisfactory
outcome and a significant effect on the pronunciation mastery To this find-
ing dubbing is not recommended for use in teaching the pronunciation of
English. This result has confinned the existing theory and research findings
that pronunciation is not a simple study content to learn and teach. Results
of the data analyses have also shown that /al, /aul, lerl, and.leelconstitute
the most commonly mispronounced vowel sounds of English. Based on this
finding, careful attention should be paid to these sounds when we teach the
vowel sounds of English.
Finally, another inspiration has emerged from the author's observations
concerning the Austualian speakers of English. During some intemational
forums he has found that all Aushalian speakers of English he knew consist-
ently pronounced /atl for every /eV sound in the so-called "Received English
Pronunciation (REP)". Some data can be presented here:

REP Australian way

Explain l-pleml l-plaml

Eight lett/ lartl

Changing ltler-l Itlar-l

Waste /werstl lwatst/

Communication l-kednl l-karln/

Main lmern/ lmam/

Day ldeil ldail

The same /- serrn/ l- satmJ

Saying lset-l lsat-t

S X:::::::*::: it l ,-
i0':l$ri:,,[ L,Ie f*ATIVE EIV6LISH
 Names lnetmzl lnatmz

Papers /pet-l lpar-r

Based /berst/ lbarst/

In the case /- - kets/ I - -katsl

The point inGresting to us lies in the fact that the alteration is systematical-
ly sound- rather than spelling-based. Indonesian leamers of English as a foreign
langUage find that no consistency exists between spelling and promrnciation.
You will see some illusffation of this matter soon in the introductory chapter.
This conclusion, though tentative, Seryes as a clue to anticipate for understand-
ing words containing sound /etl used by speakers of the same type. It took the
author for seconds before he finally rcalizedthat, once, Prof. Geoftey ofAus-
talia uttered /stju:dant-b4[st-la:nl n I for the phrase "student-based learning".
The author had thought of the word 'tias" /bales/ or something at first, and
this thinking process along with its contextualization disturbed understanding.
From this experience it is wise to note that leamers should sffive for having a lot
of ear haining, oral practice and infening regularities as well as exceptions.
The author would like to express his gratitude to his attentive students
who considered book on pronunciation of English crucial. Ideas from students'
perspective are quite usefirl to him in designing content of this book. He has
also valued the good deed of his colleague, Mr. Pudiyono of English Depart-
ment, Teacher Training and Education Faculty, Muhammadiyah University of
Purwokerto, Cental Javq who has paid utrnost care at students' and even the
teaching staff's pronunciation. He is a man who does not hesitate correcting
others'pronunciation. Last but not leas! his sincere thanls are due to his wife
and children for the understanding they gave to him. During the writing of this
book he has spent much time being "away''from the family members. He was
veryproudofthem.

ffi ffi
Contents
Dean's preface 11

Forerd

Contents vii
Chapter One Sounds vs. Symbolic Representations _l
Chapter Two The Internet 7

Chapter Three Eat It Up 11

Chapter Four I'm Sad l5

Chapter Five My Heart t9
Chapter Six : Auto Races 23

Chapter Seven Good Food 28

Chapter Eight Animal Lover Girl 33

ChapterNine It's RainingAgain 37

Chapter Ten Scouting Is Our Hobby 42

Chapter Eleven Around the Globe 46

Chapter TWelve Dearest Rina 50

Chapter Thirteen Environmental Awareness 53

Chapter Fourteen Peter Pan 56

Chapter Fifteen Space Shuttles s9

Chapter Sixteen Asian Culture 62

Chapter Seventeen 65

Chapter Eighteen Thirty, Or Thirteen 68 I

Chapter Nineteen This, Or That 72
@
Chapter Twenty A Beautiful View 76

Chapter Twenty-One The Mosque 79

;;,,
Chapter Twenty-Two Two Killed, Five Injured 85

Chapter Twenty-Three ReCORD It; The RBcord Shows 91,

Chapter Twenty-Four Connected Speech 95

References 99

About The Athor 100

(hopler
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Sounds vs.Symbolic
Representations
Specifi c Instructional Objectives:
Having finished studying this chapter, the readers are expected to
be able to;

l. explain the role of pronunciation acquisition for a

language learner or speaket;
2. explain why Indonesian learners of Engtish generally
encounter problems in pronouncing the souncls of
English,
3. mention the six points suggestedfor gaining success in
learning the pronunciation of English.
4. propose another selected description of the Engtish
sound systems along with arguments.
 Under normal condifion everybody speaks a language. The language
spoken is expressed through a medium of sounds. So, what a speaker means
to say (message) might be difficult to understand by the listener when the
sounds produced are sfrange to him or her. Indee4 context in most cases
helps the listener interpret the speaker's speech, but precision in the produc-
tion will help avoid disturbance in the flow of communication, as touched
on previously. It is going to be as bad as the case of a foreigner who says to
*pasat'' in an infl-uent "Saya...mau ...tanya pusar
you "pasit'' or "pusar" for
terdekat". That is not enougb. It is har4 at least for the author, to deny an
idea that as far as spoken language is concemed, better pronunciation gives
prestige to the speaker. If you often notice a foreigner speaking Indonesian,
you would probably have susfu fssling, too.
English and our native tongues (Indonesian, Javanese, or other ethnic
group languages) have different systems. The difference results in learning
difficulties to us, Indonesian learners of English. As far as spoken language is
concerned, pronunciation seelns to be a central issue. The problem is rooted
&om the inconsistency betrreen spelling (the written form) and pronuncia-
tion (the soundproduction) inthe Eaglish language. The following are good
examples:
seund lsaondl sorto
9-- lsu:ol tour ltJal
bsught/bgU ggde tgaldl cuisine lkwrn:nl
frgit lfrlt:tl guitar lgra:t maghine lme'li:nl
ghemisty l'lremesttl eherck ttleV blood lbl^dl
flosdfflad/ foqt/fut/ fssdlfu:dl

In connection with this matte,r, the author suggests that readers:

1. make themselves sure of listening a lot to native speakers as models,
either in penlon or on recording;
2. practrce pronouncing the sounds (br do a kind of "mouth gynnas-
tic'). Do not feel bored of mouth gymnastic, because that is the only
way how you make yourself get accustomed to the sounds quickly;
3. build vocabularies with the similar pronunciation pattern by looking
up a well-devetoped dictionary. "Oxford Advanced Learner's Dic-
tionary of Curent English-'byA.S. Hornby is a good altemative for
your level;
 4. go to a reliable teacher or good learners when finding problems;
5. know the meaning of every single word being pronounced. you do
not have to say the source equivalent;
6. not get confused with the different symbols used in differenJ source
books to represent the same or nearly the same pronunciation. So,
what you really have to acquire is the sound, not the symbols.
As the title on the book cover suggests, the materials presented through-
out this book are the sounds that are most probably tooublesome to the at-
tendants of our English Department classes. The sounds include vowels, con-
sonants, cluster, connected speech, etc. - too many to mention. Especially
dealing with vowels and consonants, no consensus has been made about the
number of vowels and consonants in the English language. The following axe
descriptions of English vowels and consonants taken from different sources.
Descriptions B and c are somewhat rearranged according to the sound qual-
ity equivalent to that of descriptionA.

Description A Description B Description C

Pure Vowels
l. /i:/feel i (sheep) /iyl (ieans)
2.lt lbid r (ship) lrlbig
3.lelfell e (pen) /e/(red)
4. la,lhad re (man) lal(hat)
5. /r,,/btd rr(cup) /a/ (bus)
6.la: lpar a: (heart) lar / (tarm)
7. lolhod. o (clock)
8. /u:/ paw o (ball) lo:l(call)
9. /u/ hood u (book) /u / (put)
10. /u: / do, food u:(boot) /ud (two)
11. /s:/pur s (grl) /srl (word)
12. lelsitter, gccept e (4 camera) le / (!p, cgt,4go)

Diphthongal Glides

13.lerl pay ei (tail) leyl (f:a:ul.)

14.latl pie ai (fain) layl (ice)

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15.loil coy ui (boy) /uy/ (oin)
16.lar/ruin
17. laallow acr (phone) /ow/ (no)
lS.laalsouth ao (house) /awl (out)
lg.lrelpeer te (beer)
20. leelpair (chair)
21. /oe I soar :r
22. lae / poor

Consonants

l. /plpole /p/ (pen) tpt@afi

2.lblbowl /b/(baby) /b/ (about)
3.ltltool Itl (tin) ltl (talk)
4.ldl doll /d/ (door) /d/ (dance)
5.lW coal /k/ (key) N (car)
6. /n goal lgl (sirt) /el(eive)
7. ltll chap ltft (cberry) /t/ @atch)
8.ldsl jam, aged lds/$ari /ds/rtob)
9.ltrltran, footrest
l0.ldrldram, handrail
11. /ts/ cats
12./dz/roads -
13. lt0/eighth
14.ldg /width -
15.lfl fell lfl (tan) /fl (four)
16.lvlveal /v/ (van) lvl(very)
17. lglthigh, earth /0/ (thin) /0/ (both)
18.16lthy, worthy /6/ (the) /6/ (other)
19. lsl racer, seal, peace /s/ (sun) /s/ (same)
20.lzl zeal,razor lzl (zoo) lzl (easy)
21. /[/ sheet {/ (shoe) {/(push)
22. l1lgigolo, vision /s (television) /s (usual)
23. lhlheat, behave lh/ (hat) /h/ Oehind)
24.1$lmight /m/(mouth) /m/(make)

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The Internet
6i: 'Intenet
Specific f nstructional Objectives:
Having finished studying this chapter, the readers are expected to
be able to:

l. identi/t sottnd /I /in the words heard;

2. proncnmce sctund iI / properh,,.

