CHAPTER 1

INTRODUCTION

This chapter consists of background of the study, research questions, purpose

of the study, significances of the study, scope and limitations, and definition of key
terms.

1.1. Background of the Study

In this modern era, the communication between people across the nation
becomes easier because the advancement of tools of communication. As a result, this
condition makes the relationship between people across the nation becomes more
intimate. Moreover, direct interaction between different ethnics in different culture
also encourages people to learn new culture, including the language used. For
instance, Australians who lives in Surabaya will learn Suroboyoan Javanese in order
to adapt their surroundings.
According to About World Language, Javanese is one of regional languages of
Indonesia which spoken by Indonesian settlements in Java island and becomes the
fourteen most widely spoken language in the world which is not only spoken by
people in Java island, but also spoken by Javanese settlements in Sumatera,
Kalimantan, Sulawesi, Maluku, Nusa Tenggara, and Papua. As state on the same
website, Javanese is also spoken in other countries like Malaysia, Singapore,
Australia, Suriname, the Netherland, and New Caledonia in which the variety of
Javanese on these countries is different with the one spoken in Java. It happens
because Javanese spoken by non-Javanese people has already been influenced by
their mother-tongue and also might influenced by other languages (Hs., 2011).
There are three main dialects of Javanese, Western Javanese, Central Javanese
and Eastern Javanese. Central Javanese then becomes standard of Javanese. While
others two dialects of Javanese are influenced by Sundanese and Madurese.
Suroboyoan Javanese or often called by ‘Basa Arekan’ is a form of Eastern
Javanese dialect which spoken around Surabaya. According to Wikipedia, the
boundary of the use of Suroboyoan Javanese is in all areas of Gerbangkertosusila,

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Malang, Pasuruan, and most of horseshoe areas in the east part of Java except
Banyuwangi. In those areas, Suroboyoan Javanese is used in daily communication.
Structurally, Suroboyoan Javanese is considered as the most coarsen dialect.
However, the use of softer form of Javanese (Madya to Krama) is still exist by
Surabaya people in order to give honor to the other even though the softer form of
Suroboyoan Javanese is not as soft as standard Javanese used in Central Java.
As a tool of communication, language then becomes one of the important
subjects to learn. The number of languages which varied around the world
encourages people to learn second language or even foreign language besides their
mother tongue and national language in order to understand others who come from
different regions, or even from different countries. However, learning second
language sometimes is not always easy as acquiring mother tongue. There are some
factors causes the difficulties of learning second language, first, the degree of
similarity and differences between the system of L1 and L2; second, the age of
acquisition or learning language; third, the environment; and the last is the
seriousness in learning second language (Owhoeli, 2011).
Research about Javanese has been done by so many researchers, however, the
one that concern on Javanese phonology is still rare. Only several research about
Javanese phonology has done with the object is still focused on Javanese spoken by
local people from different background. As done by Hs.,(2011) who investigates the
phonological process of Javanese ‘ngoko’ in multiethnic community. As a sample of
multiethnic community, the author takes Balinese, Madurese, and Sundanese as the
participants of his research in order to examine the variation of pronouncing
Javanese vowel in multiethnic community. The research focus on the discussion of
Javanese phonology especially to learn vowel sounds produce by multiethnic
community. The result shows that Balinese tends to pronounce /u/ with [U] e.g. the
word ‘undang’ pronounced as [Undaŋ]; Madurese has special characteristics in
pronouncing Javanese—the allophone [U] cannot stand in initial and final position
of the word; the allophones [E], [I], and [ə] will never stand in the final position of
the word.; while Sundanese never pronounce the allophone [e] in initial position, as
a result Sundanese change the allophone [e] becomes [E] to pronounce edan ‘crazy’

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[Edan]; almost all vowel sound in the final position of open syllable always follows
with the glottal sound [?] e.g. teko ‘come’ [təkO?]. Another research done by
(Hidayati, 2014) who examines factors which influence mispronunciation of vowel
and consonant phonemes in Javanese language spoken by the elder in Tresna Werdha
old folks’ home. The result shows that there are three types of mispronunciation of
Javanese phonemes: mispronunciation caused by phoneme alteration,
mispronunciation caused by phoneme omission, and mispronunciation caused by
phoneme addition. Moreover, the author also explains that there are three factors
cause mispronunciation for instance the age, the health of oral cavity, and the lost of
upper front teeth. Both of those two researches focused on local people with
different background as the object of study. While the researcher on this study try to
expand the scoop of the object which in this case is Suroboyoan Javanese spoken by
foreigner whom their mother-tongue is English.
The phenomenon of foreigners who learn Javanese is common, but the
appointment of this problem in scientific research is still rarely found especially the
one that discuss about phonology of Suroboyoan Javanese spoken by foreigner. This
phenomenon then can be found in family of Dave Jepchott or well-known as
Londokampung who comes from Australia. Londokampung has lived in Surabaya for
approximately 27 years. So, it is not surprising if he could speak Suroboyoan Javanese
fluently and naturally. However, the object of this research is not focused on
Londokampung, rather the family members of Londokampung who lives in Australia
who has different background of knowledge about Javanese language. Those are the
reasons why the researcher interested to investigate the phenomenon of Javanese
phonology spoken by foreigners in which English is their mother-tongue.
This study is aimed to identify the distinctiveness of Javanese phonology
spoken by foreigners. Moreover, it is also aimed to find out some factors that affect
mispronunciation of Javanese phonemes.

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1.2. Research Questions
Based on the background of study above, the researcher formulates the
problems on the research questions as follows
1. what kind of mispronunciation of Javanese segmental sounds produced by
Australians?
2. what are the factors that influence mispronunciation of Javanese segmental
sounds produced by Australians?
3. how is the intelligibility of mispronunciation produced by the subjects in
carrying the messages?

1.3. Purpose of the Study

As stated on the research questions, the study will explain the final conclusion
of the study as follows:
1. Identifying and classifying the kind of error in pronunciation of Javanese
produced by Australians;
2. Finding the factors that influence mispronunciation of Javanese produced by
the subjectss;
3. Getting information about intelligibility of mispronunciation produced by the
subjects in carrying the messages.

1.4. Significance of the Study

This research is expected to extend results that can give significance both
practically and theoretically as follows
1. Theoretically
This research is expected to broaden the reader's knowledge about the
distinctiveness of Javanese phonemes pronunciation, especially Javanese that
spoken by foreigners. Moreover, this research also proves the theories related
to phonology and foreign language learning.

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 2. Practically
 Scientifically, this research can be used as input material in conducting
advance research related to Javanese phonology spoken by foreigners and
the factors influencing it;
 This research can also be considered as an effort to preservation and
documentation of Javanese as a local language with the most speakers in
Indonesia and broader.

1.5. Scope and Limitations

This study focused on mispronunciation of Javanese phonemes. This study is
analyzing mispronunciation that twelve Australians produced in pronouncing
Javanese sentences by comparing Javanese phonology and English phonology. This
study tries to find out some factors that caused mispronunciation. This study also
tries to find out the level of intelligibility of mispronunciation produced by subjects
in carrying the messages.
This study is taken from video uploaded by Londokampung which entitled
‘Bahasa Jawa Rasa Bule 1 (Social Experiment)’ and ‘Bahasa Jawa Rasa Bule 2 (Social
Experiment)’. There are twelve Australians who participates reading challenge of
Javanese sentences conducted by Londokampung in which all participants have
different background knowledge of Javanese. There are seven males and five
females with the different range of age.

1.6. Definition of Key Terms

Mispronunciation : Process of how Javanese words and sentences are
pronounced.
Javanese : A dialect of language spoken around Surabaya
Australians : Twelve people from Australia in two videos entitled
‘Bahasa Jawa Rasa Bule 1 (Social Experiment)’ and ‘Bahasa
Jawa Rasa Bule 2 (Social Experiment)’
Intelligible : Clarity of pronunciation of Javanese sounds that can be
understood by the interlocutors.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the theories used to carry out the study. The discussion
will be on foreign Language, phonological system between Javanese and English,
factors affect mispronunciation, intelligibility, and review of the previous study.
2.1. Foreign Language
According to Eddy (2004) foreign language is a language other than mother-
tongue which acquires by someone who is interested to the target language and
who has plan on the future dealing with the use of language acquired. It is
chosen voluntary by individual and it has no important value in communication
to the others on its community or country or to the other country someone
moved to (Eddy, 2004).
On the process of acquiring foreign language, there are some factors
considered influential, they are role of language environment, role of input, role
of the first language, internal processing and individual learner differences
(Eddy, 2004).
Role of language environment as stated by Dulay, Burt, & Krashen (1982)
consists of naturalness of the environment which means the more natural the
language environment is, the better results someone can get during the process of
acquiring the language; the learner’s role in communication in which the learner
should have opportunity to practice the language acquired in communication;
availability of concrete referents when the environment of acquiring language is
far from natural like it should be substitutes with the one alike; and the last is
target language model is important features which can be used in formal
situation and able to give feedback to the learner.
Role of input takes an important place to the foreign language learners in
acquiring foreign language because some data in target language must be
available on the learner’s brain as input (Eddy, 2004). Input language hypothesis
claims that people only take one way in acquiring language, taken by

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understanding messages or by receiving comprehensible input (Svoboda and
Hrehovick, 2006).
Role of first language has two controversial points of view: based on identity
hypothesis and contrastive hypothesis (Eddy, 2004). Identity hypothesis states
that it does not matter whether someone acquires another language or not before
acquiring a new foreign language because the process of acquisition of the first,
second, foreign, or any other following language remain same. While contrastive
hypothesis states that acquisition of foreign language is influenced by acquired
first language both in positive way or the negative one. Positive transfer happens
when the structure of the target language is identical with the first language.
While when the structure of the first and the target language are contrast, it may
cause problem on difficulty, error or interference as the result of negative
transfer.
According to Dulay et al. (1982) there are three major of internal processes in
foreign language acquisition: filter, organizer, and monitor. Filter sorts any
incoming languages and permit it or not to go through further process. Organizer
has responsibility on organize new language. Monitor has responsibility on
conscious processing language.
Individual learner differences are several factors which influence one learner
to another and differ depends on the learner’s inner characteristics. There are
many researchers have the different ideas on determining the factors which
influence individual learner, however, the complete one stated by Bond (2002)
put some check on the factors influence the learners: age, exposure of foreign
language infancy, immersion, intelligence, personality, attitude and motivation,
relationship between first language and target language, sensory style, learning
strategies, and other factors such as mimicry or musical ability.

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2.2. Overview of Javanese and English Phonology
Every language has language system which differs from other language. The
system of English phonology and Javanese phonology are also different. The
differentiation of phonological system of English and Javanese can be seen from
the differentiation of phonemes place of articulation and manner of articulation.

2.2.1. Javanese Phonemes

a. Javanese Vowels
Javanese also has vowels which are classified based on the position of tongue,
part of the tongue which is moved, and the distance between tongue and alveolar
ridge (Marsono, 2017). There are ten vowels on Javanese according to Marsono
(2017), they are {[i, I, e, ɛ, a, ə, o, ɔ, U, u]}. As in English, Javanese also has
diphthong according to Sudaryanto in Marsono (2017: 54, 57). There are two
kinds of diphthongs in Javanese as stated by Marsono (2017). They are rising
diphthong [ui] and falling diphthongs [ua], [uɛ], [uɔ], and [uə]. However, the
diphthongs of Javanese only occur on adjective like in the word ‘cuilik’ [ui] which
means ‘very small’; ‘uadoh’ [ua] means ‘so far’; ‘uelek’ [uɛ] means ‘really ugly’;
‘duawa’ [uɔ] means ‘so long’ and ‘guedhe’ [uə] means ‘so big’. The rising
diphthong in Javanese is [ui] while the falling dipthongs are [ua], [uɛ], [uɔ], and
[uə]. Table 2.1 below consists of Javanese vowels with the examples.

