Volume 9 No.

3 605-613
Journal of English Language Teaching
EISSN 2302-3198
Published by Jurusan Bahasa dan Sastra Inggris
FBS Universitas Negeri Padang
available at http://ejournal.unp.ac.id/index.php/jelt

STUDENTS ABILITY AND PROBLEM IN PRONOUNCING ENGLISH

VOWELS MADE BY THE SECOND SEMESTER STUDENTS OF
UNIVERSITAS NEGERI PADANG

Muhammad Zaki Arevi, and Ratmanida

12
English Department, Faculty of Languages and Arts, Universitas Negeri Padang
Correspondence Email : [email protected]

Article History Abstract

Submitted: 2020 – 08 – 14 This study aimed to find out students’ ability and
Accepted: 2020 – 09 - 09
Published: 2020 – 09 - 19 problem at English Education of Universitas Negeri
Padang. This research is designed as a descriptive
qualitative research. In this study, the researcher focused
on the first-year students of the English Education
program in Universitas Negeri Padang in the Academic
Keywords:
Year of 2019/2020. There are 20 students as the subject
ability,
of the research. The process of data collection in this
problem,
research had to be put in two activities, those are:
pronunciation,
recording and transcription. The findings of this
English vowel
research indicate that most vowels are pronounced well
by the students. There are nine vowels classified as
excellent category, they are vowels are vowel /e/ 79,5
(99.4%), vowel /i:/ 78,5 (98.12%), vowel /I/ 78 (97.5%),
vowel /ɑ:/ 77,5 (96.9%), vowel /ə/ 76 (95%), vowel /u:/
75,5 (96.9%), vowel /ɔ:/ 72 (90%), vowel /ɛ:/ 67,5
(84.34%), and vowel /ɑ/ 65 (81.25%). And there are
three vowels classified as good category which vowels
are vowel /ʌ/ 62 (77.5%), vowel /æ/ 56 (70%), and vowel
/ʊ/ 55,5 (69.4%).

©2020 The Author(s) Publish by Jurusan Bahasa dan Sastra Inggris FBS UNP. This is an open access article
under the CC-BY-NC license (https://creativecommons.org/licenses/by-nc/4.0/)
How to Cite: Arevi, M.Z., & Ratmanida. (2020). Students’ Ability and Problem in Pronouncing English Vowel
Made by the Second Semester Students of Unoversotas Negeri Padang. Journal of English Language Teaching,
9(3): pp. 605-613, DOI: 10.24036/jelt.v9i3.xxxxx

INTRODUCTION
Pronunciation plays an important role in communication. It generally affects
the meaning of communication when someone communicates with others. This is
supported by Gilkajani (2012), that someone is considered to speak fluently if he
can produce good pronunciation on his utterance because it directly affects his
communicative competence and performance. Similarly, Fraser (2000) says that
someone with good pronunciation will generally be able to speak intelligibly.
One of the elements of pronunciation is vowel. It is a speech sound produced
without the significant constriction of their air flowing through the mouth (Richard,
2002); it is a sound which is made without any kind of closure to the escape of air
through the mouth (Jones, 1972). In other words, vowel is a sound that is created