J. explain v,h,v this sound is problematic to some

Indonesian leerners of English,. and

4. erploin the simplest way to handle this sottnd

:F :<*trlti3* rEs* +sF5tsS ==+l"is-=

 The quality of lV sound is equal to that of letter 'e' in Indonesian. In
some parts of Indonesia, people pronounc€ letter i with the quallty the same
as we spell letter e in English. Apart from being influenced or not by the
written form in time of pronouncing the words this will be a problem when
the letter i in the English words Engllsh, stlll, shlp, or foryive is also pro-
nounced with a quality the same as letter e pronounced in English (as shortly
discussed in the foreword section of this book). At least, it sounds somewhat
sffange to most speakers of English.
To produce sound lU properly you can best contrast it with sound /i:/.
Besides being different in qualrty, these sormds are different in length as
well. The latter is longer. As illustration, the English sound lU is equal to the
sound of letter e in the Indonesian food "tapel'and spice'Jahe".

I. Repeat after the speaker. Notice the sounds /r/ and /i:/ in each
pair,
fil li:l
sound I sound 2
ship sheep
bin bean
sit seat
lick leak
.chicks cheeks

II. Listen to the speaker. Which one is said? Put a tick ('rr) next to
the intended word"
bit E beat E
seak E sick E
bit E beat E
hit ff heat E
eel E ill t_l
wheat l---l wit E
hill E heel E
feet E fit i_l
meal E mill E
fiIl E feel E
rrr. Listen to the students acting out this dialogue. pay special at-
tention to how they pronounce the vowel fi / throughout the
text.
A: This one?
B: It's too big.
A: Let's give her this one, then
B: Srill too big
A: Willthis fit?
B: Yes, I think so. She's pretty thin.
. Malce comments on their pronuneiafion.
. Then, with a partner practice the dialogue again and again.
'volunteers are required to practice it before the classfor.checking

fv. Repeat after the speaker. Notice the sound of the underlined
vowels
lndia river chesse Chingse seat green fourteen knee mus!
cian British teacher mijk pink chicken sw_imming fingo Egypt
ski_rng tea strggm m{lion brllliant sit sick cinema _inter_
action seek mggt middte negdle

V. Work in pairs and, from the words in the box abovg mention
orally two...
t. Things to iat
2. Jobs
3. Countries
4. Numbers
5. Colors
6. Sports
7. Partofthebody
8. Nationalities
9. Things containing water'
10. Things to drink
L The sound /I / is usually spelled with the letter.......
Some exceptions: guilty, e31[tar, Check your
entries with friends or the help of dictionary.

II. Find minimum glbI ten words that have sound /I /. Write also
the phonetic transcription. You will find your dictionary help-
ful in doing this task Present your work orally to the rest of
the class. Number I has been done for you.

No Words Phonetic ffanscription

I Bitter l'bltel
2
3
4
5
6
7
8
9
10
1t
 : ltt!

ffiro{:ar':"'.
-7r'

Eat It Up!
i:tltAp

be able to:

t. tdiii,ti$y ionnd l!:/ in tii words heard; "

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 This chapter is perhaps of significant for those who need more
practice in distinguishing sound hl from/i:/. As discussed in the pre-
ceding chapter, sound /i:/ is longer than ltl.The sound qualrty is equal
to that of letter i in the Indonesian words hilang, panti, bintang, kasi-
han, or Javanesepari, ilang,kirab, irung. Experiences tell us that the
problem faced by Indonesian learners pronouncing this sound is they
just produce it, but do not sustain it. It is because the learners do not
get used to the way in the native tongue. It seems easier for them to
imitate. When they are unconscious, they tend to produce a shorter
variant lil as it is the nearest sound they can find in their "old" lan-
guage.

L Repeat the following words after the speaker. Notice the sound
I i:l
Jeans beach tree peace receipt
Piece speak deal deceive Peter
Receive leave feel believe evening
Cheap peel wheel gnef phoenix
People key

Study the following dialogue. Then, volunteers are needed to

practice it before the class. Underline the vowels /i:/ you think
mispronounced by the volunteers.
Peter : What would you like to eat, Edith?
Edith : Ameat sandwich
Peter Jean, would you like a meat sandwich or a cheese
sandwich?
Jean Cheese sandwich, please, Peter.
Waiter Good evening.
Peter Good evening, we'll have one meat sandwich and
two cheese sandwiches.
Edith : And three teas, please!
Waiter : One meat sandwich .........two cheese sandwich-

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 Propose some mistakes done by the volunteers to the teachen

III.Individually, repeat the conversation above one line at a time.

Then, get neighboring friends to do the conversation.

lV. Based on the menu below, practice dialogues with the pattern
given:
Would you like coffee or tea?
Coffee, please.

MENU

SouP:

Leek soup, pie soup

Meat:

Veal, beef

Vegetables:

Beans, peas

Sweet:

Cheese cake, ice cream, peaches

Coffee or tea

*:,:]dr fi: iSi S.,

Y. The sound lizl usually includes the letters

An interesting, different case happens to the letter........, why? It is be-

cause of stress effect. Some exceptions: phsgnix, pegple,.......

VI. Write at least ten other words containing the sound /i:/. Write
also the phonetic transcription. Report the work to the rest of
the class.

No Words Phonetic transcription

1 Feeling lfi:lla/
2
J
4
5
6
7
8
9
10
il

[iLr;:=*]Yr],i (Ji lU itlt{,lt::il lffilfrrr. E:r Hl,il.;s r I, -s.iiifl

(hopter

t
$.

I'm Sad
almsrcd

Specifi c Instructiona I Objectives:

Having flnished studying this chapter, the readers are expected to be

able to:

l. identifu the sound /ce/ in the words heard;

2. pronounce the sound /re/ properly,.

3. mention thefactors causing this sound to be a serious

problem to Indonesian speakers learning English.

4. explain shortly how to produce this sound.

 According to the author's observation so far, our students are not good
enough in producing the sound symbolized as re. This condition is consistent
with the author's research result (as discussed in the foreword section of this
book). The primary reason for this is that this sound does not exist in the In-
donesian language. Another reason is that at the lower levels of education the
students are taught the "nearest" sound lel, indeed. This is perhaps due to the
teacher's ignorance or just his/her reluctance to produce the rather "difEcult"
'beg'or 'bag', 'bed'or 'bad'.
sonnd. They tend to say lbegl for either
To produce this sound properly, one has to open his/her mouth wider
than the sound /e/. This is why we willtry to have practice distinguishing 'e'
from 'e', either short e or long e.

I. Repeat after the speaker. Notice the sounds l*l and /e/ in each
Pair.
/a,l lel
Sound I sound 2
Axe x
Pan pen
Man men
Sad Said
Brad bread
Band bend
Had head
Land lend
Sand send
Bat bet

I Now, it is your turn to say the following words

Captain Sam
Caption Daddy
Map at
Lab (oratory) afinosphere
Tag Hampshire
III. Listen to volunteers praeticing this dialogue and underline the
vowels pronounced lnl in the conversation. Do they make mis-
takes?
A Where \ryere you standing?
B At the gas station.
A Where was the man?
B He ran out of the bank.
A Did he have anything in his hand?
B Ablack bag
A Thankyouman.

Give a little piece of comments.

rv. Repeat the conversation above one line at the time. Then,
working in pairs, practice the dialogue again and again till
you become fluent.

V. Repeat after the speaker. Notice the sound of the underlined

vowels.
A map a television a credit cart stamps a tennis racket a
camera a blanket some cash a flashlight a tent matches
ahat your address book a backpack an interesting magazine
ffi
acarnage

vI. Working in pairs, discuss with your partner the three most
important things in the box when.
1. Youarelostinacity.
2. You are on vacation.
3. Youcarbreaksdown.
4. You are lost in the woods.
Report your answers to the rest of the class

W s 0 u,r{ D i r r Kr $=ii$.i1}F,;;.-Ei. * "Ht$ffi LSii[.{\ }t

Ll lixrffiiiir.L
=- iL,ri.1----'*...*1,;..===.-@,,r
,,;i,L,r,rEi\ui,srir#;:z;;i"'r,,o.SoftGiifu ili]i{'\s ..,-.""iiii
YII. Write minimum ten other words in which there is sound /e/.
write also their phonetic transcription. Report your work to
the rest ofthe class.

No Words Phonetic transcription

I passengers 'pastnftos
2
3
4
5
6
7
8
9
10
t1

yIU. Working in groups between 3 and 5, watch a film (drama

film is a good alternative for your level).. Tell the class at least
one expression containing the sound we have learnt in this
chapter. Example: a girl shouted "I)addy"

IX. The sound /re/is usually spelled with the letter......'

Some exceptions: guarantee, ......

ffi
 Do you think the volunteers make mistakes? Give comments.