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Table 2.1 Javanese Vowels and Examples (Marsono, 2017)
Tongue Tongue
No. Vowels Shapes Examples
Positions Movements
iki ‘this’
1 i high front unrounded
cilik ‘small’
kulit ‘skin’
2 I high front unrounded
arit ‘grass knife’
eling ‘remember’
3 e mid front unrounded
esuk ‘morniing’
lepen ‘river’
4 ɛ mid front unrounded
lengket ‘sticky’
ora ‘no’
5 a low front unrounded
anyar ‘new’
edol ‘sell’
6 ə mid mid unrounded
elas ‘grain’
obor ‘torch’
7 ɔ mid back rounded
amot ‘include’
obah ‘move’
8 O mid back rounded
loro ‘two’
bagus ‘great’
9 U high back rounded
kapuk ‘cotton’
gulu ‘neck’
10 u high back rounded
guru ‘teacher’
b. Javanese Consonants
According to Marsono (2017), Javanese has twenty three different consonant
sounds as shown on the Table 2.2 below:
Table 2.2 Javanese Consonants
Place of Articulation
Manner of
Lamino-

Laringal
alveolar

alveolar
Voicing

hamzah
Bilabial

Medio-
Apiko-

Apiko-

Apiko-
palatal

palatal
Dorso-
Labio-
dental

dental

Glotal

Articulation
velar

p
V- t t- ṭ c k k-
p-
Stops ?
d ḍ
V+ bh j jh g gh
dh ḍh
Nasals V+ m n ñ ŋ
Lateral V+ l
V- f s x
Fricative h
V+ v z
Trill V+ r
Semi-vowel V+ w y

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 As in English, Javanese consonants are also classified based on the place of
articulation, manner of articulation, voicing, and the relationship between active
articulator and passive articulator (Marsono, 2017). The classifications of Javanese
consonants based on the four criteria:
1. Stops
a. Bilabials Stop (Konsonan hambat letup bilabial)
Consonants produced by upper lip as the active articulator and lower lip as
the passive articulator. There are two consonant sounds /p/ and /b/.
1) Initial Middle Final
pitik apal intip
‘chicken’ ‘memorized’ ‘spy on’
bakiak sabar —
‘wooden clog’ ‘patient’ —
b. Apiko-dental Stop (Konsonan hambat letup apiko-dental)
Consonants produced by the tip of the tongue and upper teeth. There are two
consonants sounds /t/ and /d/.
2) Initial Middle Final
tindak rata sikut
‘go somewhere’ ‘flat’ ‘elbow’
dawa rada —
‘long’ ‘somewhat’ —
c. Apiko-palatal Stop (Konsonan hambat letup apiko-palatal)
Consonants produced by the tip of the tongue and hard palate. There are two
consonant sounds /t/ and /d.
3) Initial Middle Final
thukul cethak —
‘grow’ ‘palate’ —
dhateng wedhi —
‘arrive’ ‘sand’ —
d. Medio-palatal Stop (Konsonan hambat letup medio-palatal)
Consonants produced by tongue and hard palate. The sounds produced are
/c/ and /j/.
4) Initial Middle Final
cerme maca —
‘Javanese lychee’ ‘read’ —
jala waja —
‘net’ ‘teeth’ —
e. Dorso-velar Stop (Konsonan hambat letup dorso-velar)
Consonants produced by back of the tongue and soft palate. The sounds
produced are /k/ and /g/.
5) Initial Middle Final
kesupen saka kretek
‘forgotten’ ‘from’ ‘cart’
gendhis jaga —
‘sugar’ ‘keep’ —

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 f. Glottal plosive, glottal stop (Konsonan Hamzah)
Consonant produced when the air is totally stopped at the glottis, strongly
closes vocal cords, the sound of the cords is a glottal stop.
6) Initial Middle Final
— sakwat anak
— ‘suddenly’ ‘child’
— saat usuk
— ‘when’ ‘rafter’
2. Nasals
a. Nasal bilabial (Konsonan nasal bilabial)
Consonant produced by lower and upper lips. The sound produced is /m/.
7) Initial Middle Final
mandheg sami dalem
‘stop’ ‘same’ ‘I’
b. Apiko-alveolar Nasal (Konsonan nasal apiko-alveolar)
Consonant produced by tongue tip and gums. The sound produced is /n/.
8) Initial Middle Final
naga genah mangan
‘dragon‘ ‘slow‘ ‘eat‘
c. Medio-palatal Nasal (Konsonan nasal medio palatal)
Consonant produces by middle tongue as active articulator and hard palates
passive articulator. The sound produced is /ñ/.
9) Initial Middle Final
nyasar banyu —
‘getting lost‘ ‘water‘ —
d. Dorso-velar Nasal (Konsonan nasal dorso velar)
Consonant produces by tongue tip as active articulator and soft palate as
passive articulator. The sound produced is /ŋ/.
10) Initial Middle Final
ngantuk sangar rewang
‘sleepy‘ ‘peculiar‘ ‘helping‘
3. Konsonan Sampingan (Laterals)
Consonant produces by tongue tip and gums. The sound produced is /l/.
11) Initial Middle Final
lila bali sandal
‘sincere‘ ‘come back‘ ‘sandals‘
4. Fricatives (Konsonan Geseran)
a. Labio-dental Fricative (Konsonan geseran labio-dental)
Consonant produces by lower lip and upper teeth. The sound is /f/.
12) Initial Middle Final
foto tafsir saraf
‘photo‘ ‘guess’ ‘nerve‘
b. Lamino-alveolar Fricative (Konsonan geseran lamino-alveolar)
Consonants produce by tongue tip and gums. The sounds are /s/ and /z/.
13) Initial Middle Final
suwe lesu adus
‘need long time‘ ‘hungry‘ ‘bathing‘

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 c. Fricative Consonant (Konsonan geseran laringal)
Consonant produces by a pair of vocal cords. The sound is /h/.
14) Initial Middle Final
hawa tahu sayah
‘weather’ ‘tofu’ ‘tired’
5. Apiko-alveolar Trill (Konsonan getar apiko-alveolar)
Consonant produces by tongue tip and gums which causes trill process.
15) Initial Middle Final
rasa paring sabar
‘feeling’ ‘giving’ ‘patience’
6. Semi-vowel
a. Semi vowel bilabial and labio dental
Consonant produces when lower lip works together with upper teeth,
16) Initial Middle Final
wedhi awet —
‘afraid’ ‘long lasting’ —
b. Semi vowel medio palatal
Consonant produces by mid tongue and hard palate.
17) Initial Middle Final
yuta ayu —
‘million’ ‘pretty’ —

2.2.2. English Phonemes

a. English Vowels
Different with Javanese, English has twenty vowel sounds. The vowels
of English are classified into monophthongs and diphthongs (Fromkin,
Rodman, & Hyams, 2014). In English, there are twelve monophtongs /i, u, ɪ,
ʊ, e, o, ɛ, ə, ʌ, ɔ, æ, a/ and eight diphthongs or double vowel sounds /iə, eə,
ʊə, eɪ, aɪ, ɔɪ, əʊ, aʊ/. The vowels of English are classified by the tongue
position and lip rounding. Below is the chart of English vowels based on
tongue position and lip-rounding.

Chart 1: Classification of American English Vowels (Fromkin et al., 2014)

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 The high front unrounded vowel [i] is produced by raising the
front part of the tongue. The high back rounded [u] is produced by
raising the back part of the tongue. The high front unrounded vowel [ɪ]
is produced by raising the front part of the tongue with slightly
lowered position from the [i]. The high back rounded vowel [ʊ] is
produced by raising the back part of the tongue with slightly lowered
position from the [u]. The mid front unrounded vowel [e] and the mid
back rounded vowel [o] are produce by the tongue neither high nor
low. The mid front unrounded vowel [ɛ] and the mid central
unrounded vowel [ə] are produced by the tongue neither high nor low
with the slightly lowered position from the [e]. The central unrounded
vowel [ʌ] is produced by lowering the tongue in the mouth though it is
not as low as the low back unrounded vowel [a] which produced by
the tongue is in low position in the mouth. The low front unrounded
vowel [æ] is produced with the front part of the tongue low in the
mouth (Fromkin et al., 2014).
The diphthong [iə] is the result of sound production of the high
front unrounded vowel [i] followed by the mid central unrounded
vowel [ə]. The diphthong [eə] is the result of sound production of the
mid front unrounded vowel [e] followed by the mid central unrounded
vowel [ə]. The diphthong [ʊə] is the result of sound production of the
high back rounded vowel [ʊ] followed by the mid central unrounded
vowel [ə]. The diphthong [eɪ] is the result of sound production of the
mid front unrounded vowel [e] followed by the high front unrounded
vowel [ɪ]. The diphthong [aɪ] is the result of sound production of the
low back unrounded vowel [a] followed by the high front unrounded
vowel [ɪ]. The diphthong [ɔɪ] is the result of sound production of the
mid back rounded vowel [ɔ] followed by the high front unrounded
vowel [ɪ]. The diphthong [əʊ] is the result of sound production of the
mid central unrounded vowel [ə] followed by the high back rounded
vowel [ʊ]. The diphthong [aʊ] is the result of sound production of the
low back unrounded vowel [a] followed by the high back rounded
vowel [ʊ]. (Fromkin et al., 2014)

b. English Consonants
Consonants are produced by the restriction in the vocal tract which block the
airflow from the lung (Fromkin et al., 2014). Consonants of English are classified
based on voicing, place of articulation, and manner of articulation.

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 Table 2.3 English Consonants by Fromkin et al. (2014)

Bilabial Labiodental Interdental Alveolar Palatal Velar Glottal

Stop
V- p t k
Ɂ
V+ b d g
Nasal
V+ m n ŋ
Fricative
V- f θ s ʃ
h
V+ v δ z ʒ
Affricate
V- ʧ
V+ ʤ
Glide
V- ʍ ʍ
V+ w j w
Liquid
r l
V+

Consonants of English can be classified by using place of articulation. There

are seven place of articulation according to Fromkin et al. (2014) : bilabials,
labiodentals, interdentals/dentals, alveolars, palatals, velars, and glottals.
Bilabial sounds are produced by using both upper and lower lips, the sounds
belong to bilabials are [p], [b], and [m]. Labiodental sounds are produced by
touching lower tip to the upper teeth, the sounds belong to labiodentals are [f]
and [v]. Interdental or dental sounds are produced by inserting the tip of the
tongue between the teeth, the sounds belong to interdentals or dentals are [θ]
and [ð]. Alveolar sounds are produce by the tongue tip raised and touch the
ridge [t], [d], and [n]; the front side of tongue raised and the tip is lowered [s],
and [z]; the tongue tip raised and the rest of the tongue remains down [l]; curl
the tip of the tongue back behind the alveolar ridge [ɹ]. Palatal sounds are
produce by rising the front part of the tongue to the palate, the sounds belong
to palatals are [ʃ], [ʒ], [ʧ], ʤ], and [j]. Velar sounds are produced by raising the
back of the tongue to the velum, the sounds belong to velars are [k], [g], and
[ŋ]. Glottal sounds are produce by the flow of air to the open glottis and past
tongue and lips, the sounds belong to glottal are [Ɂ] and [h]. (Fromkin et al.,
2014)

Consonants of English also can be classified by using manner of articulation.