UNP JOURNAL
JELT Vol 9 No 3 September 2020

without blocking any sound. According to Skandera and Burleigh (2005), there are
twelve English vowels. They are i:, ɛ:, ɑ:, ɔ:, u:, ɪ, e, æ, ʌ, ɑ, ʊ and ə. Each one of
the vowels is pronounced differently. With these differences, students often get
confused and mispronounced them. They generally doubt in pronouncing them and
even do not realize their mistake. This case often happens especially in Indonesia
because English is a foreign language that is difficult to pronounce them well.
Vowel sound plays a major role when Indonesia native speakers try to
pronounce English words. English and Bahasa Indonesia have different vowel
sound libraries. They have the different number of vowels and even different
properties. Indonesian people are accustomed to pronounce words the same as their
spelling, which create their own vowel sound. Meanwhile, English words have
different pronunciation from their spelling, which causes the vowel sounds that are
used to be different too. This issue becomes a major problem for Indonesian when
they are trying to pronounce English words. This problem also occurs to English
students of Universitas Negeri Padang. Even though they are English major
students, they still are Indonesian people which are accustomed to pronounce words
the same as their spelling which causes lack accuracy of pronunciation.
Mispronouncing English words can cause miscommunication, or in a worst
scenario, that miscommunication can cause conflict.
Several researchers have conducted studies related to students’ problem in
pronouncing vowel words. Nurul Frijuniarsi (2018) analyzed vowel error
pronounced by second-semester students of Informatics. She found that students
were really lack of English pronouncing skill, especially vowels as 42 of 58 words
containing vowels are pronounced incorrectly. Then, Eka Puspa Cahyani, Noor Eka
Chandra, Dini Noor Arini (2018) also conducted an analysis about long vowels and
diphthongs. They found that the students have difficulties in pronouncing long
vowels and diphthongs due to students’ first language and the lack of practice in
speaking English.
Based on the studies above, it can be said that the researchers only focused on
vowel error. The first researcher conducted a study on vowel error analysis on
students of informatics, while the second researchers conducted a vowel error
analysis. They similarly focused their study on vowel error that took place in
Informatics major of Universitas Lambung Mangkurat and Universitas of
Indraprasta. The differences are the location of the research and the major of the
students as research objects. This also means that there is a similarity that there is a
similarity between their studies with my study in which it similarly focused on
vowel. However, In this case, the writer intended to conduct a vowel analysis
research. The object of the research will be the second-semester English major
students of Universitas Negeri Padang in order to measure their skill of
pronunciation and to analyze their pronunciation error.

METHOD
The design of this study is descriptive qualitative research. According to
Cresswell (2012), qualitative research is the suitable research method for
exploration of variables and problems that has been clearly revealed. It is
descriptive because the objective of this research are observing and finding

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 Students’ ability – Arevi, M.Z & Ratmanida.

information as many as possible of the phenomenon.

The population of this research is the first year English Education students at
UNP that registered in the academic year 2019/2020. There are five classes: K1-
2019, K2-2019, K-3 2019, K-4 2019 and K-5 2019. The total of students of English
Education students at UNP is 164.
In this research, the writer uses random sampling as the sampling technique.
The sample taken were 20% of 164 first-year students of English Education at UNP
that registered in the academic year 2019/2020, namely 20 students.
The research instrument of this study is an English vowel pronunciation test.
The researcher asked the students to pronounce English vowels. The voice of the
students was captured as data of the research by a recorder which was the tool of
the instrument. The data was captured twice in order to make sure of measuring the
ability of students’ ability in pronouncing English vowels.
The data that already collected through the recording were analyzed by
transcribing their voice into phonetic transcription. Next, the researcher made the
category the students’ pronunciation based on the right and wrong pronunciation
using the form of the table.

Table 1. Data Analysis Table

Pronunciation Result
Students' (Correct /
No Words Correct Pronunciation Pronunciation Wrong)
Fish [fɪʃ]
1 Egg [eg]
Pudding [pʊdɪŋ]
You [ju:]
2 Dream [dri:m]
Love [lʌv]

Next, the researcher calculated the amount of each mispronounced vowel and
got which one is the most. To know the frequency or percentage of error vowel
pronunciation, the data were calculated by using this formula.

𝑓
𝑃= × 100
𝑁

Then, the researcher analyzed the score of the students. To know

how the pronunciation of the students, the researcher calculated the score
using this formula.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑣𝑜𝑤𝑒𝑙 𝑤𝑜𝑟𝑑𝑠
𝑆𝑐𝑜𝑟𝑒 = × 100
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑜𝑤𝑒𝑙 𝑤𝑜𝑟𝑑𝑠

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After that, the researcher categorized the students’ score by using the table
below.
Table 2. Student Score Category
Score Level of Achievement
80-100 Excellent
66-79 Good
56-65 Sufficient
40-55 Fairly Sufficient
0-39 Poor

Lastly, the researcher categorized the students’ vowel pronunciation error

level by using the table 3 below.

Table 3. Student Error Pronunciation Category

Number of Errors in
Categories
Percentage
Very Problematic 75-100%
Problematic 50-74%
Quite Problematic 25-49%
Less Problematic 0-24%

RESULT AND DISCUSSION

Vowel is a voice made by voiced air passing through different mouth-shapes,
the difference in the shape of the mouth are caused by the different positions of the
tongue and of the lips (O’Connor 1980). It comprises of the following types, such
as: e/, /i:/, /I/, /ɑ:/, /ə/, /u:/, /ɔ:/, /ɛ:/, /ɑ/, /ʌ/, /æ/ and /ʊ/. The frequency of correct
vowel pronunciation is described in the Table 4 below.