III. Repeat the conversation above one line at a time. Then, work-
ing in groups of 3, practice the conversation together.

fV. In
each line, four of the words have the same vowel sound, and
one has a different vowel sound. This is tbe odd one out.Work
in pairs and try to find the odd one out in each line.
1. Park, heard, hard, farm, heart.
2. Grass, garden, tart,large,warm.
3. hurt, harm, bard, bam, bart.
4. Brass, bar, draft, apart,war.
5. Arm,lark, aghast, where, darling.
6. Calm, shaft, date, dart, parterre.
7- Vast,love, apartment, departmen! half.
8. Are, scaxs, shark, market, our.
9. Dare, da:n, bra, departure, and palm.
10. Smart, pass, star, past posture

You may discuss with afriend.

V. The sound lul usually is spelled with letters

.r.. ....

Exceptions: gtard, heart, cler.k, brg. Do you have any?

s
-t
YI. Write minimum 10 otherwords that have the vowel lazl.Don't
forget to write the phonetic transcription. Report your work
to the rest ofthe class.

No Words Phonetic transcription

I scarf /ska:f/
2
a
J
4
5
6
7
8
9
10
l1

,Niii ;,;
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(hoplrr

Auto Races
u : teo'relsls

Specifi c Instructional Objectives:

Having flnished studying this chapter, the readers are expected to be able to:

f . identifu the sound / o:/ in the words heard;

2. pronounce the sound / u:/ properly;

3. explain why this sound matters to Indonesictn learners of Englis

 Standard Indonesian sounds do not include this sound in both quality
and length. However, some people living on the island of Java use this sound
quality. The English /o: / is longer than that existing in Javanese. So, to Java-
nese the potential problem is the sound length of the English /u:/. Under
unconscious state, they tend to pronounce the sound as they usually do in
pronouncing letter a in the Javanese words grila, lunga, lara, or the letter o
in atqs, moro, s embrono, nongol, arrd nonong. Therefore, when the sound /u :/
is pronounced this way, the intention to get the message of the words 'dawn',
'warm', or 'salt' across is not perceived normally by the listener.

I. Repeat the following pairs. Notice the long sound /e/ and the
short /d.

Sound I Sourrd 2
Cordially Cod
Caught Cot
Port Pot
Forks Fox
Sportt Spott
Short Shot (Br)
Bought Botde (Br)
Horticukure Hot
Sought Sot (Br)
II. Study the following words in the box.

Autumn August jaw raw law walk talk

Faucet lord border tall hall shore

Find...
1. the British English equivalent for "tap"
2. name of month
3. a season
4. the synonym of"not cooked"
5. the opposite of "short"

III. Listen to volunteers practicing the following dialogue and un-

derline the vowel /u:/ throughout the text.
Announcer This morning, the Roamers football team ar-
rived back from York. Paul short is our sports
reporteq and he was at the airport.
Paul Short Good morning. This is Paul Short. All the foot-
ballers are walking towards me. There's George
Ball, the goalkeeper. Good monring George.
George Ball Good morning. Are you a reporter?
Paul Short Yes, I'm from Channel4. Please tell our audi-
ence about the football match with York.
George Ball Well, it was awful, we lost. And the score was
four, forty-four. But it wasn't my fault.
Paul Short Whose fault was it?
George Ball The forwards.
Paul Short The forwards?
George Ball Yes the forwards. They were always falling
down or losing the ball!

'I .?j:::i*ffi $iifg 'S L g *gr',t=FriAL if,;it V rtilt* x.,;Fir r.=s *

 Repeat the conversation above one Iine at a time. Then, work-
ing in groups of three, practice the conversation together till
you find it easier to say the words.

V. Which one of the following uses the sound /d- Put a { ny tne
right word.

l.lamdry solitary

2. bored solve

3. form from
4. fall fold
5. flood floor
6. saw. food

7. mouse exhausted

8. county course

9. ghost board

10. call Bob

YI. Now, if you have to set a rule alone, how will you complete the
following table?

llings of the sound /d

?.7 S+!}.,11!*.l$*,r ..q..,r.Si , ,1 yJi F l{ 6 L11:9..H

wr. write ten other words or phrases that contain the sound /d.
Write also the phonetic transcription.

No Words Phonetic transcription

1 Accordingly /a ' ku:dlolI /
2
a
J

4
5
6
7
8
9
10
ll

I T;.s o U f{*D S , L:{,K*E n A*8.I U,5 .t,X e i,i S-X r

?r1;i;,lri-;:;s.r;;
-::-:::::..=

Good Food
gu:dfu:d
u*.ffi11;-1=t*-fi;;

be able to:

. '' {' I -;- ,*.,...

,tp! ,,i,=i=
.,
7"9y5.-f';i7;,,fifijijiii
'il.Uil
.'uiiil' io" rii,iiii
ofEngli- h.1

X,?5;S ff U',nr,n'lSjrit1{rii E ,.H A t, li# El:::: i t* €.:i f S h.

 Again, as in the case of sounds /i:/ , /a:/, actually in term of quality our
leamers of English already have this sound. It is similar to the sound quality
of the Indonesian vowel sound ld, as rn bula4lrudu,lumayan, susn) etc. In
length the English /u:/ is longer. Beside the long /u:/ English has the shorter
Al which is similar to Indonesian vowel /u/ above. That is the reason why
our concern is with the longer one. Saying the word 'pool'with a short mode
will mean 'pull'to the listener's perception.

I. Repeat after the speaker. Notice how the pairs are different.

1. Luke Look
2. Pool Full
3. Fool Full
4. Food Foot

II. All the underHned part in the words below is pronounced

Ionger. Can you try?

Blue Group
June Imprqve
Suite Rude
Pool Ssup
Fruit Flu
Cquld Include

III. Can you find the vowels pronounced luzlin these sentences?
Note that the vowel sound /u:/ occurs only once in each sentence

A : Where should I put your luggage?

B : Inthe trunk. Ijusthave one suitcase.

riiriiilitffi KsrL!!!r!l$ssliw
T i x e ""nnt_i-[ffi]'x.i{t i .s.,rf
lo;tqroffiffiIl lffi##ftffiffi1 *ff4 *

ffi-ffiffi 7"; . ;:':::::.": " i;:"1 ": :: :?": \: r ; 1x'.;t: i.:::"

 A That qnion soup was wonderful.
B Thanls. It's from a really good cook book.

A You'll be too hot in the sun.

B I think I'll put on my wool suit.

A : Who's that in the blue uniform?

B : Mybro{rer. Wouldyou like me to introduce you?

A : There isn't much toothpaste left.

B : ButlboughtanewtubeonTuesday.

When you feel ulsure of the vowels, consult your dictionary.

IV. Practice the words in the box below. Working in pairs, use the
,,11,10
words in the box below to complete the conversation that fal-
.t:1 ; ,,,i
lows. Volunteer pairs are expected to practice their conYersa-
:'li "lt ' l
tional text before the class.

Shoelaces Supermarket

Toothpaste Swimming pool

Football boots Fruit shop

Chewing gum Tool shop

Fnrit juice Wool shop

Cookery books Newspaper stand

X : Excuse me
Y : Yes?
X : Couldyoutellmewhere I can get some good
................?
il
.\ ffi'*tW,t'-:tfuff:1,.,rilw=lrr,,!, iHii,%* ..
,- .-."-s,
I *
. fl .TffilJ LL i.',
 Y : Yes. There's a shop next to the ....... That sells
very good ..........I'm going there too.

V. Now if you have to set a rule alone, how wiII you complete the
following table?
The spellings of the sound lu:l in

VI. Write other words or phrases that contain the sound /u:/. Do
not forget to write the phonetic transcription. Number I has
been done for you as an example.

No Words Phonetic transcription

1 cruiser l'krr]uj.zel
2
J
4
5
6
7

fiIi ii fErq,,
il' i ii..\\s?i
|ifll,l 1ul*==.--1n*=
r
ffi ['#
$, fit.{|
ffi
ffi ,lfu , r
iiilililli
r,[i(;uD/
l.(lli),
ii illu@ li-q** ei
.N-,...-."..r.$$.Eu "effii,iffil
 No Words Phonetic transcription

8
9
10
l1

t
''ff.-.4 "'*, ,* fl -t* orl"# "lF', i*
*n** +*,:i.**,,*,
,-':+
:.+ '--\ e _ .+-r., -,,-,,*'
*;,.
,
,- ,l ,,
{,-
s'

hmiffiffil

spe ifie1Flslmg11on€b@uvCi:
_ ,

u*tn;,-ffiing
1.ffi this chaper' the
'rytffi-,

ffi.',
2. prii:nounce the sound /5;,!/ iiiierli;
,ry
#llplwiE=i
:*
tuii i, i;ii;i!+i:|!
- -''
.., ofEigliih .{:
 This sound is the same in quality as we have in Indonesian pQrh?latan,
kqtada, selteda, dgnda, or Javanese lggana, mgnungsa, rameis, and pantgs'
gut in iength, this krdonesian or Javanese spelled e sound is different from
to
the English sound la:l.The sound le;l is a long sound. What we can do
produce this sound of English precisely is to sustain the Indonesian or Java-
nese version /e/.