There are six manner of articulation. There are six manner of articulation of
English consonants: stops, nasals, fricatives, affricates, liquids, and glides
(Fromkin et al., 2014).

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 Stop sounds produced when the airstream stopped at the mouth by
complete closure of the lips [p], [b], and [m]; the airstream stopped by the
tongue and making a complete closure at alveolar ridge [t], [d], and [n];
complete closure at the velum [k], [g], and [ŋ]; complete stop closure [ʧ]
and [ʤ]; the air is completely stop at the glottis [Ɂ]. Fricative sounds are
produced when the friction is created at the lips and teeth [f] and [v]; the
friction occurs at the opening between tongue and teeth [θ] and [ð]; the
friction created at the alveolar ridge [s] and [z]; the air passes between the
tongue and the part of the palate behind alveolar ridge [ʃ] and [ʒ]; the air
passing through the open glottis and pharynx [h]. Affricate sounds are
produced when the stop closure followed immediately by a gradual
realize of the closure that produced an effect characteristics of fricatives [ʧ]
and [ʤ]. Liquid sounds are produced when there is some obstruction of
the airstream in the mouth but not enough to cause any real constriction or
friction [l] and [ɹ]. Glide sounds are produced with little obstruction of the
airstream [j] and [w]. (Fromkin et al., 2014)

2.2.3. Comparison between Javanese and English Vowels

Chart 2.2 Comparison between Javanese vowels and English vowels

Although Javanese and English have several vowels which slightly similar,
however, there are also some differences of vowel sound between Javanese and
English. As seen on the chart 2.2, the [a] sound in Javanese (the bold one) is
classified as the low front unrounded vowel where in English it is classified as
the low back unrounded vowel. The [o] sound in Javanese is classified as the mid
back rounded vowel while in English it sounds like the low back rounded vowel

15
 [ɔː]. The [ɔ] sound in Javanese is classified as the mid back rounded vowel [ɔ] while
in English it is nearly sounds like the mid back rounded vowel [ɒ]. Javanese does not
have the low central unrounded vowel [ʌ] like English has. Moreover, Javanese also
does not have the low front unrounded vowel [æ] as in English.

2.2.4. Comparison between Javanese and English Consonants

Javanese and English have different sound system. There are some consonant
sounds in Javanese which do not exist in English, and vice versa. The Table 2.4 is
the comparison between Javanese consonant sounds and English consonant
sounds:

Table 2.4 Comparison between Javanese and English Consonants

2.2.5. Rules of Phonology

Phonology rule organizes the relationship between phonemic and phonetic
representation of a word or the way how a word is pronounced. According to
Fromkin et al. (2014), phonological rules are speaker’s part of knowledge about
language in which those rules are divided into assimilation, dissimilation, feature
changing, segment insertion and deletion, and movement or metathesis.

16
a. Assimilation
Assimilation is phonological rules that makes nearby segments become more
similar by imitating a phonetic property (Fromkin et al., 2014). For instance, vowel
nasalization rules states that vowels become nasalized in the environment before
nasal segments within a syllable as in bin, the vowel /ɪ/ before /n/ sound becomes
nasalized. Assimilation also deals with place of articulation e.g. in English the word
in [+ literate] becomes illiterate. Moreover, there is also voicing assimilation which
deals with progressive and regressive assimilation. The differentiation between
progressive and regressive assimilation are if progressive assimilation the sound
change based on the nearest sound and in regressive assimilation, the sound changes
based on the next sound.

b. Dissimilation
In contrast to assimilation, dissimilation is a phonological rule which makes a
segment becomes less similar to another segment (Fromkin et al., 2014). This rule can
be found when simplifying fricative sequence /fθ/ and /sθ/ change into [ft] and [st]
as in fifth [fifθ] and sixth [sɪksθ] pronounced as fift and sixt.

c. Feature-changing
Feature changing is phonological rule which change segmental feature values
to make them more similar (Fromkin et al., 2014). For instance, the plural morpheme
/s/ has its voiceless value changed into voiced when follows voiced sound.

d. Segment Insertion/Deletion
According to (Fromkin et al., 2014) segment insertion is process of adding a
consonant or vowel to form regular plurals, possessive forms, and third person
singular verb agreement; in contrast, phonological rules may delete a sound segment
which called segment deletion.

17
e. Movement / Metathesis
Movement or metathesis rule is process of transporting two segments in
order. For instance, children may utter aminal instead of animal (Fromkin et al.,
2014).

f. Substitution
Substitution is process of replacing a sound with another sound because of
unfamiliarity of the speaker in pronouncing certain sound correctly (Fromkin et al.,
2014). As a result, the speakers then tend to pronounce the sound with the nearest
sound which exists on their mother-tongue.

g. Fusion
Fusion is a process when two or more segments become one segment that is
more complex (Fromkin et al., 2014). It is part of assimilation which one segment
assimilates each other. For instance the phrase ‘could you’ [kʊd] + [juː]
pronounced as [kʊʤuː].

2.3. Error Analysis of Javanese Phoneme

According to Ellis (2003), error is something not correct, in which sometimes
it can be systematically and predictable. Error happens when second language
learners make deviation towards breaches of code of a language because of
differentiation of language system (Ellis, 2003). Azevedo & Corder (1983) states
that there are three sources of error: language transfer that caused interference,
intra-lingual as a result of learning process, and error as a result of false concept
learning. Error, then, can be classified into four categories: error in linguistics
aspect for example error in phonology, morphology-syntax, semantics and
discourse; error in learning strategy; error in comparative category; and error as
the effect of communication.

18
 The purpose of error analysis is to help second language and foreign
language learners learn better, therefore it is important to evaluate errors because
‘some errors can be considered more serious than others because they are more likely to
interfere with the intelligibility of what someone says’ (Ellis, 2003).

2.4. Intelligibility
Nelson (2012) proposed that the term intelligibility frequently used to cover
all of the various part of understanding. He also states that in order to make
interaction become successful, there are three levels of complexity in language
use proposed by Smith (1992) which categorized as intelligibility refers to the
‘technical sense’ of the language use component with the fewest variable as
involves by just sound system; comprehensibility stands for the listeners’
understanding about the spoken words or speech, and interpretability which
deals with ‘the meaning behind the word or utterances’.
While according to Munro and Derwing (1999), the three partially related
dimensions in second language pronunciation are intelligibility,
comprehensibility, and accentedness. Intelligibility is a term which refers to the
real understanding of utterances by the audiences or listeners; comprehensibility
indicates the easiness or the difficulties of the audiences or listeners in
understanding the speakers’ utterances; and accentedness points out that what
hear by audiences of the listeners are differ from the one uttered by speakers
(Munro, 1995).
As many other researchers there is no universal agreement on definition or
practice in operating the intelligibility of second language speech (Kang,
Thomson, & Moran, 2018c. According to Kang et al. (2018) intelligibility can be
measured by using:
a) responses to true or false statement, this method supported with high level of
context due to the reference in common knowledge (Behrman & Akhund,
2013) so the listener must have access to background knowledge in order to
select the correct answer (Kang et al., 2018);

19
b) scalar rating of speech which ‘perform directly after listening to the audio
recording and evaluate the value of each true or false statement’ (Kang et al.
2018). Therefore, Kang et al. (2018) propose that the same sentence requires
for at least a true/ false statement judgment and a scalar rating;
c) perception of nonsense sentences, this techniques can be used by the listeners
to decide intelligibility as the number of content words which can be identify
correctly (Kang et al., 2018);
d) perception of filtered sentences, ‘in this technique non-target portion of a speech
recording are low-pass filtered in order to mask any segmental content while
maintaining prosodic information’ (Kang et al., 2018);
e) transcription speech which requires participants to listen to an audio
recording and transcribe its content after single play (Kang et al., 2018).
‘Recorded speakers are assigned an intelligibility score based on the
percentage of an utterance that is understood and transcribed correctly by
listeners’ (Derwing & Munro, 1997).

Although theoreticians and practitioners have divided historically, the

researchers of second language pronunciation have became more conscious and
have became more realistic in conducting pronunciation goals (Kang et al., 2018).
Specifically, speakers must goal for intelligibility rather than nativeness (Levis,
2005, Munro and Derwing, 1995).

2.5. Previous Study

The first previous study comes from Hidayati (2014) entitled ‘Analisis
Kesalahan Pelafalan Fonem Bahasa Jawa pada Lanjut Usia di Panti Sosial Tresna
Werdha Yogyakarta Unit Abiyoso’. Hidayati examines factors which influence
mispronunciation of vowel and consonant phonemes in Javanese language
spoken by the elder in Tresna Werdha old folks’ home. The author collects the data
through direct observation by listening, engaging, speaking and recording the
elder’s free conversation to investigate phonological error in mispronunciation of
phonemes and some factors cause mispronunciation. The author analyzes the

20
data by using descriptive-qualitative method of data analysis. The result shows
that there are three types of mispronunciation of Javanese phonemes:
mispronunciation caused by phoneme alteration, mispronunciation caused by
phoneme omission, and mispronunciation caused by phoneme addition.
Moreover, the author also explains that there are three factors cause
mispronunciation for instance the age, the health of oral cavity, and the lost of
upper front teeth.
Other previous study dealing with Javanese phonology comes from Hs. (2011)
who investigates the phonological process of Javanese ‘ngoko’ in multiethnic
community. The author gathers the data by cooperating with the participants,
spreading questionnaires and recordings the participants’ speech. As a sample of
multiethnic community, the author takes Balinese, Madurese, and Sundanese as
the participants of his research in order to examine the variation of pronouncing
Javanese vowel in multiethnic community. The research focused on the
discussion of Javanese phonology especially to learn vowel sounds produce by
multiethnic community. The result shows that Balinese tend to pronounce /u/
with [U] e.g. the word ‘undang’ pronounced as [Undaŋ]; Madurese has special
characteristics in pronouncing Javanese—the allophone [U] cannot stand in initial
and final position of the word; the allophones [E], [I], and [ə] will never stand in
the final position of the word.; while Sundanese never pronounce the allophone
[e] in initial position, as a result Sundanese change the allophone [e] becomes [E]
to pronounce edan ‘crazy’ [Edan]; almost all vowel sound in the final position of
open syllable always follows with the glottal sound [?] e.g. teko ‘come’ [təkO?].
This article is useful to my research topic, since the author clearly describes
standard Javanese vowels and consonants phonemes and the occurrence of
interference process, namely process of lending elements of a particular language
into Javanese that spoken by multiethnic community.
The researcher also takes previous study about mother tongue interference
from Luo (2014) who discusses the problem of mother tongue interference in
English pronunciation spoken by students and teachers from the regions along
Yangzi River, China. The author collects the data by observing phenomenon

21
happens in some school and college around the region of Yangzi River. The
author analyzes the data by using descriptive-qualitative method of data
analysis. This article focuses on analysis of confusion of pronunciation spoken by
college students from different regions. The result shows that students and
teachers from Hunan Province tend to substitute [n] for [l]; some local dialect in
Jiangxi province get troubled in pronouncing [h] becomes [f]; while other local
dialect in the east of Guandong Province would pronounce [g] for [j]. Therefore,
it is necessary to have knowledge of phonology in order to predict the problems
and solutions. Moreover, the local dialects influence the way of speaking English,
therefore practice a lot is a must both for students and the teacher.
The last previous study about mother tongue interference also comes from
Owhoeli (2011) who investigates the phonological and syntactical impacts of
mother tongue Ikwerre on English learning and proficiency. The purpose of this
research is to highlight the influence of mother tongue on second language
learning by analyzing the errors made by the students of some secondary schools
in Emohua local Government of River State. The author collects the data by
generating students' utterances, reading passages and written composition. The
data analyzed by using tabulations and percentages. The result shows that there
are some factors play important role for the mispronunciation of words:
phonemic differences, wrong placement of stress, interferences of Ikwerre vowel
harmony, interference of Ikwerre vowel nasalization system, and insertion of
vowels between consonant clusters. In the level of syntax, the syntax of Ikwerre
language does not interfere the effective learning of English rather that the
inconsistency of English rule which contribute to the problem of ungrammatical
sentences. In conclusion, it can be stated that mother tongue Ikwerre actually
influences the learning of English as the target language.
Research about Javanese has been done by so many researchers, however, the
one that concern on Javanese phonology is still rare. Only several research about
Javanese phonology has done with the object is still focused on Javanese spoken
by local people from different background. This study tried to enlarge the
subjects by focusing on mispronunciation of Javanese phonemes produced by

22
twelve Australians in video entitled ‘Bahasa Jawa Rasa Bule 1 (Social
Experiment)’ and ‘Bahasa Jawa Rasa Bule 2 (Social Experiment)’.