Table 4. Frequency of Correct Vowel Pronunciation

Number Frequency of Correct Level/

No. Vowel of Vowel Mean Category
Vowel Test 1 Test 2
1 /e/ 80 79 (98.75%) 80 (100%) 79,5 (99.4%) Excellent
2 /i:/ 80 78 (97.5%) 79 (98.75%) 78,5 (98.12%) Excellent
3 /I/ 80 76 (95%) 80 (100%) 78 (97.5%) Excellent
4 /ɑ:/ 80 75 (93.75%) 80 (100%) 77,5 (96.9%) Excellent

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 Students’ ability – Arevi, M.Z & Ratmanida.

5 /ə/ 80 72 (90%) 80 (100%) 76 (95%) Excellent

6 /u:/ 80 73 (91.25) 78 (97.5%) 75,5 (96.9%) Excellent
7 /ɔ:/ 80 72 (90%) 72 (90%) 72 (90%) Excellent
8 /ɛ:/ 80 64 (80%) 71 (88.75%) 67,5 (84.34%) Excellent
9 /ɑ/ 80 58 (72.5%) 72 (90%) 65 (81.25%) Excellent
10 /ʌ/ 80 58 (72.5%) 66 (82.5%) 62 (77.5%) Good
11 /æ/ 80 42 (52.5%) 70 (87.5%) 56 (70%) Good
12 /ʊ/ 80 48 (60%) 63 (78.75%) 55,5 (69.4%) Good

Based on the table 4 above, The result of the analysis shows that There are
nine vowels classified as excellent category, they are vowels are vowel /e/ 79,5
(99.4%), vowel /i:/ 78,5 (98.12%), vowel /I/ 78 (97.5%), vowel /ɑ:/ 77,5 (96.9%),
vowel /ə/ 76 (95%), vowel /u:/ 75,5 (96.9%), vowel /ɔ:/ 72 (90%), vowel /ɛ:/ 67,5
(84.34%), and vowel /ɑ/ 65 (81.25%). And there are three vowels classified as good
category which vowels are vowel /ʌ/ 62 (77.5%), vowel /æ/ 56 (70%), and vowel
/ʊ/ 55,5 (69.4%).
The results of frequency of vowel error pronunciation in both sessions of the
test are then put into table of frequency of vowel error pronunciation. The results of
frequency of vowel error pronunciation are presented in the table 5 below.

Table 5. Frequency of Vowel Error Pronunciation

Number Frequency of Error

No. Vowel of Mean Category
Vowel Session 1 Session 2
1 /ʊ/ 80 32 (40%) 17 (21,25%) 24,5 (30,625%) Quite Problematic
2 /æ/ 80 38 (47,5%) 10 (12,5%) 24 (30%) Quite Problematic
3 /ʌ/ 80 22 (27,5%) 14 (17,5%) 18 (22,5%) Less Problematic
4 /ɑ/ 80 22 (27,5%) 8 (10%) 15 (18,75%) Less Problematic
5 /ɛ:/ 80 16 (20%) 9 (11,25%) 12,5 (15,625%) Less Problematic
6 /ɔ:/ 80 8 (10%) 8 (10%) 8 (10%) Less Problematic
7 /u:/ 80 7 (8,75%) 2 (2,5%) 4,5 (5,625%) Less Problematic
8 /ə/ 80 8 (10%) 0 (0%) 4 (5%) Less Problematic
9 /ɑ:/ 80 5 (6,25%) 0 (0%) 2,5 (3,125%) Less Problematic
10 /I/ 80 4 (5%) 0 (0%) 2 (2,5%) Less Problematic
11 /i:/ 80 2 (2,5%) 1 (1,25%) 1,5 (1,875%) Less Problematic
12 /e/ 80 1 (1,25%) 0 (0%) 0,5 (0,625%) Less Problematic

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According to the table above, there are two categories of vowels

pronunciation based on the findings of the study, quite problematic which vowels
are vowel /ʊ/ and vowel /æ/, and less problematic which vowels are vowel /ʌ/,
vowel /ɑ/, vowel /ɛ:/, vowel /ɔ:/, vowel /u:/, vowel /ə/, vowel /ɑ:/, vowel /I/,
vowel /i:/, and vowel /e/.