I. Repeat after the speaker. Notice how the underlined parts are
pronounced.
Fur bLd
Turn burn
Pcad heard
WqIm shirt
Word worst
Watker cqlonel

II. Now, with the help of your dictionary, fill in the crossword
plulz,lrzlewith words that are opposiles of the clues'

i=it=di**,n,$,,s,.i.r.=t,* Er :
A;1..irfi t,,.E 6' [,1.,s- c
 Across
3. Calm 5. Clean 7. Teach 9. Ma'am or miss 10. Best
11. Shaight 12. Boy

Down
1. Leave 2.Last4. Horizontal6. Late 8. Spend 10. Relax

Compareyour answers with those of others.

III. In each line, four of the words have the same yowel sound. The
other is the odd one out. Work in pairs and try to find the odd
one out in each line.
1. Worlq Thursday, early, clerk, prefer
2. Shirt, heard, hard, firm, hurt
3. Learn, north, wonn, skirt, bird
4. Story circle, word turn, blur
5. Search, girl, whirl, retunq meter
6. certain, raid, like, bu! mouth

IV. Now, if you have to

ffi
set a rule alone, how will you complete the
following table?
The spellings of the sound le:/ inEnglish

:-;",11 ,1 il *-=='*:'{ii',*c. *.1, *=,e iIi'+='+;J: .=E }*.€, r.,1_ii,*

 Compare your work with that of another student.

V. Write minimum ten other words or phrases containing the

sound /a:/. Write also the phonetic transcription. Number 1

has been done for you as an example.

ri soUaEs
;;": LiKE HXltru.r f"xciisx
(hopiir
7?^>*;'
t=i,',. ::ii:i=t,i :::r:.t
;.-

It's Rainiii$ arn

Its 'reInIR e'geln
Specific f nstructiona I Objectives:
*o:rt *is c+pt% the readers;El
"*"1'"0'"
I#::1":'o
t. identtfi the souyd /et/ in the words heard;
.. ::

4. explain the simplest woy to handle this sound

 This is one of the most difficult vowel sounds to produce by our leamers
of English. It in itself consists of two sounds: lel and lil.The lelis longer than
|il. Aswe are not accustomed to producing this kind of sound, we need time
to adapt. To the author's observation, many Indonesian speakers speaking
English do not differentiate this glide from the sound lt /.They say /mrd/ for
either 'mid'(tengaQ or 'made'(membuat). Of course, it does not sound good
to native speakers or advanced learners of English. To the author's ears, it is
as bad as the alteration of every /ell occurrence to sound latl by some Aus-
tralian speakers of English he has known so far. The best way for Indonesian
leamers to produce this /e/ sound is to quickly move from /e/ n lil when
uttering it. Now, we begin with list of the English words that have the sound
letl as confronted with those having the sound /I/.

L Repeat these words after the speaker. Notice how the sound
/er/ is different from |il.
leil hl
Tail till
watt vrit
Cake kick
Sh4pe ship
Lake lick
Bait bit
E ght it
sake sick
Rald rid
Great gnt

II. Now, practice in pairs

Example:
It's the eighth ofApril
A: It's the eighth ofApril.
B: The eighth?

,r:l l i5il:*Iifiii$;"$i,iiirE:a:1i ,{tEiiii :i :if:::* iifirrr H ffr$1:I s H

 1.It's the eighth of May.
2. Yes, it's Mrs. Grey's birthdaytqday.
3. Yes, she's eightJr-eight.
4. Yes, she's going away for a holiday.
5. That's right. And she's going by plane.
6. Well, it is a bit dangerous at her age, but she wants to go to
Spain.

Be volunteers for the class, please.

ilI. With your partner, discuss the sound /erl available in the words
of the following dialogue. After thaf read the dialogue aloud.
Mr. Grey Hey, this hain's late! I've been waiting here for
ages.
Porter Which train, sir?
Mr. Grey The 8.18 to Baker Street.
Porter The 8.18? I'm afraid you've made a mistake, sir.
Mr. Grey Amistake? My timetable says: Baker Street train-
8.1 8.
Porter Oh no, sir. The Baker Street train leaves at 8.08.
Mr. Grey :At 8.08?
Porter You see, sir, they changed the timetable at the end
ofApril. It's the first of May today.
Mr. Grey Changed it? May I see the new timetable? What
does it say?
Porter It says: Baker Street train - 8.08.
Mr. Grey Hm! So the frainisnlt late. I'm late.

Listen to the teacher that will read it aloudfor you. Checkwhat you have
done.

rr ssuHDs LrxE HATIvE exe lrbi

III. Discuss with a partner to determine which word contains
sound leil ta lines of words below.
1. Clean, slave, piece, &uit cheat.
2. Study, cheese,lead, fare, delay-
3. Brealq cas! white,least, moist.
a. Spealq improve, neighbor, think, ki[.
5. Rhyme, silk, heat, sweat, wait

III. Set own

Spellings Examples

Exception

Compare your workwith those of others.

j,.-=.-+.... ll[iitqffi,;;;if--.]il3r!.:y5,. r:X,:lilircirx,s;tl;

=,tr.:ja:+r$\.N
IV. Write minimum ten other words (excluding those available
above) that contain the sound /e/

No Words Phonetic transcription

I complamt /kam'plemt/
2
a
J
A
+
5
6
7
8
r"--:-::::l
9
I i'.ir*i
10
ll I]
IIr::"4'';I
;". ;t
I

lffi.
I -t*"1
1

t I :t:'ltit.i: t

V. Say the missing words in each of the following sentences. II

[".]&" r I
l
restaurant.
My mom does not do her domestic works alone because we have a
ho
Ame is a woman who has a fish' tail instead of leg and lives
in the sea (in stories).
No wonder that the male cat keeps on chasing the female; it is the
season.

people of the world can make contacts easily.

 *.
f.l+. ',,'*':
-(: ,,;]:
\,..- -";w
+m ".". ."

Scoutinp
is Our H6bffifr
'skautrr:ffiffi
 Like the sound discussed in the previous chapter, this sound also has fwo
sounds - the long sound lal and short /u/. As the author has observed in daill'
user rnany Indonesian speakers of English do not seern to realize the differ".
ence between this diphthong and the short vowel sound /u/ as in "clock",
"shock", "dog", or the ionger sound /u,:l in "naughty", .,ba11,,, ..short,, that ex-
ist extensively in English. To advanced learners of English, it does not sounc
nice to hear lnulwhile the speaker really intends to say "no\tr/" inah For ex-
ample, they tend to say /sund/ for "sound" , or lgnsnd/for "ground". It will be
a bit confusing to the ears of advanced learners of English when you say /dun
/ for "down", because English also has the word "dawfl" ldv:n/. Actually in
Indonesian we have diphthongs like this. But, we usually pronounce it more
closely to the English short sound lol.In other words, we do not get used to
producing the sound with the quality equal to the English /aul. However, it
will take less energy and time to get accustomed to the new habit.

L Repeat the speaker, and notice how the underlined vowels are
pronounced.
cow owl!
Bgw no]il
Brqu grgund
Grguse rolpd
Ouch fqund
Deubt house
Davm proud
Sound forfntain

II. Read this dialogue aloud, and practice it with friends.

Mrs. Brown : I've found the mouse!
Mr. Brown : Ow! You're shouting too loudly. Sit down and don,t
shout.
Mrs. Brown : I've found a mouse in the house.
Mr. Brown : Abrown mouse?

I+,:rr'sS $ fi S Lr.f K E-,, , f'3 \r::E:r,'?,F*:€ L I S:}l

 Mrs. Brown Yes. A little round mouse. It's running around in the
lounge.
Mr. Brown On the ground?
Mrs. Brown Yes. It's under the couch now.
Mr. Brown Well, get it out.
Mrs. Brown How?
Mr. Brown Tum the couch upside-down. Get it out somehow.
We don't want a mouse in our house. Ours is the
cleanest house in the tor.vn!

Be volunteers for the class.

III. The sound laal is usually spelled with the let-

ters......r..
But, you must be aware that not all the same spellings are pronounced
laa/ as found in the words "touch", "low", 'ocaught".

IV. Write minimum ten words (excluding the one you learn in this
chapter) that contains the sound /au/
No Words Phonetic transcription

1
paramount l'pnremaari/
2
J
4
5
6
1

I T'..r1:*::lr$ U:::.H.: 5 l"I:I(+rrr:l*::

=I E:::::= ,{ G,1 I SH
,,,,,
No Words Phonetic transcription
8
9
10
l1

f:,.::. $.l f*lgrrll.[i-I,'#r#r!ii{*:,;*ii.{Et- .},18: dlr$liX,

r.Sr..::riii;i-,

{lmotrr
0lr-;
:

.=t=-t- -
,,'at:::]

Around the Globe

e'raun deglecrb
 This sound also has two sounds / a/ and,/o/. Based on the authors,teach_
ing experience and research, the students find it the most difficult vowel
sound to master. Quite few class attendants succeed in producing
the sound
with the intended quality. This is perhaps, caused by the tension that occurs
when this two-in-one sound is produced.

r. Repeat the words. Notice this sound of the underlined vowels

2. Bqne 9. Cake
3. Phsne 10.or,
4. Boat I l. Windaw
5. Wqke 12. Age
6. Float 13. Thrqw
7. Nqte 14. Hello
8. Joe 15. Over
9. Bowl 16. Don't

Ir. working in pairs, determine which word contains the sound

laalin this dialogue. Then, read it aloud
Joan Joe ! Joe ! Joe! Hello
Joe Oh! What is it, Joan?
Joan Look out of the window.
Joe No. My eyes are closed, and I'm going to go to sleep
again.
JoanDon't go to sleep, Joe. Look at the snow!
Joe Snow? But it's only October. I know there's no now.
Joan Come over to the window, Joe.
Joe You're joking, Joan. There's no snow
Joan OK. I'll put my coat on and go our and make a snowball
and throw it at your nose, Joe Jones!