23
 CHAPTER 3
RESEARCH METHOD
This chapter will explain the method which used to analyze the data.
Qualitative research design will be elaborated in this chapter. This chapter
includes the guidance for the writer to guide and process the data. Research
method in this study will be focused on some aspects, are: research design,
subjects of the study, source of data and data, instrument of data collection, data
collection technique, and data analysis technique.

3.1. Research Design

This study is designed in the form of qualitative research. According to
Denzin & Lincoln (2005), qualitative research focuses on multi-methods, concern
on interpretive, and uses naturalistic approach to its subject or problem. It means
that qualitative research study can be in the form of descriptive due to its concern
on interpretive and also uses natural approach to understand the phenomenon or
the problem concerned. Since this study focused on the mispronunciation of
Javanese segmental sounds and several factors that influence it, this study
applied qualitative research design because it provides explanation in
understanding phenomena of foreigners who speak Javanese in two videos taken
from youtube.

3.2. Subjects of the Study

The subjects of this study are twelve Australians. All participants is
participated in reading challenge of Javanese sentences conducted by
Londokampung in two videos entitled ‘Bahasa Jawa Rasa Bule 1 and ‘Bahasa Jawa
Rasa Bule 2 in which all participants have different background knowledge of
Javanese. There are seven males and five females from the different range of age.
There are twelve subjects on video entitled ‘Bahasa Jawa Rasa Bule 1’ in
which eleven of them only exist on this first video. While another one, who in
this study the researcher labeled as subject 4, is the only one exists on video
entitled ‘Bahasa Jawa Rasa Bule 2’.

24
 3.3. Source of Data and Data
The sources of data in this study are taken from videos recording which
entitled ‘Bahasa Jawa Rasa Bule 1 (Social Experiment)’ from
https://www.youtube.com/watch?v=HuLOV5fZQM8 and ‘Bahasa Jawa Rasa
Bule 2 (Social Experiment)’ uploaded by Londokampung in his you tube account
(https://www.youtube.com/watch?v=dEynAgOF6wc).
The data of this study are taken from subjects’ utterances when they
pronounce Javanese segmental sounds. The data focused on the utterances that
contain mispronunciation.
Table 3.1 Subjects’ Utterance

Phonetic Transcription
No. Orthography Subjects
Javanese Standard
1 … 12
1. Jenengku [jənəŋku] [jeŋəŋku]

2. Rupoku [rupɒku] [rupɒkaɪ]

… … … … … …

3.4. Instrument of Data Collection

In conducting the research, the researcher herself is the main instrument in
collecting the data. It means that the researcher planed everything dealing with
the research. The researcher collects, classifies, decides and analyzes the data by
herself based on the theories used in this study.
This study uses chrome as the instrument due to the source of data which is
taken from two videos uploaded in youtube.
Observation and list of words which consists of standard phonemic
transcription and subjects’ utterance transcription is also used to get the data. The
researcher checks the words pronounced by the subjects to figure out
mispronunciation of Javanese phonemes.

25
 3.5. Data Collection Technique

Listen to the Transcribe all the Identify all

pronunciation utterances mispronunciation

Chart 3.1 Data Collection Technique

The pronunciations of the subject’s utterances in two videos are listened for
several times to get familiar with subjects’ utterancs that contain mispronunciation
of Javanese segmental sounds.

To get the data, the researcher transcribes all subjects’ utterances into
phonemic transcription and compares to standard phonemic transcription based on
Marsono (2017) in order to figure out subject’s mispronunciation. The transcripts of
subject’s utterances, then, identified based on mispronunced sounds.

3.6. Data Analysis Technique

Miles and Huberman (1994) suggest that qualitative data analysis consist of
three procedures: data reduction, data display, and data verification.

Data Reduction Data Display Data Verification

• Transcribing • Tabel • Verified by

• Identifyinhg • Description expert
• Reducing

Chart 3.2 Data Analysis Procedures

Data reduction is the process of reducing and discarding unneeded data of

qualitative research (Miles and Huberman, 1994). The transcription of all subjects,
then, be devided into correct pronunciation and mispronounced utterances. All
mispronounced utterances will be taken as the data to be analyzed, while the correct
one will be discard.

26
 Data display in this research is in the form of table and description. To answer
the first research question, the Table 3.2 is used:

Table 3.2 Kind of Mispronunciation

Standard Subjects’
Sound Rules of
Position Orthography Phonetic Phonetic Note
Category Phonology
Transcription Transcription
Changes the
Consonant Initial cara /cɒrɒ/ /kaɹa/ Substitution consonant /c/
into /k/
Changes the
Vowel Final rupoku /rupɒku/ /rupɒkaɪ/ Substitution vowel /u/
into /aɪ/

The data on the Table 3.2 would be analyzed in the form of descriptive to
answer the second and the last questions:

The subjects of this study made errors in producing [c] sound. The result shows that
the subjects tend to make error in producing [c] sound in initial and mid position.
According to standard transcription, the word ‘cara’ should be pronounced as /cɒrɒ/
instead of /kaɹa/. They pronounce [c] sound by replacing the [c] sound with [k] sound.

27
 CHAPTER 4

FINDINGS AND DISCUSSION

This Chapter consists of two major parts. The findings cover the treatment of
English phonological system towards Javanese through the subjects’ pronunciation.
The data are presented in the table with detail description. The discussion in this
chapter provides a brief explanation of the impact of the existing factors from
Javanese mispronunciation that mostly the subjects have problem on. The
elaboration of the discussion in this chapter is simplified based on the analysis.

4.1. Findings
Mispronunciation of Javanese segmental sounds can be categorized based on
the rule of phonology which deviated by the subjects. There are six rules of
phonology: assimilation, dissimilation, feature-changing, substitution, segment
insertion and/segment deletion, and movement or metathesis rules. However, in
this study not all rules occur on the data analyzed, there are only three of them
occur, they are substitution, segment insertion and segment deletion, and movement
or metathesis rule. The three rules of phonology that will be explained later on sub
4.1.1. The data in this study will be displayed on the table and will be categorized
based on the rule of phonology which deviated by the subjects. Furthermore, there
are several factors that affect mispronunciation of Javanese segmental sounds
produces by the subjects’ of this study on sub 4.1.2. Intelligibility also used on sub
4.1.3 to figure out how the subjects’ are able to convey the message towards the
listeners.

4.1.1. Findings of the First Research Question

To get the detail of the kind of mispronounce sound produced by the subjects
of the study, below are provided twelve tables of the data for each subject and the
description of each table based on the data and the rules of phonology which
deviated by the subjects.

28
Subject 1
As stated on Chapter 3, there are twelve subjects on this study, all subjects
participate on video entitled ‘Bahasa Jawa Rasa Bule 1: Social Experiment’ uploaded by
Londokampung on his youtube channel. Table 4.1 below is the data of
mispronunciation of Javanese segmental sounds produced by Subject 1.

Table 4.1 Mispronunciation produced by Subject 1

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 1

jenengku [jənəŋku] [jenəŋku] [ə] changes into [e]

substitution
initial
vowel londo [lɔndɔ] [landɔ] [ɔ] changes into [a]
final kampung [kampUŋ] [kampaŋ] [U] changes into [ a]
consonant final mangan [maŋan] [maŋaŋ] [n] changes into [ŋ]

According to table 4.1, subject 1 has problem in pronouncing several vowel

sounds and a consonant sound of Javanese segmental sounds. The mispronounced
vowels are mid central unrounded vowel [ə], mid back rounded vowel [ɔ] and high
back rounded vowel [U], while the mispronounced consonant is [n]. Instead of
pronouncing jenengku ‘my name’ as [jənəŋku], the subject 1 replacing the mid central
unrounded vowel [ə] to become mid front unrounded vowel [e] as seen on subject’s
transcription [jenəŋku]. Others vowel sounds which Subject 1 has problem on are the
mid back rounded vowel [ɔ] and the high back rounded vowel [U]. Both two vowel
sounds are pronounced as the low front unrounded vowel [a] sound. The word londo
‘foreigner’ is produced as [landɔ], while the correct pronunciation is [lɔndɔ]. It also
happens when the subject 1 pronounced the word kampong ‘village’ he pronounced
it as [kampaŋ] instead of [kampUŋ]. Subject 1 also has problem when he pronounced
the word mangan ‘eat’ [maŋan], he mispronounces the alveolar voiced nasal [n] in
the final position becomes the velar voiced nasal [ŋ] as seen in subject’s transcription
[maŋaŋ].

29
 The mid central unrounded vowel [ə] changed into mid front unrounded
vowel [e], the mid back rounded vowel [ɔ] changed into the low front unrounded
vowel [a], the high back rounded vowel [U] changed into the low mid vowel sound
[a], and the voiced alveolar nasal [n] changes into the voiced velar nasal [ŋ] by the
subject because the unfamiliarity of the subject in structure of Javanese words. Even
though, those sounds occur both on Javanese and English sounds.

Subject 2
Table 4.2 below is the data of Javanese segmental sounds’ mispronunciation
produced by Subject 2 on the first video entitled ‘Bahasa Jawa Rasa Bule 1: Social
Experiment’.
Table 4.2 Mispronunciation produced by Subject 2

Phonemic
Sound Orthograp Transcription Rule of
Position Note
Category hy Phonology
Standard Subject 2

Vowel initial sik [sɪɁ] [sik] [ɪ] changes into [i]

consona substitution
final sik [sɪɁ] [sik] [Ɂ] changes into[k]
nt

According to Table 4.2, Subject 2 on the video entitled ‘Bahasa Jawa Rasa Bule 1: Social
Experiment’ has two kinds of mispronunciation of Javanese segmental sounds. There
are one vowel mispronunciation and one consonant mispronunciation. The vowel
sound is the high front unrounded [ɪ] and the consonant sound is the glottal stop [Ɂ].
Subject 2 has difficulty in pronouncing the word sik ‘still’ [sɪɁ]. He tends to
pronounced it as [sik] while the correct pronunciation of the word ‘sik’ is [sɪɁ]. So,
there are two kinds of mispronunciation in pronouncing the word ‘sik’. The vowel
sound should be pronounced as the high front unrounded vowel [ɪ] instead of the
high front unrounded [i], and the consonant sound in the final position should be
pronounced as the glottal stop [Ɂ] instead of the voiceless velar stop [k].