Kinds of problems made by the students in pronouncing English vowels are:

1. Unrounded close front vowel [i:]

2. Unrounded half close to half open front vowel [ε]
3. Unrounded open to half open front vowel [æ]
4. Rounded half open back vowel [ɔ:]
5. Unrounded half close to half open central back vowel [ə]
6. Unrounded half open to half close central vowel [ə:]
7. Unopened central-back vowel [ɑ:]
8. Unclosed back vowel [u:]
9. Not mid-close-front-central vowel [I]
10. Not mid front vowel [e]
11. Not mid-open-open central vowel [ʌ]
12. Not mid-close central-back vowel [ɑ]

Based on the problems above, the researcher can conclude why these
problems happen:

1. Interference errors
Interference errors occur as a result of the use of elements from one language
while speaking another. Besides, interference errors were caused by transfer.
Transfer is an error made by students’ because the two language. The students’ are
often made errors because they non-active English speaker. These types of errors
occur on each kinds of vowel produced by the students. For example, in English
vowels [i:] as found in the words bead, size and antique. This is a matter caused by
differences found between the learners’ language and the target language.

2. Intralingual interference
Intralingual interference refers to items produced by the learner which reflect
not the structure of the mother tongue, but generalizations based on partial exposure
to the target language. There are four systematic intralingual errors to involve
overgeneralization, ignorance of rule restrictions, incomplete application of rules,
and semantic errors.
The first category of intralingual error is an overgeneralization. Students still
have low ability in deciding correct pronunciation. The second is the error in
spelling rule confusion. The students are confused in choosing the correct
pronunciation. The third is the errors of pronouncing in simplified in to the
Indonesian sound. For example, in English vowels [ʊ] as found in the words food,

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 Students’ ability – Arevi, M.Z & Ratmanida.

cook, good, and push the students pronounce [fud], [cuk], [gud] and [pus]. This is a
matter of students still have low ability in deciding correct pronunciation and
confuse in spelling rule.

3. Developmental errors
Developmental errors occur when the learner attempts to build up hypotheses
about the target language of the basis of limited experience. For example, in English
vowels [ə:] is found in the words Further, Firm, Curb and Shirt, students pronounce
[futhər], [firm], [kəb] and [sət]. This is a matter caused by the students’ lack of
experience in reading English words
.
CONCLUSION AND SUGGESTION
Conclusion
The findings of this research indicate that most vowels are pronounced well by
the students. There are nine vowels classified as excellent category, they are vowels
are vowel /e/ 79,5 (99.4%), vowel /i:/ 78,5 (98.12%), vowel /I/ 78 (97.5%), vowel
/ɑ:/ 77,5 (96.9%), vowel /ə/ 76 (95%), vowel /u:/ 75,5 (96.9%), vowel /ɔ:/ 72 (90%),
vowel /ɛ:/ 67,5 (84.34%), and vowel /ɑ/ 65 (81.25%). And there are three vowels
classified as good category which vowels are vowel /ʌ/ 62 (77.5%), vowel /æ/ 56
(70%), and vowel /ʊ/ 55,5 (69.4%). The factors from this problem are by the
interference error, intralingual errors and developmental errors. The researcher
suggests helping the student; 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

Suggestions
For the teachers or lecturers, give more drills practice to the students’ in
pronouncing dominant error English vowels, be careful in providing and selecting
pronunciation materials to improve their students’ ability in pronouncing English
words and give more practice in speaking English to the students to make them
more fluent in speaking. For the students, look up the dictionary if they find some
new vocabularies and try to pronounce it, have an English conversation either in the
school or non-school like in everyday life with their friends, family, teacher or
other people who can speak English, have good self-awareness in motivating
themselves to pronounce English words correctly and give more attention to
vocabulary, grammar, and pronunciation since learning English concern all of these
skills. And for the next researcher, by doing research in this topic, the researcher
raises suggestions for the next researchers. They should find more varied solution
to minimize the error on the pronouncing English vowels.

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