Then, listen to the speaker that will read it. Be volunteers for the class,
please.

9.H;

7.: '

*
i.
E
 o'A"
III. Sign with more arrows "B" words that rhyme with
words.

A B
Whole
old
Cold
Sold
Hole
Hold
Told
Bowl
Stole
Gold

IV. Complete the crossword below. The clues are words which
rhyme with the answer but do not have the same meaning.

l#o*[n-* J6*: T{A T IVE

'rai
E H G:6d"S H
\
1 .. ,+ru ,
 Clues
Across: Down:
1.Only l. Slow
2. Don't 2. Jones
3. Know 3. Snow
4. Joe 4. No
5. below 5. Hello

V. The sound leu/ inEngtish includes the spellings .....

VI. Write ten more words with the sounds /eu/

No Words Phonetic transcription

I Remote /rmaut /
2
3
4
5
6
7
8
9
l0
ll

trt?'iii$':!b'1iffi;idli.l*,riguu:rt-gui*],]ir,U:d ]: r t lUm
:;;;:.1:!rr..4.:=il ir r t! tt l.
 t$ttl.r,

w
:

{wahra
,:::= :--,a ':::=:..::

Dearest Rina
dierest rina

Speiifi c InStruation,aI O-bjectives: ""'

, :.:1. r:=-
=l:=,.
. Having finished studyi.ng th--ii: chaptet,' e ieaders are'eiptcted to

i-.*1*il$jjio,:

' , ), i*n
ffi,**,r,;;;;j,r{,a,r"pgu;;*;;:tr;
" affi;: ', *
: 2;i,I_,Eit u;;;"rr,"* ta:rP,y"ii
""
! .Indoyes
I expbin why tfiis ;,o,und; ii troubles
-
onqp to iai
%, , .' ;;
"'
,i;f;';.{:_{{!"sriu14,'* u

i'*i:*,y;ir,,*, way io r1"o*^.,*!i'oiika , '

 Though this glide is not so difficult to master as the other ones, it needs
time to get used to it, because basically Indonesian learners of English do not
5 have a sound of this quality. The best way to produce it is to smoothly glide
$ from I to a.
:

$
l
I. Repeat the following words after the speaker. Notice how the
i
underlined vowels are pronounced.
d

I
-l--ear 11. idea
I
2.bgBr 12. atmosphere
3. tgar 13. mountainqer
a.pl.r 14. chggrs!
5. bsard 15. ngarly
6.Lear 16. disappg4red
7.hear 17. Australia
8. dsar (Br) 18. windier
9. cl94r 19. easier
10.ye. 20. cashlgr.

Which one do you think contains the sound /re /

l. gear 2.rear 3. fire 4. hemisphere 5. vampire 6. happier
7. earner 8. climber 9. bomber 10, European 11. desire
12. capture 13.liar

II. Now, consult a better friend, standard dictionary or your

teacher. when necessary, formulate the occurrence of the
sound / ral.

SiU

ffi 41.#
,

ffi
,H
 No Spelling Examples, Phonetic transcription

br

% }.
III. Mention ten other words that you have not learnt in this chap- I
ter.

1. 6.

2. 7.

3. 8.

1
+": '

4. 9.

5. 10.

I'r' souNDS LrK"!'ROTTYE ENGtrsH

tttt'",' tno
' .r ,. .
(ltoprur
77"">rt

#*6
ryffi ffi% s#

Environffiental ,,,,,.

Specific Instructional Objectives:

Having flnished studying this chapter, the readers are expected to
be able to:

f . identify the sound /ea/ in the words heard;

2. pronounce the sound /ea/ properly;

3. explain why this British English sound is troublesome

to Indonesian learners of English,. and

4. explain the simplest way to hqndle this sound

 This glide has two sounds: /e/, which is long and lel.It is only found in
British English pronunciation. In the American English vesion, it is changed
to pure long lel. To us this sound is also not so difficult to make as, let's say /
eil, or /aa/ ,but this new sound is often confused with the sound /Ie/ discussed
earlier. Let's compare these sounds

I. Repeat the following pairs after the teacher, notice how each
pair is pronounced differently:

Sound I Sound 2
1. air ealx

2. bear beer
3. pear pier
4. hair 'hear
5. tear (v) tear (N)
6. chairs cheers
7. dare dear
8. Claire clear
9. there they're
10. share sheer

I. Which one do you think contains the sound /ea /

1. Care 2. Real 3. Scarce 4. Declare
5. Nightmare 6. Primary T.Blaire 8. Scared
9. Deal 10. Bar

II. Now, formulate a rule of the sound /eal occurrence accqrding

to the spelling.

{.\\\w
::

ffi,7
 No Spelling Examples, Phonetic transcription

III. Provide ten other words that have the sound /ee/.

l. 6.

2. 7.

3. 8.

4. 9.

5. 10.

E'i ro,in"ffii*'f '-;trF+ry; o o'.f"i*'

.tt ;"*- ' -1" "".-i
([utttr
7
A'ott ?Ae&nt
-*
)frr
Peter Pan
pni:tephren

Specific Instructional Objectives:

Haviug flnished sttdying this ehapter, the readers are expected to

be able to:

L tdcntifi the sound /ph/, /td/ and /*/ in thc words heard;

2. ptanounee the sound /ph/, N/ and /{/ prcperly;

3, explain the oeeurrenee ofthese soands; and

4, explaln the simplest way to handlc these sounds.

 Obviously, the nine consonant sounds which we are concerned with in-
clude these three sounds because they are pronounced significantly differ-
ent from those of ours when occurred in certain position. To prod.uce these
sounds properly, you may try by holding a piece of paper in front of your
mouth. Then, make the sounds in aspirated mode (symbolized with h) - the
paper moves as the airflow presses it backward).

III. Repeat these words after the speaker. Note that the aspirated
consonant sound shifts.

l.pen 11. passenger

2. pencil 12. policeman
3.pin 13. pipe
4.pear 14. porkpie
5. Peter 15. pepper pot
6.poppy 16. puppy
7. Paris lT.piano
8. pocket 18. compact
9. postcard 19. reporter
10. passport 20. departure

Do it again and again.

II. Repeat these words after the speaker. Notice how the aspirated
consonant sound shifts
2. tell 9. twins
3. tennis 10. twelve
4. telephone 11. travel
5. tomato 12. transporlation
6. tin 13. unlouchable
7.w 14. polatoes
8. twenty

li souNDs lrki rrnrrve er,te lrCn

III. Repeat these words after the speaker. Notice how the aspirated
consonant sound shifts
1. car 11. chemistry
2. atp of coffee 12. queue
3. ofcourse 13. Christian
4. Cambridge 14. reqord (v)
5. clock 15. taghometer
6. clever 16. proc laim
7. cream
8. cricket
9. cakes
10. quiet

IV. With the help of a dictionorY, find ten other words with the
sounds lphl, ll{l and' lthlin them. Write also the phonetic tran-
scription.

1. compatible /kem'phettbV 6.

2. 7.

3. 8.

4. 9.

5. 10.

V. So, the sounds /p% /kh/ and ltnl in English usually exist only
when..................or
= i( |110.9 tfl,'=

Sffi
srye=-n'et-atio +
'---I'iu=t,lt=uutn.u

. be able io:. _..-. := :::..=..,::::::;;:jr=.,:1;.==ri.

j;i=====;itl , ==

f . identify the sound tl/ in the words heard;

' 2 prono"iii tt e sii"ii /t prop,iity; "'
:...:,
3 explain the oc,currence"of tle sound; and,

+
 To those students who are familiar with Arabic phonemes this sound does
not seem a matter. It resembles to the Arabic r-.f. When you say "isyarat" or
"s3rukur" (either one is borrowed from Arabic), you rnill surely expcrience
the sound symbolized as J in the study of English phonology. This sound also
comes up as a result of quick shift from sound /s/ to sound ljl as in questions
"What's your name?" and "It's )zour wallet, isn't it?". This will be discussed
exclusively under "Connected Speech" (Chapter Twenty-Four).

1. she 8. shrunk 15. milkshake

2. shoe 9. demonstration 16. sure
3. ship 10. wish 17. benefigial
4. ash 11. speqial. 18. crugial
5. rusb 12. maghine 19. broshure
6. push 13. vacalion 20. fashion
7. assure 14. tisgue 21. sue @r)

L Repeat these words after the speaker. Notice how the under-
lined consonants are pronounced.
So, how will you pronounce this phrase?
"fiy;ashing machine"
"A commercial ship"
"Afashion show"
'A vacation brochure"
"A special tissue"

IL Workin pairs to ask and answer question like this:

A : Wherewouldyouusuallycatchatain?
B : At a train station.

III. Where would you usually ......?

I'..T].'S;:*,U, m B $ :t.-d fr't: $l A ?ri+rgr-.:.E {r, C L I S !l

 1. a:range a vacation At a bus station
2. wash dishes In the kitchen
3. cash a check At the beach
4. find seashells At a travel agency
5. catch a bus At a bank

III. Explore your dictionary to find ten other words with the sound
dl in them.

1. parachute l'phr:ra[u:t/ 7.