30
 Subject 3
Still from the first video, the Table 4.3 below is the data of mispronunciation
of Javanese segmental sounds produced by Subject 3.

Table 4.3 Mispronunciation produced by Subject 3

Phonemic
Sound Transcription Rule of
Position Orthography Note
Category Phonology
Standard Subject 3
jenengku [jənəŋku] [jeŋəŋku] [ə] changes into [e]
initial
gantenge [gantəŋe] [giteŋki] [a] changes into [i]
vowel
rupaku [rupɔku] [rupɒkaɪ] [u] changes into[aɪ]
final substitution
gantenge [gantəŋe] [giteŋki] [e] changes into [i]
njaluk [njalUɁ] [ənjaluk] [Ɂ] changes into [k]
consonant final
gitar [gitar] [gitaɹ] [r] changes into [ɹ]
vowel initial njaluk [njalU?] [ənjaluk] segment add [ə] sound
consonant final gantenge [gantəŋe] [giteŋki] insertion add [k] sound
segment
consonant mid gantenge [gantəŋe] [giteŋki] omit [n] sound
deletion

Based on the Table 4.3, the subject 3 on this study tends to have problem in
pronouncing several vowel sounds and several consonant sounds of Javanese. The
mispronounce vowel sounds are the mid central unrounded vowel [ə], the low front
unrounded vowel [a], the high back rounded vowel [u] and the mid central
unrounded vowel [e]. The mispronounced consonant sounds are the glottal stop [Ɂ]
and the alveolar voiced trill [r]. There are two rules of phonology which are applied:
substitution and segment insertion and or segment deletion.
The mispronounced vowel sounds are the mid central unrounded vowel [ə]
sound and the low front unrounded vowel [a] sound in the initial position of the
words jenengku ‘my name’ and gantenge ‘how handsome (the subject is)’ also the high
back rounded vowel [u] sound and the mid front unrounded vowel [e] sound in the
final position of the words rupaku ‘my physical appearance’ and gantenge ‘how
handsome (the subject is)’. Subject 3 has problem in pronouncing the mid central
unrounded vowel [ə] sound in the initial position of the word jenengku ‘my name’
[jənəŋku] which by the Subject 3 pronounced as [jeŋəŋku]. The word gantenge ‘how
handsome (the subject is)’, [gantəŋe] also pronounced as [giteŋki]. Other problems
occur when Subject 3 pronounced vowel sounds on the final position of the word

31
rupaku ‘my physical appearance’ [rupɔku] pronounced as [rupɒkaɪ] and the word
gantenge ‘how handsome (the subject is)’ pronounced as [giteŋki].
The mispronounced consonant sounds are glottal stop [Ɂ] and voiced alveolar
trill [r] in the final position. Subject 3 changed the glottal stop [Ɂ] into the voiceless
velar stop [k], also the voiced alveolar trill [r] into the voiced alveolar liquid [ɹ]. The
changing of consonant sounds did by Subject 3 are influence by mother-tongue
interference. Subject 3 also did segment insertion while pronouncing the word njaluk
‘want’ [njalU?] which pronounced as [ənjaluk]. Segment deletion is also found when
Subject 3 pronounced the word ‘gantenge’ [gantəŋe] as [giteŋki] by omitting voiced
alveolar nasal [n] sound in the middle position.

Subject 4
Subject 4 in this study is the only one occurs both on two videos entitled
‘Bahasa Jawa Rasa Bule 1: Social Experiment’ and ‘Bahasa Jawa Rasa Bule 2: Social
Experiment’ which are uploaded by Londokampung in his youtube channel.

Table 4.4 Mispronunciation Produced by Subject 4

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 4

njeketek [njəketeɁ] [njeteteɁ] [ə] changes into[e]

[tu kɔ] [ə] changes into [u]
teko [təkɔ]
[teko] [ə] changes into [e]
bener [bənər] [bener] [ə] changes into [e]
substitution

guru [guru] [gəru] [u] changes into[ ə]

vowel initial
Inggris [eŋgres] [aŋgriʃ] [e] changes into[ a]
sego [səgɔ] [sagɔ] [ə] changes into[ a]
kerja [kərjɔ] [karjɔ] [ə] changes into[ a]

ngkok [əŋkɔɁ] [aŋkɔk] [ə] changes into[ a]

setuju [sətuju] [satuju] [ə] changes into[a]

32
 Sound Phonemic Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 4

njeketek [njəketeɁ] [njəkeɁetə] [e]changes into [ ə]

vowel final bener [bənər] [bener] [ə]changes into [ e]

Inggris [eŋgres] [aŋgriʃ] [e] changes into[ i]

initial ndi [əndi] [nti] [d] changes into[t]

substitution
bapak [bapaɁ] [bapak] [Ɂ] changes into[k]

ambek [ambeɁ] [ambek] [Ɂ] changes into[k]

consonant final
mak [maɁ] [mak] [Ɂ] changes into[k]

Inggris [eŋgres] [aŋgriʃ] [s] changes into [ʃ]

ngkok [əŋkɔɁ] [aŋkɔk] [Ɂ] changes into [k]

njeketek [njəketeɁ] [njəkeɁetə] add [e] sound
mid
vowel pithik [petek] [peɁetek] add [e] sound

final apa [ɔpɔ] [ɔpɔɁɔ] add [ɔ] sound

mangan [maŋan] [maŋgan] segment add [g] sound
insertion
njeketek [njəketeɁ] [njəkeɁetə] add [Ɂ] sound
consonant mid
pithik [petek] [peɁetek] add [Ɂ] sound

apa [ɔpɔ] [ɔpɔɁɔ] add [Ɂ] sound

guru [guru] [gru] omit [u] sound

vowel initial
ndi [əndi] [nti] omit [ə] sound
sastra [sastra] [satra] omit [s] sound
segment
mid
awakmu [awaɁmu] [awamu] deletion omit [Ɂ] sound
consonant
njeketek [njəketeɁ] [njəkeɁetə] omit [Ɂ] sound
final
onok [ɔnɔɁ] [ɔnɔ] omit [Ɂ] sound

According to table 4.4, subject 4 has difficulties in pronouncing several

sounds of Javanese both vowel sound category and consonant sound category. There
are three rules of phonology applied by the subject they are substitution, segment
insertion and segment deletion.

33
 In vowel sound category, subject 4 has difficulty in pronounce the mid central
unrounded vowel [ə], the high back rounded vowel [u], and the mid front
unrounded vowel [e]. Those vowels mispronounced especially when they are occur
in the initial and the final position. For instance, in initial position, the subject has
problem in pronouncing the mid central unrounded vowel [ə] sound in the word
njeketek ‘suddenly’ [njəketeɁ] and the word bener ‘true’ [bənər], the mid central
unrounded vowel [ə] in the initial position changes into the mid front unrounded
vowel [e] sound. The mid central unrounded vowel [ə] in initial position changes
into the low front unrounded vowel [a] sound in the word Inggris ‘English’ [eŋgres],
sega ‘rice’ [səgɔ], kerja ‘work’ [kərjɔ], engkok ‘later’ [əŋkoɁ] and setuju ’agree’ [sətuju].
While in final position, the subject has problem in pronouncing the mid front
unrounded vowel [e] sound in the final position of the word njeketek ‘suddenly’
[njəketeɁ] changes into the mid central unrounded vowel [ə] sound. The mid central
unrounded vowel [ə] in the final position of the word bener ‘true’ [bənər] changes
into the mid front unrounded vowel [e]. The last is the mid front unrounded vowel
[e] in the final position of the word Inggris ‘English’ [eŋgres] changes into the high
front unrounded vowel [i].
In consonant sound category, subject 4 also has problem in pronouncing
voiced alveolar stop [d] in the word ndi ‘where’ [əndi], the voiced alveolar stop [d]
sound changes into the voiceless alveolar [t]. The subject also has difficulty in
pronouncing the glottal stop [Ɂ] sound in the final position of the words ambek ‘with’
[ambeɁ], mak ‘mommy’ [maɁ] and ngkok ‘later’ [əŋkɔɁ], the glottal stop [Ɂ] in the final
position of those three words are changed into the voiceless velar stop [k]. And the
last is the subject mispronounced the voiceless alveolar fricative [s] in the final
position of the word Inggris ‘English’ [eŋres] which pronounced as [aŋriʃ], the
voiceless alveolar fricative [s] changes into the voiceless palatal fricative [ʃ].
Not only substitution applied by subject 4, but also segment insertion and
segment deletion. In segment insertion, the subject inserts or adds another sound
both in vowel category and in consonant category. Segment insertion in vowel
sound category is when the subject pronouncing the words njeketek ‘suddenly’
[njəketeɁ], the subject adds the mid front unrounded vowel [e], so it pronounced as

34
[njəkeɁetə], the word pithik ‘chicken’ [petek] pronounced as [peɁetek] which the
subject adds the mid front unrounded [e] sound in mid position, and in final
position can be heard when the subject is pronouncing the word apa ‘what’ [ɔpɔ] that
he pronounced as [ɔpɔɁɔ], in this word he adds another high back rounded vowel [ɔ]
in final position.In consonant sound category, the word mangan ‘eat’ [maŋan]
pronounced as [maŋgan], the subject insert the velar voiced stop [g] directly after the
velar voiced nasal [ŋ]. When the subject pronouncing the words njeketek ‘suddenly’
[njəketeɁ], the subject adds the glottal stop [Ɂ] in second syllable, so it pronounced as
[njəkeɁetə]. The word pithik ‘chicken’ [petek] pronounced as [peɁetek] because the
subject adds the glottal stop [Ɂ] in the end of the first syllable. And the last is the
word apa ‘what’ [ɔpɔ] which pronounced as [ɔpɔɁɔ], subject 4 simply adds the glottal
stop [Ɂ] in the end of the second syllable.
Segment deletion rule also applied when the subject pronounce the word guru
‘teacher’ [guru] as [gru], the high back rounded [u] sound in the first syllable is
omitted. It also happen when the subject pronounce the word ndi ‘where’ [əndi], the
mid central unrounded [ə] sound in the initial position is omitted so the subject
pronounced it as [nti]. Still on segment deletion rule, in consonant category the
subject has problem in pronouncing the word sastra ‘literature’ [sastra] which
pronounced as [satra], the the voiceless alveolar fricative [s] in the final position of
the first syllable is omitted. The word awakmu ‘you’ [awaɁmu] also pronounce as
[awamu], the glottal stop [Ɂ] in the final position of the second syllable is omitted.
Subject 4 also omit the glottal stop [Ɂ] in the final position of the word njeketek
‘suddenly’ [njəketeɁ] and onok ‘present’ [ɔnɔɁ].

Subject 5
In contrast to Subject 4 who occurs on both two videos, Subject 5 only
participates in reading challenge on first video. Table 4.5 below is the result of
mispronunciation sounds produced by Subject 5.