2. 8.

3.
9.
4. 10.

5. 11.

6.

IV. The ll are:

forthe sound rlr
No Spelling variants Examples

Notes
 ff@
{lta,pter ffiffi
ffi

m:
tdfl
Asian Culture
I 'r'.;r.)flt

l eil
[I "'l e\Sen'kAlft
l_. 'l
'.,1,'ul

ti-'l .::l:::

rri
i[' i'
;='tu@ fi
ine tlii ctrapter, to t::
--'-Q,.!,,

$**
;E=,
;tr'
r,#**iii'=.=5 iE,, ,li:

;
=.1;=;!,),].-.,t'=
wan"nEi.)t*esoun( Mpiipeily.fi;:,,;,-=
-*"-, ':' ,.
irs,'
r..,
:-,a
r

,*,..ffi op7;ii.pliiyrrtestwotJoarli;$,i6iifiE#i,;
 To the author's , this sound sounds qrpical Flench. While
sormd 2!,/comes up when sound iV meets /j/, the sound /s/ occurs when sor:nd
lzl meets /j/ as in "I don't want to loggaou". To practice producing this
sound, you aan do it be* vftile looking at amodel's mouth movement

I. Repeat these words after the speaker. Notice how the under-
Iined parts are prlonounced.
1. televiqion.
2. gaxagg.
3. measr$ing tape
4. treasurg
5. Agia (Am)
6. casual clothes
7. anunugalcollision
8. a great leisrne

II. When somebody says thank you' for doing something, the
Englishman some times says, ait's a pleasure'. Practice this
exercise.

Example:
A : Thank you for lending me your television
B : It'saplesure
1. Thank you for mending my television
2. Thanks for lending me your measuring tape
3. Thanks for le,nding me "Treasure Island'
4. Thank you for letting me use your garage
5. Thanls for letting me drive your Peugeot
6. Thanks for letting us watch your television

IV. With the help of your dictionary. Search for ten othe( words
with the sound t1ttnthem.

rr isu'xos:'r-rri uirirr rngiii,

 1. gigolo l'slgeleal 7.

2. ...i.......
8.

3. 9.

4. 10.

5. 11.

6.

V. The spellings for the sound l5l usually in-

clude.......

ir souNos r-iir ruarrvr e ne iisx

(hopter
o?tt

Archery
'a:t[err
-,
Specifi c Instructional Objectives:
:ill :i:':==::=:'::: :=]
"..,1 .. =.=- ,i","",",,,,.,,"-..-.F.-i 1;[lt:'..;;;;;
Having nnisnea ituaying'ihis chapter, tne ieiaers are expected to
"
be able to: , ,,",, i ,,

,,# 't.""

't' ,r, J: r *" ,.' ;

.. ..-. ' ,

3. explain the simplest way to articalate this sound.

 To the author's perception, this sound is almost the same as our lcl ei-
ther in Indonesian or Javanese, but it has more "airflow". And of course,
preciseness in pronouncing this sound will contribute to the native-likeness
of our pronunciation of English. Whereas the /&utomatically comes up when
souuds lsl and ljl are confronted the N /is occws when the neighboring /t/
and /jl are uttered as in "It's nice to meelyou", "I wanlyou to stay", and
"Don't you know...?". Orthographically speaking, the occurrence of this
sound is easy to identifu. The clue is the spellings ch, and endings -tual ard
-ture.

I. Repeat these words. Notice how the underlined letters are pro-
nounced.

1. ships 11. butqher

2. cheap 12. habitual
3. sherr), 13. chicken
4. shop 14. lunsh
5. catsb 15. chlrgh
6. watsh 16. muqh
7. children 17. which
8. sheque 18. punctual
9. Cheshire 19. furniture
10. ghoose 20. creature

I. Work in pairs to ask and answer questions like this:

A : Where would you usually catch a train?
B : At a tain station
Where would you usually..........?

1. buyacouch At the beach

2. find seashells In the kitchen
3. wash dishes At a furniture store
4. buymeat At the butcher's

t T $* U,..111 *.*...=t * E'.H A.,Y-.:I.} El,rr:E{ C ti S r.t

 Explore your dictionary to find ten other words with the sound
Itllinthem.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

I. Listen to the song entitled *I don't Like to SleepNoner. If you

feel familiar with the song, you may start to try to sing it along.
Here are some of the lyrics:

I fon't tiQp to steep abrc

Stqwitfrmc, [on'tgo

taftwitfr nz for just a wfrib

So mrcfr of yu to get to fomtt

,rudeitng out, toqlingW

Leavfug alf tfu wodes fiefiint

Lwittg y% tfu wa1 I do

*$ moutfr ofl Wrs ant yurs on mhu. . .

II. The letters for the sound ltlt include

rr s*uNDs LrxE rr.rArlvt .tlqlrsn

Thirty,
ffiffi{fffi
Or Thirteen?
'0e:tI ,ur 0e:ti:n?
&'''"'
specific rfritructional objectiveH ' '
, ",*,"Uu,,; r-U* *,.
* 'v;. #s "**.,,
'|''+ :
*" n"u#, *" .;ri;;"
'rc*
ableto:, Y* *.

.fu,::M"ii,l*-*.
4. explain the simplest way to articulate this sound.
;"t==;;=-;=j]ffi .
:iiiii::= == i
 This sound is normally not available in our mother tongue. The author
supposes that this sound is similar to (or the same as?) that of Arabic &.
Therefore, those who can alreadypronounce theArabic consonant soundd,r
are assumed to be able to pronounce this English sound properly. To make
the sound I 0 /, ar is pushed through a narrow opening in the mouth.

I. Repeat these ryords.

t0t

thanks

thought

Thursday

nothing

path

thing

thumb

third

Ir. underline the consonant sound I 0 I inthe following sentences

while listening to the speaker.

1. Three thirty 5. When is Thanksgiving?

2. It's through this way 6. Thankyou.
3. The twenty-third 7. Thursday
4. Is today your birthday? 8. What date is it today?

I.I.:,,* $ U l{a.Gi.-..4"i':.8..4- t*,e1 f-_S X

 Work in pairs. Write the sentences in Activity II above in the
spaces in these conversations, then say the conversations to-
gether
1.A Where's the bathroom?
B
A
B You're welcome
2.4
BIt's the fourth
A What day is it today?
B
3.A What time's the train to Forth Worth ?
B
A When does it get there?
B Four twenty-three

II. Do this in pairs. studentAtakes one sentence from listA, while

student B takes one from list B
Example:
A : Judith is at the theafre
B : Is she? I thought she was at the Smiths
 ListA List B
Judith is at the theatre Are you? I thought you drank
something
Mr. Smith is thirty-three
Is she? I thought she was at
It's Edith's birthday today
the Smiths
I'm so thirsty
Is he? I thought he was thirty
The Smiths house is work
Is she? I thought she was thir-
Mrs. Smith is thirty ty-three

The Smith's house is worth Is it? I thought it was last

30.000 month
. ,.:

Is it? I thought it was worth

3.000

Is it? I thought it was south

v. The letters for the sound t0 t

ri

inciuae
H
. 1.:,:

:ii
tr

!,
rj:,

ffiX*1r.;Y,,-rli* lt*==+;+u11;1,p
 ffi
This, Or That?

I
6Is , U: 6ret?

uaving froisn"a studying lhis chaoter$e readgrs ar.epectedr obe'

to:

l. fdentffy thte sound /d/ in the words heard;

2. pronounce the sound /d/ properly;

+ ,y,r@ og;uu"ryffif *e siaund; int

.
4. explpin the simplest way io artic'ulate this souit.
 This sound is normally not available in our mother tongue, either. While
the sound /01 can be equalized as the Arabic d,r, the English 16l canbe
equalized as the Arabic .b Therefore, those who are already familiar with the
Arabic consonant sound .b are assumed to be able to pronounce this English
sound properly. To articulate the sound 16l, air is pushed through a narow
opening in the mouth. Air blockage is stronger here.

I. Repeat these words after the speaker.

/6/

this

that

those

breathe

other

they

clothing
II. Talk about the two hats below using the words from the list
under the conversational patterns,

A
-t\ B

: Between the two hats, which one do you think

is..... ........?
: I think the one in stripes is
one with ribbon and flower

better more fashionable

cheaper more comfortable

prettier more expensive

74:/r'.r.;-Ntll,ilJlsirjstr#,s.+

ffi.is'iffiffi
!*.-: ^Ii\)
iiu*r111t4i$#ai1,"rL!nIEt:::.:::::=
III. Think of minimum ten other /6/ words. Write also the pho-
netic transcription.

1. 6.

2. 7.

J. 8.

4. 9.

5. 10.

-I-j,'il.* ir$ U l{ B:rli5::r.11::::tlI:* t ,!ll$rrt *::V, X:=E iN,iE :.E,{::,:&

 t::
,:;

: ::i

A Beautiful View
e'bju:tlfelvju:
Spe'Effi G In s=ttu ct-i - 1' O bj e ct ive*
-

'Ed==i=d=ufl.it

:i: .l
.

"' , 2.,rrr;-*rn,r;{,

i. expliu wly"this* 1ou;nd is piobldmatic some

.. 't
1n
" '
_
rrgii,iiiil**iiii/rilu'h; and,
;i
:
i

4. explain the stmplest way to handle this sound

 Many Indonesian learners of English pronounce this sound as the sound
lfl . T\ey pronounce lfert l for either "ferrSr" or "very" and lfiu/ for "few" or
"view". To the author's perception the simplest way to articulate the sound
/v/ is by producing a sound between lfl and/d. Put your upper teeth on your
lower lips. Use the position to block tightly the airflow from within. Let's see
how this sound is different from its "neighbor" sound /fl.

L Repeat these pairs. Notice how the underlined letters are pro-
nounced

l. &et veal

2. fi.ne vine

3. fail veil
4. few yiew

5 leaf leave

6. haE halve

7. fast vast

8. Iife live

9. safe save

10.fan Yan

11. ferry very

I. Work in pairs. Your partner should say one of the words in

each pair silently to you. Try to decide witch one is being said.

1 T= S. O #,.S1 {}:3 r:
L. I-. K t r::H, ,4 fjl$ '* ,:# f{ ,S::i.Xtrs]
 Take turns being listener and speaker

IL Read this passage aloud

This is a photograph of a fat farmer a:riving at a village in the val-
ley. He's driving a van. It's a fine day, but it's November, and the leaves
have fallen from the vine in the front of photograph.

III. After you understand what the photograph is all about, ask
somebody these questions about the photograph.
1. Who's driving the van?
2. How many leaves have fallen from the vine?
3. Where do the villagers live?
4. Is the van leaving or arriving?
5. What month of the year was it when the photograph was tak-
en?

IV. Think of ten other /v/ words. Write the phonetie symbols
Example: vivid, active

V. It's quite easy to identify the occurrence of the sound lvl in

written form. The consonant letter for the sound /vi is .........

tln.r%:"
IT SSUrY*o5.itr-tl(E rdArrut '',,-""--"

' 'u
elffio T,
The Mosque
6em: u sk
?,:iirtl:r]::_::;i.
]::
ffi
ru
 This chapter is dedicated to consonant clusters. By 'consonant clusters'
here the author means two or more consonant sounds that come together.
Agan, as far as pronunciation is concerned, do not confirse sound with let-
ter. The word 'speak'begins with the consonant cluster /sp/. There is a ten-
dency for us Indonesian learners of English to produce vowel /a/ between
the /s/ and /p/while saying the word. There are so many consonant clusters
or groups in English. But for our putpose, in this unit the author presents ex-
ercises that highlight a number of them which are potentially problematic to
Indonesian leamers of English, and they have to be aware of the occurrence
of sounds ofthis kind-

I. Underline the parts of the words where consonant clusters oc-

cur.
1. blood 11. throat
2. against 12.belt
3. school 13. field
4. next l4.built
5. film 15. think
6. street 16. since
7. Christmas lT.want
8. three 18. friend
9. through 19. grasp
10. thrillers 20.crowd

1
II. Choose the word that is suitable with the picture provided

an umbrella bread a plate an alarm clock

a ski suit leaves an aircraft a sleeping bag
a light bulb a dress a sweater flippers
slippers a crredit card a swimsuit bug spray
a diskette flowers a tree candles

Pict I Pict 6

Pict2 PictT

Pict 3 Pict 8

gry:ffittlll*"

w{rui3\
,i::::li:;:dry*''.

:;: iHG.
e*\ir f {{t{Ks:rs\\I

" "".-<Wt{{K

t
 Pict 4 Pict 9

Pict 5

f Pict 10

III. Work in pairs. From the words in the box below find
some........................
things you can eat or drink
things you can wear
parts of the body
animals
people
ways people feel

elephant adult pleased belt waist

childfox toast
wasp yourself pants amused
beans arm shorts hand orange depressed
parent boyfriend shocked milk desk lamp
cold chest

rr sO,u!aos [;tKE oorrYilE E$;iti;H

,R*;: 1. . *'''' u* nTs.
'o ;'^ '"{' $t - '"r
IV. Ask other students these questions and note how many people
give each answer. Read the questions and the choices.

1. Which of these subjects did you like best in school?

scieuge art
economlcs politiss
2. Which of these colors do you like best
puele ora4ge
pllk
3. Which of these activities do you like to do best in your spare
time?
watch television
-goE read books
play sporlg Barden
4. Which of these jobs would you rather have?
journalis!
proglammer accormta4[
5. Where would you rather work?
in a hogpital in a bank
in a sghool outdoors

rr sou!tDs trxE'HATTJ€ ENclrsH

t:j:;:::::1:::::
.:.-.:: tLLilli r,il' : : .::.:r:::::;:f.!-{#'.4--
:.:::..:::,..: ;;;;;.ri::.1sriiri.
6. Which of these counkies would you rather go to for a
vacation?
Thailand
_Sweden

XT SOUNDS LIKE NAT!VE ET*Ga.IS}I

Thre I(irIllEAN

Five Injured
Ori: klld falv Indse:d

Sp-=-ifi jn*- i$b.fi. a=l=O.b=ie . -, ,-9 =-

Ha$inS$shod :itudyin#i clrtr th$aders x. ==*=F=Ed=i.i.ffi

beableto'
n' =
::-:ry-*]"==,
-.- '""r'u*:dffireitly
2. articuldtb ihieiei typ;ei bf vbrb ending -+s;
' .,: t ..,*. jj
3, artic;ilaie dffirently three types of no;un eiding iij
r\
- 1,
on6l ,
j
:, "t.
".. :::
l
::

=l4,er
= "iP,, ,frt,"
"""ai"i='i-!tl!,1,{
""'s=
 As the previous chapter suggests, word endings are often troublesome
to our Indonesian learners of Fnglish. Experience tells us usually students
do not pronounce the last sound of consonant cluster in the final position.
You can expect with all its consequences that learners say /k rn/ or /sen/ in
"Sorry, I can't" or "Well, the order has already been sent". Native speakers
of British English end these two words with sound ltl very clearly. Learn-
ers encounter worse problem when ending with the same spelling should be
pronounced in different ways as found in the past tense --ed, present --es, and
plural noun _es.

I. Notice how the paper headlines below are pronounced.

Man Knocked Down by Speeding Motorbike

Man and Woman Killed Crossing Road

Hundreds Wounded in the \Yar

Man Injured by Car at Intersection

Wanted Alive or Dead!

II. Which one/ones of the following words do you think has/have

'l-.-
rr soun.DS'LrKg NA?IV,E E8{CLrS1
+....-- :..-

L?r-rMH:::::::=LiL 6
tl*-." T **l ,' .."*r "
 relation with the information above?

walked knocked jumped crossed

looked worked arrested stopped

called a:rived started helped

robbed ' missed combated hurried

batfled talked hospitalized killed

III. The -ed ending is pronounced in one of three ways. Listen

to the speaker pronouncing the past +d words from the box
above and write them in the table according to its pronuncia-
tion category. Number t has been done for you as an exam-
ple-

No tu tu ltdl

I walked

6
III. The pronunciation of -cd ending depends fully on the sound
that comes before it. This table shows the sounds that come
before -ed. Try to find other sounds that most possibly fall to
each category.

Itl tdl Ird/

M lnl It/

IV. Likewise, the -s ending is pronounced as lsl, lzl, or fizl. Repeat

these example words:
Words that end with /s/: cats, keeps, takes, Beth's
Words that end with /z/: calls, gloves, toys, she's
Words that end wllbltz/: catches, passes, boxes, Mitch's
The pronunciation used depends on the sound that comes before
the final -s or -es. Note that -es endings include noun plurals (for
example, two cats), third person singular verbs (He takes the train),
possessives @eth's house), and the short form of "is" or "has"
(What's her name? He's already left). They all follow the same pro-
nunciation rules.

/s/"cleat'' lzl ltzl

M lnl lsl
 Listen to these groups of words. In each group, all the ryords
except one have the same pronunciation at the end. Undrrline
the odd one out in each group.
looks, sleeps, runs, cuts, hopes
finishes, includes, chooses, misses, watches
loses, calls, gives, sings, buys
plays, goes, rains, wears, gets
writes, laughs, speaks, touches, stops
begins, promises, drives, seems, sells
Jeffs, Bob's, David's, Jane's, Mary's

YL find someone in your class who.

1. likes old movies

2. enjoys telling jokes

3. wears contact lenses

4. reads history books for fun

5. watches television less than two hours a week

6. hates to shop for clothes

IT.Sou H,Ds tIIE , ,"*;, 6 LIs

HATIvE","EN H
 a!

7. walks atleast two miles every day

8. loves animals

9. speaks three or more languages

10. plays sports every weekend

Ask questions like this:

"Do you like old movies?"

Write the name of a person who answers '!es" in the space provided.

H Each name can be used only one time.

Report your answers to the rest of the class. For example:

Ali likes old movies

rT sorrNb? t-rKE N.AT-l. lHGlIsH

T
'-(.Il - -
'%rM t r,'=

T'

ReCORD
The REc
 Every language has its own rhythm. The typical stressing system of the
English words is systematic. The patterns of stressed and rrnstressed sylla-
bles of words create rhythm in longer linguistic units. Awareness of this will
help you achieve a better pronunciation style. For this purpose, perhaps you
will find the dictionary most helpful.
Words can be divided into syllables. For example:

farm one syllable

be-gin two syllables

com-pu-ter three syllables

in-tel-li-gent four syllables

[. How many syllables do these words have? Prove.