35
Table 4.5 Mispronunciation produced by Subject 5

Phonemic
Sound Transcription Rule of
Position Orthography Note
Category Phonology
Standard Subject 5

initial jenengku [jənəŋku] [jenəŋku] [ə] changes into[ e]

vowel mid wis [wɪs] [wis] substitution [ɪ] changes into [i]

final selawe [slawe] [slawæ] [e] changes into[æ]

Based on the table 4.5, the subject 5 only has difficulty on pronouncing
Javanese segmental vowel sounds. The mispronounce vowel sounds are: the mid
central unrounded vowel [ə] sound, the high front unrounded vowel [ɪ] sound and
the mid central unrounded vowel [e] sound. Subject 5 has problem in pronouncing
the mid central unrounded vowel [ə] sound in the initial position of the word
jenengku ‘my name’ [jənəŋku] which by Subject 5 is pronounced as [jenəŋku]. In mid
position, Subject 5 tends to pronounce wis ‘already’ as [wis] instead of the correct
pronunciation [wɪs]. While in the final position, Subject 5 replaced the mid central
unrounded vowel [e] sound into diphthong [æ] in the word selawe ‘twenty five’,
[slawe] in which by Subject 5 pronounced as [slawæ].
Those three mispronounced sounds are actually sounds which exist on
English vowel sound. However, because of the unfamiliarity of Javanese words, the
subject 5 tends to pronounces Javanese words in English way. Therefore the
mispronounced vowel sounds is considered as the result of mother tongue
interference.

Subject 6
Table 4.6 below is the data of mispronunciation of Javanese segmental sounds
produced by Subject 6.

36
 Table 4.6 Mispronunciation produced by Subject 6

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 6
jenengku [jənəŋku] [jenəŋku] [ə] changes into[e]
initial biyen [biyen] [baɪyən] [i] changes into [aɪ]
ipet [ipət] [aɪpet] [i] changes into [aɪ]
kampung [kampUŋ] [kampaŋ] [U] changes into [a]

substitution
vowel
biyen [biyen] [baɪyən] [e] changes into [ə]
final rambut [rambUt] [rambat] [U] changes into [a]
guanteng [guantəŋ] [guanteŋ] [ə] changes into [e]
ipet [ipət] [aɪpet] [ə] changes into [e]
mid paklike [paɁlɪɁe] [pakleke] [Ɂ] changes into [k]
consonant
final garek [gareɁ] [garek] [Ɂ] changes into [k]
vowel mid sak iki [saɁɪkɪ] [saki] segment omit [i] sound
consonant mid sak iki [saɁɪkɪ] [saki] deletion omit [Ɂ] sound

Based on the table 4.6, subject 6 has difficulties in pronouncing several sounds
on Javanese, especially in pronouncing Javanese vowel sounds. As seen on video
1, subject 6 applied two rules of phonology in pronouncing Javanese segmental
sounds they are substitution and segment deletion.
In vowel category, subject 6 has difficulties in pronouncing the mid central
unrounded vowel [ə] in initial and final position; the high front unrounded
vowel [i] in initial position; the high back rounded vowel [U] in final position;
and the mid front unrounded vowel [e] in initial position.
The word jenengku ‘my name’ [jənəŋku] pronounced as [jenəŋku], the mid
central unrounded vowel [ə] changes into the mid front unrounded vowel [e]. He
also has problem in pronouncing the high front unrounded vowel [i] in the initial
position of the words biyen ‘past’ [biyen] and [ipət ipet ‘a few’], which
pronounced as [baɪyən] and [aɪpet]. The high-front unrounded vowel [i] changes
into the diphthong [aɪ] or he simply pronounce the Javanese high front
unrounded vowel [i] on the way English did. In the final position, the high back
rounded vowel [U] changes into the low front unrounded vowel [a] sound in the
word kampung ‘village’ [kampUŋ] and rambut ‘hair’ [rambUt]. The mid central

37
 unrounded vowel [ə] sound changes into the mid front unrounded vowel [e] in
the word guanteng ‘so handsome’ [guantəŋ] and ipet ‘a few’ [ipət] which
pronounced as [guanteŋ] and [aɪpet]. The mid front unrounded vowel [e]
changes into the mid central unrounded vowel [ə] in the word biyen ‘past’ [biyen]
which pronounced as [baɪyən].
In consonant category, subject 6 only has difficulty in pronouncing the glottal
stop [Ɂ] in the middle of the word paklike ‘his uncle’ [paɁlɪɁe] and in the final
position of the word garek ‘left’ [gareɁ] which by subject 6 pronounced as
[pakleke] and [garek]. The glottal [Ɂ] changes into the voiceless velar stop [k]
both in the middle and final position.
Subject 6 also applied segment deletion rule when pronouncing the Javanese
phrase sak iki ‘now’ [saɁɪkɪ] which pronounced [saki], the glottal stop [Ɂ] in the
middle position and the high front unrounded vowel [i] in mid position are
omitted by the subject.

Subject 7

Table 4.7 below is the data of mispronunciation of Javanese segmental sounds

produced by Subject 7.

Table 4.7 Mispronunciation produced by Subject 7

Sound Phonemic Transcription Rules of

Position Orthography Note
Category Standard Subject 7 Phonology
bancakan [bancaɁan] [bənkakan] [a] changes into [ə]
initial
sego [səgɔ] [segɔ] [ə] changes into [e]
mid sik [sɪɁ] [sek] [ɪ] changes into [e]
vowel
ganteng [gantəŋ] [ganteŋ] [ə] changes into [e]
substitution

final karo [karo] [kaɹɔ] [o] changes into [ɔ]

wareg [warəg] [wareg] [ə] changes into [e]
bancakan [bancaɁan] [bənkakan] [c] changes into [k]
mid
karo [karo] [kaɹɔ] [r] changes into [ɹ]
consonant
sik [sɪɁ] [sek] [Ɂ] changes into [k]
final
gak [gaɁ] [gak] [Ɂ] changes into [k]
vowel final bojone [bojone] [bɔjɔn] segment omit [e] sound
deletion

38
 Subject 7 has several problems in pronouncing Javanese sounds both vowel
sounds and consonant sounds as seen on table 4.7. There are two rules of phonology
applied by the subject, they are substitution and segment deletion rule.
The mispronounced vowel sounds are the low front unrounded vowel [a] in
the initial position, the mid central unrounded vowel [ə] in the initial and final
position, the high front unrounded vowel [ɪ] in mid position, and the mid back
rounded vowel [o] in final position. The word bancakan ‘eat together’ [bancaɁan] by
the subject 7 is pronounced as [bənkakan] instead of the correct one. The low front
unrounded vowel [a] is replaced with mid central unrounded vowel [ə]. Still in the
initial position, the word sego ‘rice’ [səgɔ] is pronounced as [segɔ]. The mid central
unrounded vowel [ə] is replaced to the mid front unrounded vowel [e]. In mid
position, the word sik ‘still’ [sɪɁ] is pronounced as [sek], the high front unrounded
vowel [ɪ] changes into the mid front unrounded vowel [e]. While in final position
subject 7 has problem in pronouncing the mid central unrounded vowel [ə] in the
words ganteng ‘handsome’ [gantəŋ] and wareg ‘satisfied’ [warəg] which by the
subject pronounced as [ganteŋ] and [wareg]. The mid central unrounded vowel [ə]
changes into the mid front unrounded vowel [e] in both two words. Other vowel
which the subject has problem in pronouncing it in the final position is the mid back
rounded vowel [o] in the word karo ‘with’ [karo] which by the subject is pronounced
as [kaɹɔ].
In consonant sound category, subject 7 has problem in pronouncing the
voiceless palatal stop [c] in mid position, glottal stop [Ɂ] in mid position, and also the
voiced alveolar trill [r] in mid position. The words bancakan ‘eat together’
[bancaɁan] by the subject is pronounced as [bənkakan], the voiceless palatal stop [c]
in mid position changes into the voiceless velar stop [k], and the glottal stop [Ɂ] in
mid position also changes into the voiceless velar stop [k]. The word karo ‘with’
[karo] is pronounced as [kaɹɔ], the voiced alveolar trill [r] changes into the voiced
alveolar liquid [r]. In final position, the subject mispronounced the glottal stop [Ɂ]
become the voiceless velar stop [k] in the words sik ‘still’ [sɪɁ] and gak ‘no’ [gaɁ]. So,
the subject pronounces it as [sek] and [gak].

39
 Subject 7 is also applied segment deletion rule when she pronounced the
Javanese words bojone ‘wife of’ [bojone] which by the subject pronounced as [bɔjɔn],
the mid-front vowel [e] sound is omitted by the subject.

Subject 8

Table 4.8 below is the data of mispronunciation of Javanese segmental sounds

produced by Subject 8.

Table 4.8 Mispronunciation produced by Subject 8

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 8
jenengku [jənəŋku] [janəku] [ə] changes into [a]
initial
derek [dɛrɛɁ] [derik] [ɛ] changes into [e]
vowel
derek [dɛrɛɁ] [derik] [ɛ] changes into [i]

substitution
final
arek [arɛɁ] [arik] [ɛ] changes into [i]
derek [dɛrɛɁ] [derik] [Ɂ] changes into [k]
arek [arɛɁ] [arik] [Ɂ] changes into [k]
consonant final
grapyak [grapyaɁ] [grapiyak] [Ɂ] changes into [k]
mlaku [mlaku] [malatu] [k] changes into [t]
vowel initial mlaku [mlaku] [malatu] segment insert [a] sound
insertion
consonant mid jenengku [jənəŋku] [janəku] segment omit [ŋ] sound
deletion

According to table 4.8, subject 8 applied three rules of phonology in

pronouncing several sounds in Javanese. The rules applied are substitution, segment
insertion, and segment deletion.
In vowel category, subject 8 has difficulty in pronouncing the mid central
unrounded vowel [ə] in the initial position and the mid front unrounded [ɛ] in the
initial and final position. The word jenengku ‘my name’ [jənəŋku] by the subject
pronounced as [janəku], the mid central unrounded vowel [ə] changes into the low
front unrounded vowel [a]. Still in the initial position, the subject also mispronounce
the mid front unrounded vowel [ɛ] in the word derek ‘sibling(s)’ [dɛrɛɁ] which
pronounced as [derik], the mid front unrounded vowel [ɛ] changes into the mid
front unrounded vowel [e] sound in the initial position. Not only the mid front

40
unrounded vowel [ɛ] in the initial position that the subject has problem with, but
also he has difficulty in pronouncing the mid front unrounded [ɛ] in the final
position of the word derek ‘sibling(s)’ [dɛrɛɁ] and arek ‘child’ [arɛɁ] which by the
subject pronounced as [derik] and [arik]. The mid front unrounded vowel [ɛ]
changes into high front unrounded vowel [i].
In consonant category, the subject has problem in pronouncing glottal stop [Ɂ]
sound in the final position of the words derek ‘sibling(s)’ [dɛrɛɁ], arek ‘child’ [arɛɁ],
and grapyak ‘friendly’ [grapyaɁ]. The glottal stop [Ɂ] sound in the final position
changes into the voiceless velar stop [k] on those three words. However, when the
subject is faced with the word which contains the voiceless velar stop [k], he also still
has problem in pronouncing the voiceless velar stop [k] which exists on Javanese
word mlaku ‘walk’ [mlaku] which by the subject pronounced as [malatu]. The
voiceless velar stop [k] in the final position changes into the voiceless alveolar stop
[t].
Besides applying the substitution rules, the subject is also applying segment
insertion rules when the subject pronounce Javanese word mlaku ‘walk’ [mlaku], in
which in pronouncing this the word mlaku ‘walk’ [mlaku] the subject adds low front
unrounded vowel [a] after the first consonant, so it pronounce [malatu].
Subject 8 also apply segment deletion rules when he pronounced Javanese
word jenengku ‘my name’ [jənəŋku] which by the subject pronounce as [janəku], the
voiced velar nasal [ŋ] sound in the mid position is omitted by the subject.