1. furniture 11. collect 21. impossible

2. brought 12. anybody 22. elecfrctty

3. blackboard 13. please 23. rabbit

4. examination 14. police 24. directions

5. remember 15. grandmother 25. good-bye

6. economics 16. biology 26.Italian

7. Chinese 17. photographer 27. September

8. August 18. chemisty 28. July

9. accountant 19. diplomat 29. Russia

l0.Marocco 20. Arabic 30. Germany

t'' - r T soult,t tli*"i **r'ru, i*n.,t"

 In each line, four of the words have the same stress pattern.
Work in pairs and try to find the odd one out in each line.
above, chicken, prepare, guitar, correct
under, dirty, handsome, Japan, reason
exciting, tomorrow, November, injection, president
appointment, popular, yesterday, politics, sensitive
unemployment, competition, supermarket, information, immigration

III. Repeat these words and put ./ sign over the stressed
syllables.

carry famous daughter husband

forget careful modern prefer

frighten kitchen friendly doctor

fV. Now complete these sentences with the words provided below
to get some simple rules for two-syllable words in English.

nouns verbs adjectives

Most.. .......and. .........are stressed on the first syl-

on the second.

V. Many words in EngHsh have endings such as -ionr -ity, -ic, and
jcal These endings can help you figure out where the stress
goes. Listen to these words and put { sign over the stressed
syllabIe.

:l+ .,5. ti :l,p-:: .iirit ,i6,i :ii frf, [r [ar.ilEn1 il:] 1 tSH
 1. decision 5. equality 9. magnetic 13. musical
2. suggestion 6. possibility 10. scientific 14. medical
3. institution 7. responsibility 11. enthusiastic 15. political
4. identification 8. personality 12. democratic 16. psychological

VI. Now try these words.

f . invention 5. electronic
2. examination 6. strategic
3. ability 7. practical
4. opportunity 8. physical

YII. Complete this sentence to get a rule for words with these
endings.
Words that end in -ion, -rty, -ic, and -ical usually have the main
stress on the. .... ..syllable from the endings.

VIII. Which of the adjectives in boxA can be used to describe the

nouns in box B? Work in pairs and discuss your answers
with your partner. Example: a medical examination

romantic medical question suggestion

fantastic electronic ability discussion

scientific enthusiastic invention examination

physical political personality opportunity

musical practical composition profession

rT SOUN,DS at,*l NATTYE t,nnart,

I
k.,r- + .':t '';"
^r l
 (uqf-l?.
r-;1 A
) ': ;:ll.'i

Connected Speech
 \
As the phonetic hanscription of titles of the preceding chapters suggesg\
words are normally connected in spoken English. That is the reason why at '.
times it is difficult to understand speakers of English when they are talking
at normal speed. The pronunciation of some words when thry are said in
isolation, or in slow, careful speech, is not recognized anymore when they
are connected or linked together smoothly in longer units spoken at nor-
mal speed. But remember, not every word is worth connecting. This chapter
will introduce you to the connected speech of English. Your competence in
this matter helps you improve native-likeness, speaking English that sounds
"real" English.

I. Repeat these after the speaker. Make sure that you link the
words together smoothly.
1. An hour and a half. 6. Neither am I.
:

2. It's upstairs. 7. Both ofus.

3. He's an actor. 8. Awhile ago.

4. I found it. 9. That's a lot of money.

5. Just a little. 10. This afternoon at four o'clock.

In the expressions above, linkage is done when consonant sound end-

ing a word meets a vowel sound initiating a word that immediately follows.
Sometimes, two consonant sounds can be pronounced together as one differ-
ent sound. This often happens in relaxed conversation when the consonant
Itl,ldl,lsl, or lzl atthe end of a word is followed by lylat the beginning of
the next word (especially in "you" or "your").

ri iou:nos lrxr a"atrvt e r*e tritt

;; .r ,>- . -* , ,i
 . Repeat these sentences. Make sure that you link the words as
shown.
Don't forget your passport. You'll miss your train.

ttlt tIt

You won't need your jacket. Don't lose your camera

tds/ t3/

Of course, there are many other words that produce these sounds when
they come together. Work in pairs or groups of three to find mfurimum ten
words.

No Neighboring words Longer units

2
J
4
5
6
7
8
9
10

IT S*U}IDS LIXE ITIATIV€ Ell|GLISH

III.Ifyou roll on the words while uttering the following sentenc*
you will automatically produce sounds lwl or lyl.
When is Brian's birthday?
What present do Joe and MaryAnn decide to get him?
When are they going to have a party?
What about a new umbrella?
Yeah, let's do it on Saturday-.
I'm free on Sunday
Are you at home on Thursday evening?
You a:range the party.
It won't be too expensive.
He has an interview on Friday.
References
Gimson,A.C;1980, An Introduction to The Pronunciation of English,Lon-
don. Edward Armolid, Publ
,
Baker, Ann 1977, Ship Or Sheep 7, Cambridge: Cambridge University
Press
Hewings, M. and Goldstein, S, 1998, Pronunciation plus Practice
through Interaction, Cambridge: Carrbridge University
Press.
Honrby, AS, 1984, OxfordAdvanced Learner's Dictionary of Current
English, Oxford University Press.
Ladefoged, Peter, 1975, A Course in Phonetic, New York: Harcout
Brace Jovanivich,Inc.
Longman Dictionary of Contemporary English, 2003, Essex: Pearson
Education Ltd.
Richards, J.C., 2000, New Interchange: English for International
Communication, Cawrbidge: Cambridge Universrty Press.
Suwartono, "Analisis Pengucapan Bunyr ltl Berejaan i dalam Bahasa
Inggris pada Mahasiswa Program Studi Bahasa Inggris Uni-
versias Muhammadiyah Purwokerto", Aktif: Jurnal llmiah
Pendidikan Bahasa dan Seni FKIP Universitas Muharnmadi-
yah Purwokerto, Edisi No. 11, Tahun V, Nopember,2000
Suwartono, '?embelajaran Pelafalan Bahasa Inggns melalui Teknik Sulih
Suara", Calcrawala Pendidikan: Jurnal llmiah Pendidikan (Pener-
bit Lembaga Pengabdian kepada Masyarakat Universitas Negeri
Yogyakarta), Edisi No. l, Tahtrn XXV, Februari,2006

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About The Author
Suwartono was bom in 1967 in a small town of
Rembang (northeastem part of Central Java). He is a
lecturer at the Department of the English Language
Education, Muhammadiyaft University of Purwok-
erto.
He obtained his graduate degree in English Lan-
guage Education as well as his master in Linguistics
from Sebelas Maret State University of Surakarta
(known as UNS). He is now registered as a doctoral
student in Language Education at State University of Jakarta. He has also ac-
tively involved himself in either national or intemational professional meet-
ings, such as BIPA and TEFLIN. He is an assessor as well as trainer in the
teacher certifi cation program.
He has extensively contributed articles to scientific journals pub-
lished by dozens of universities throughout this country, such as "Cakrawala
Pendidikan" (LJIIY), "Lingua" (UNSRI Palembang), "JIP" (UNMalang),
"Kajian Bahasa dan Sastra" (uMS), and "Fenolingua" (Unwidha Klaten).
o'A
He wrote Manual for Thesis Writing", "scientific Writing", "Language
"iesting", "sukses Belajar BahasaAsing" (2008), "Akrab Dengan Penelitian"
Q007).
 tMhi:he
)-,*r eBn-$.trsh
Pronunciation plays a central role as far as spoken
communication is concerned. lt is not deniable that every
learner of English dreams of being ableto speak inthe language
with good pronunciation. lt will not take long to improve your
pronunciation up tb a native-like level if you follow and
complete the tasks specially designed for such a practical
purpose. The author is an expert in this area. So, you willfind "lt
Sounds like Native English" an amazing pronunciation self-
access resource. Good luck.

Suwartono was born in 1967 in a small town of

Rembang (northeastern part ofCentral Java). He is a lecturer at
the Department of the English Language Education,
Muhammadiyah University of Purwokeft o.
He obtained his graduate degree in English Language
Education as well as his master in Linguistics from Sebelas
Maret State University of Surakafta (known as UNS). He.is now
registered as a doctoral student in Language Education at State University ofJakarta.
He has also actively involved himself in either national or international professional
meetings, such as BIPA and TEFLIN. He is an assessor as well as trainer in the teacher
certification program.
He has extensively contributed articles to scientific journals published by
dozens of universlties throughout this country, such as "Cakrawala Pendidikan"
(UNY), "Lingua" (UNSRI Palembang), "JlP" (UNMalang), "Kajian Bahasa dan Sastra"
(UMS), and "Fenolingua" (Unwidha Klaten). He wrote "A Manualfor Thesis Writlng",
"scientific Writing", "Language Testing", "sukses Belajar Bahasa Asing" (2008),
"Akrab Dengan Penelitian" (2007).

!+,
\l/", education and development
'
Jl. Wates KM.5 Tlogo, Ambarketawang, lsBN 978-979-1068-10
Gamping, Sleman, Yogyakarta
Telp. (0274) 7809036