Subject 9
Table 4.9 below is the data of mispronunciation of Javanese segmental sounds
produced by Subject 9.

41
Table 4.9 Mispronunciation produced by Subject 9

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 9
bengi [bəŋi] [beŋi] [ə] changes into[e]
initial

substitution
vowel tenan [tənan] [tenan] [ə] changes into[e]
final dangdut [daŋdut] [daŋdat] [u] changes into[a]
initial dhulurku [dolorku] [ḍɔlɔku] [d] changes into[ḍ]
consonant
final tepak [təpaɁ] [tapek] [Ɂ]changes into[k]
consonant mid dhulurku [dolorku] [ḍɔlɔku] segment omit [r] sound
deletion
vowel initial tepak [təpaɁ] [tapek] metathesis switch [ə] into[a]

According to table 4.9, subject 9 has several problems in pronouncing

Javanese segmental sounds both vowel sounds and consonant sounds. There are
three rules of phonology applied by subject 9 in pronouncing Javanese words: 1)
substitution; 2) segment deletion; and 3) metathesis rules.
Subject 9 substitutes the mid central unrounded vowel [ə] in the initial
position and high back rounded vowel [u] in the final position. The mid central
unrounded vowel [ə] in the initial position substitutes into the mid front unrounded
vowel [e] when the subject pronounces the word bengi ‘night’ [bəŋi] by the subject
pronounced as [beŋi] instead of the correct one. Substitution rule also applied when
the subject pronounce Javanese word tenan ‘really’ [tənan] which pronounced as
[tenan]. The mid central unrounded vowel [ə] changes into the mid front unrounded
vowel [e] when the mid central unrounded [ə] occurs in the initial position of the
word bengi ‘night’ [bəŋi]. In the final position, subject 9 has problem in pronouncing
the word dangdut ‘authentic genre music of Indonesia’ [daŋdut], instead of
pronouncing the correct one, the subject mispronounce it as [daŋdat] which he
substitutes the high back rounded vowel [u] with low front unrounded vowel [a].
Substitution rule also applied when the subject is pronouncing the voiced
alveolar stop [d] in the initial position of the word dhulurku ‘my siblings’ [dolorku]
and glottal stop [Ɂ] sound in the final position of the word tepak ‘when’ [təpaɁ].
Subject 9 changes the voiced alveolar stop [d] into the voiced palatal stop [ḍ], so the
word dhulurku ‘my siblings’ [dolorku] pronounced as [ḍɔlɔku]. He also substitutes

42
the glottal stop [Ɂ] into the voiceless velar stop [k] in the word tepak ‘when’ [təpaɁ]
pronounced as [tapek] by subject 9.
The rules of phonology which also applied by subject 9 are segment deletion
and metathesis rule. When the subject pronounce the word dhulurku ‘my siblings’
[dolorku], he omits the voiced alveolar trill [r] in mid position. While metathesis rule
applied when the subject pronounced the word tepak ‘when’ [təpaɁ] with [tapek] in
which he switch the position of the mid central unrounded vowel [ə] with the low
front unrounded vowel [a].

Subject 10
Table 4.10 below is the data of Javanese segmental sounds’ mispronunciation
produced by Subject 10 on the first video entitled ‘Bahasa Jawa Rasa Bule 1: Social
Experiment’.

Table 4.10 Mispronunciation produced by Subject 10

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 10
umurku [UmUrku] [am ə kə] [U] changes into [a]
initial
wolu [wɔlu] [wula] [ɔ] changes into [u]
jenengku [jənəŋku] [jəneŋku] [ə] changes into [e]
Vowel mid
substitution

umurku [UmUrku] [am ə kə] [U] changes into [ə]

umurku [UmUrku] [am ə kə] [u] changes into [ə]
final
wolu [wɔlu] [wula] [u] changes into [a]
initial crita [critɔ] [kritɔ] [c] changes into [k]
consonant senenge [sənəŋe] [sənənj] [ŋ] changes into [nj]
final
maca [mɔcɔ] [mɔkɔ] [c] changes into [k]

According to table 4.10, subject 10 has difficulties in pronouncing Javanese

vowel sounds [ə], [U], [ɔ], and [u]. The word umurku ‘my age’ [UmUrku] by the
subject is pronounced as [am ə kə]. The low back rounded vowel [U] in the initial
position is replaced to low front unrounded vowel [a]. Other vowel placed on initial
position which the subject has problem is the mid back rounded vowel [ɔ]. For
instance, in the word wolu ‘eight’ [wɔlu] pronounced as [wula]. The mid back
rounded vowel [ɔ] is replaced to the high back vowel [u]. In mid position, there are
43
two mispronounced vowel sounds they are the mid central unrounded vowel [ə]
and the high back rounded vowel [U}. The word jenengku ‘my name’ [jənəŋku] is
pronounced as [jəneŋku] and the word umurku ‘my age’ [UmUrku] is pronounced as
[am ə kə]. The mid central unrounded vowel [ə] is replaced to the mid front
unrounded vowel [e] and the high back rounded vowel [U] is replaced to the mid
central unrounded vowel [ə]. Still pronunciation problem on the word umurku ‘my
age’ [UmUrku] and wolu ‘eight’ [wɔlu], the high back rounded vowel [u] in the final
position of umurku ‘my age’ [UmUrku] is substituted with the mid central
unrounded vowel [ə] which pronounced [am ə kə] and the high back rounded vowel
[u] in the final position of wolu ‘eight’ [wɔlu] is substituted with the low front
unrounded vowel [a] which becomes [wula].
Furthermore, the subject 10 is also has problem in pronouncing consonant
sound in the initial position of crita ‘story’ [critɔ] which pronounces as [kritɔ]. The
voiceless palatal stop [c] is replaced to the voiceless velar stop [k]. Other word with
the voiceless palatal stop [c] and by the subject is replaced to the voiceless velar stop
[k] is maca ‘read’ [mɔcɔ] which pronounced as [mɔkɔ].

Subject 11
Table 4.11 below is the data of Javanese segmental sounds’ mispronunciation
produced by Subject 11 on the first video entitled ‘Bahasa Jawa Rasa Bule 1: Social
Experiment’.
Table 4.11 Mispronunciation produced by Subject 11

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 11
vowel initial pol [pɔl] [pul] [ɔ] changes into[ u]
substitution
consonant final karo [karo] [kayo] [r] changes into[y]
vowel mid jenengku [jənəŋku] [jəŋku] segment omit [ə] sound
deletion
consonant mid jenengku [jənəŋku] [jəŋku] omit [n] sound
vowel initial dolan [dɔlan] [dalɔn] metathesis switch [ɔ] into[a]

44
 Based on the table 4.11, subject 11 still has difficulties in pronouncing several
sounds in Javanese language. There are three rules of phonology applied: 1)
substitution; 2) segment deletion; and 3) metathesis rule.
Substitution did by subject 11 in vowel sound category is when the subject
pronounce Javanese word pol ‘so’ [pɔl], the mid back rounded vowel [ɔ] changes into
the high back vowel [u]. In consonant sound category, the subject has difficulty in
pronouncing the voiced alveolar trill [r] in the word karo ‘with’ [karo]. The voiced
alveolar trill [r] changes into the voiced palatal glide [y].
Subject 11 also applied segment deletion rule both in vowel sounds and
consonant sounds in the word jenengku ‘my name’ [jənəŋku]. He omits the mid
center unrounded vowel [ə] sound in the mid position and also omits the [n] sound
in the mid position. As a result, the word jenengku ‘my name’ [jənəŋku] pronounced
as [jəŋku].
Metathesis rule is also exist when the subject pronounce the word dolan ‘play’
[dɔlan]. The subject switches the low back rounded vowel [ɔ] in the initial position
with the low front unrounded vowel [a] in the final position. Therefore, the
mispronounce sound from the word dolan ‘play’ [dɔlan] is [dalɔn].

a) Subject 12
Table 4.12 below is the data of mispronunciation of Javanese segmental
sounds produced by Subject 12 which exist on the first video.
Table 4.12 Mispronunciation produced by Subject 12

Phonemic
Sound Transcription Rules of
Position Orthography Note
Category Phonology
Standard Subject 12
vowel final londo [lɔndɔ] [lɔnðɔu] [ɔ] changes into[ɔu]
initial rasane [rasane] [ɹasane] [r] changes into [ɹ]
substitution

keringete [kriŋəte] [kɹiŋəte] [r] changes into [ɹ]

mid wernane [wərnane] [wəɹnane] [r] changes into [ɹ]
consonant
londo [lɔndɔ] [lɔnðɔu] [d] changes into [ð]
koyok [kɔyɔɁ] [kɔyɔk] [Ɂ] changes into [k]
final
mek [mɛɁ] [mɛk] [Ɂ] changes into [k]

45
 As seen on the table 4.12, subject 12 has a problem in pronouncing Javanese
mid back rounded vowel [ɔ] in the final position. The words londo ‘foreigner’ [lɔndɔ]
pronounced as [lɔnðɔu] by the subject. The mid back rounded vowel [ɔ] in the final
position is substitute with the diphthong [ɔu].
There are also three mispronounce consonant sounds produced by the
subject, they are the voiced alveolar trill [r], the voiced alveolar stop [d], and the
glottal stop [Ɂ]. The subject has problem in pronouncing the voiced alveolar trill [r]
in two positions, initial and mid. The word rasane ‘the taste’ [rasane] is pronounced
as [ɹasane], the words keringete ‘the sweat’ [kriŋəte] is pronounced as [kɹiŋəte] and
the words wernane ‘the color’ [wərnane] is pronounced as [wəɹnane]. The voiced
alveolar trill [r] on Javanese is replaced with the voiced alveolar lateral [ɹ] in English.
Other Javanese sounds which the subject has problem is the voiced alveolar stop [d].
The word londo ‘foreigner’ [lɔndɔ] by the subject is pronounces as [lɔnðɔu]. The
voiced alveolar stop [d] in Javanese is replaced with the voiced inte-rdental fricative
[ð] in English. The last consonant sound which the subject has problem in
pronouncing it is the glottal stop [Ɂ] in the final position. The word koyok ‘look like’
[kɔyɔɁ] is pronounced as [kɔyɔk] and the word mek ‘only’ [mɛɁ] is pronounced
[mɛk]. The difficulties in pronouncing glottal stop [Ɂ] in the final position might
influence by English as the glottal stop [Ɂ] sound is rarely occur on English.
Based on the findings from all subjects, it can be sum up that the subjects of
the study applied several rules of phonology when they are pronouncing Javanese
sounds in sentence-reading challenge conducted by Londokampung in two videos
entitled ‘Bahasa Jawa Rasa Bule 1’ and ‘Bahasa Jawa Rasa Bule 2’ which are uploaded in
his youtube channel. The rules are substitution, segment insertion/segment deletion,
and metathesis rule. Substitution is the most applied rule when the subjects
pronouncing Javanese segmental sound because the subjects are unfamiliar with
several sounds both vowel sounds and consonant sounds exist on Javanese word,
even though several sounds are also occur in English. In vowel sound category, the
subjects has problem in pronouncing ten vowel sounds: [ə], [e], [U], [ɔ], [i], [ɪ], [a],
[u], [ɛ], and [o]. In consonant sounds category, the subjects of the study has problem
in pronouncing seven consonant sounds: [Ɂ], [r], [d], [n], [t], [c], and [ŋ].

46
4.1.2. Findings of the Second Research Question
There are several factors influenced mispronunciation of Javanese segmental
sounds produced by twelve Australians in two videos uploaded by Londokampung.
Based on the data from the table 4.1 until 4.12, the factors influence
mispronunciation of Javanese segmental sounds are the lack of knowledge on
Javanese language and phonology which caused unfamiliarity of Javanese segmental
sounds, the differences between Javanese and English system especially in
consonant and vowel clusters in occur Javanese words and the way to pronounce it,
the age of acquiring Javanese as foreign language, and the last is the frequency of the
subjects using Javanese to communicate with others and also listening to the others
who speak Javanese.

4.1.3. Findings of the Third Research Question

To figure out whether the subjects are intelligible or not, below provided the
data from twelve subjects in videos entitled ‘Bahasa Jawa Rasa Bule 1’ and ‘Bahasa Jawa
Rasa Bule 2’.

Subject 1
Based on table 4.1, the mispronounced sounds on Javanese words
produced by subject 1 are still able to be recognized and understood though
the context of the mispronounced sounds are still partly. The Javanese word
jenengku ‘my name’ [jənəŋku] pronounced as [jenəŋku], the word londo
‘foreigner’ is produced as [landɔ], the word kampong ‘village’ pronounced as
[kampaŋ] and the word mangan ‘eat’ [maŋan] pronounced as [maŋaŋ].

Subject 2
Based on table 4.2, the mispronounced sounds on Javanese words
produced by subject 2 are still able to be recognized and understood though
the context of the mispronounced sounds still partly. The Javanese word sik
‘still’ [sɪɁ] pronounced as [sik], the vowel sound should be pronounced as the
high front unrounded vowel [ɪ] instead of the high front unrounded [i], and

47
the consonant sound in the final position should be pronounced as the glottal
stop [Ɂ] instead of the voiceless velar stop [k].

Subject 3
Based on the table 4.3, the mispronounced sounds on Javanese words
produced by subject 3 mostly can be recognized and can be understood,
however, some of the mispronounced sound cannot be recognized and cannot
be understood. the mispronounced sounds which can be recognize and can be
understood are the word jenengku ‘my name’ [jənəŋku] pronounced as
[jeŋəŋku], the word njaluk ‘want’ [njalU?] pronounced as [ənjaluk], and the
word gitar ‘guitar’ [gitar] pronounced as [gitaɹ]. While the mispronounced
sounds which cannot be recognize and cannot be understood are the word
gantenge ‘how handsome (the subject is)’, [gantəŋe] which pronounced as
[giteŋki] and the word rupaku ‘my physical appearance’ [rupɔku] is
pronounced as [rupɒkaɪ].

Subject 4
Based on the table 4.4, the mispronounced sounds on Javanese words
produced by subject 4 mostly can be recognized and can be understood,
however, some of the mispronounced sound cannot be recognized and cannot
be understood.
The mispronounced sounds which can be recognized and can be
understood are the word njeketek ‘suddenly’ [njəketeɁ] pronounced as
[njeteteɁ], the word bener ‘true’ [bənər] pronounced as [bener], the word kerja
‘work’ [kərjɔ] pronounced as [karjo], the word engkok ‘later’ [əŋkoɁ]
pronounced as [aŋkɔk], the word setuju ’agree’ [sətuju] pronounced as
[satuju], the word bapak ‘daddy’ [bapaɁ] pronounced as [bapak], the words
ambek ‘with’ [ambeɁ] pronounced as [ambek], the word mak ‘mommy’ [maɁ]
pronounced as [mak], the word pithik ‘chicken’ [petek] pronounced as
[peɁetek], the word apa ‘what’ [ɔpɔ] pronounced as [ɔpɔɁɔ], the word mangan
‘eat’ [maŋan] pronounced as [maŋgan], the word awakmu ‘you’ [awaɁmu]

48
 also pronounce as [awamu] and the word onok ‘present’ [ɔnɔɁ] pronounced as
[ɔnɔ].
While the mispronounced sounds which cannot be recognized and
cannot be understood are the word teko ‘from’ pronounced as [tu kɔ], the
word sega ‘rice’ [səgɔ] pronounced as [sagɔ], the word word Inggris ‘English’
[eŋgres] pronounced as [aŋgriʃ], the word guru ‘teacher’ [guru] pronounced as
[gru], the word sastra ‘literature’ [sastra] which pronounced as [satra], and the
word ndi ‘where’ [əndi] pronounced as [nti].

Subject 5
Based on table 4.5, the mispronounced sounds on Javanese words produced
by subject 5 are still able to be recognized and understood though the context of
the mispronounced sounds are still partly. The word jenengku ‘my name’
[jənəŋku] pronounced as [jenəŋku], the word wis ‘already’ [wɪs] pronounced as
[wis] and the word selawe ‘twenty five’, [slawe] pronounced as pronounced as
[slawæ]. Those three words are mispronounced however, the mispronounced
sounds are clear and can be understand.

Subject 6
Based on table 4.6, the mispronounced sounds on Javanese words produced
by subject 6 mostly cannot be recognized and cannot be understood, however,
there are some of the mispronounced sound which still can be recognized and
can be understood.
The mispronounced sounds which cannot be recognize and cannot be
understood are when the subject pronounced the words biyen ‘past’ [biyen] as
[baɪyən], the word [ipət ipet ‘a few’] pronounced [aɪpet], the word kampung
‘village’ [kampUŋ] pronounced as [kampaŋ], the word rambut ‘hair’ [rambUt]
pronounced as [rambat], and the word sak iki ‘now’ [saɁɪkɪ] pronounced [saki].
While the mispronounced sounds which can be recognize and can be understood
are when the subject is pronouncing the word jenengku ‘my name’ [jənəŋku] as
[jenəŋku], the word guanteng ‘so handsome’ [guantəŋ] pronounced as [guanteŋ],

49
the word paklike ‘his uncle’ [paɁlɪɁe] pronounced as [pakleke], and the word ‘left’
[gareɁ] pronounced as [garek].

Subject 7
Based on the table 4.7, the mispronounced sounds on Javanese words
produced by subject 7 mostly can be recognized and can be understood,
however, some of the mispronounced sound cannot be recognized and cannot be
understood. The mispronounced sounds which can be recognized and
understood are when the subject is pronouncing the word sego ‘rice’ [səgɔ] is
pronounced as [segɔ], the word sik ‘still’ [sɪɁ] is pronounced as [sek], the words
ganteng ‘handsome’ [gantəŋ] pronounced as [ganteŋ], the word wareg ‘satisfied’
[warəg] pronounces as [wareg], in the word karo ‘with’ [karo] is pronounced as
[kaɹɔ] and the word gak ‘no’ [gaɁ] is pronounced as [gak]. While the
mispronounced sounds which cannot be recognized and canot be understood are
when the subject is pronouncing the words bancakan ‘eat together’ [bancaɁan]
pronounced as [bənkakan] and the word bojone ‘wife of’ [bojone] pronounced as
[bɔjɔn].

Subject 8
Based on table 4.8, the mispronounced sounds on Javanese words produced
by subject 8 cannot be recognized and cannot be understood due to the nonsense
words. Subject 8 failed to convey the message to the listeners because of the
unclear utterances which lead into misunderstanding to the listeners. The word
jenengku ‘my name’ [jənəŋku] by the subject pronounced as [janəku], the word
derek ‘sibling(s)’ [dɛrɛɁ] pronounced as [derik], the word derek ‘sibling(s)’ [dɛrɛɁ]
and arek ‘child’ [arɛɁ] pronounced as [derik] and [arik].

50
Subject 9
Based on the table 4.9, the mispronounced sounds on Javanese words
produced by subject 9 mostly can be recognized and can be understood,
however, some of the mispronounced sound cannot be recognized and cannot be
understood. The mispronounced sounds which can be recognized and
understood are when the subject is pronouncing the word bengi ‘night’ [bəŋi]
pronounced as [beŋi], the tenan ‘really’ [tənan] which pronounced as [tenan], and
the word dhulurku ‘my siblings’ [dolorku] pronounced as [ḍɔlɔku]. While the
mispronounced sounds which cannot be recognized and canot be understood are
when the subject is pronouncing the words dangdut ‘authentic genre music of
Indonesia’ [daŋdut] as [daŋdat], and the word tepak ‘when’ [təpaɁ] pronounced
as [tapek].

Subject 10
Based on table 4.10, the mispronounced sounds on Javanese words produced
by subject 10 cannot be recognized and cannot be understood due to the
nonsense words. Subject 10 failed to convey the message to the listeners because
of the unclear utterances which lead into misunderstanding to the listeners. The
word umurku ‘my age’ [UmUrku] pronounced as [am ə kə], the word wolu ‘eight’
[wɔlu] pronounced as [wula], the word jenengku ‘my name’ [jənəŋku] is
pronounced as [jəneŋku], the word crita ‘story’ [critɔ] which pronounces as
[kritɔ], and the word maca ‘read’ [mɔcɔ] pronounced as [mɔkɔ].

Subject 11
Based on table 4.11, the mispronounced sounds on Javanese words produced
by subject 11 cannot be recognized and cannot be understood due to the
nonsense words. Subject 11 failed to convey the message to the listeners because
of the unclear utterances which lead into misunderstanding to the listeners. The
word pol ‘so’ [pɔl] pronounced as [pul], the word karo ‘with’ [karo] pronounced
as [kayo], the word jenengku ‘my name’ [jənəŋku] pronounced as [jəŋku], and the
word dolan ‘play’ [dɔlan] pronounced as [dalɔn].

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 Subject 12
Based on table 4.12, the mispronounced sounds on Javanese words produced
by subject 12 are still able to be recognized and understood though the context of
the mispronounced sounds are still partly. The words londo ‘foreigner’ [lɔndɔ]
pronounced as [lɔnðɔu], the word rasane ‘the taste’ [rasane] is pronounced as
[ɹasane], the words keringete ‘the sweat’ [kriŋəte] is pronounced as [kɹiŋəte], the
words wernane ‘the color’ [wərnane] is pronounced as [wəɹnane], the word koyok
‘look like’ [kɔyɔɁ] is pronounced as [kɔyɔk] and the word mek ‘only’ [mɛɁ] is
pronounced [mɛk].

4.2. Discussion
This part is the discussion based on the findings which relates to the theory
used on this study.

4.2.1. Kind of Error in Mispronunciation

Based on the finding in 4.1, there are three rules of phonology the subjects
tend to produced error in the area of substitution, segment insertion/segment
deletion and metathesis. To get the detail about kind of error in mispronunciation,
the discussion of each subject will be provided in this part.

Subject 1
Based on the finding on 4.1.1, Subject 1 has problem in pronouncing the mid
central unrounded vowel [ə] which changes into mid front unrounded vowel [e],
the mid back rounded vowel [ɔ] changes into the low front unrounded vowel [a],
the high back rounded vowel [U] changes into the low mid vowel sound [a], and
the voiced alveolar nasal [n] changes into the voiced velar nasal [ŋ].
Subject 1 applied substitution rules, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 1 is actually familiar
with those mispronounce sounds because they also occur in English. However,

52
the subject is not familiar with the structure of Javanese words. So, when the
mispronounce sounds occur in Javanese words, the subject has difficulty in
pronouncing it. As the result, he pronounced Javanese words in the way English
did. As seen on the result on the first paragraph of this discussion, the subject
tend to change the mispronounce sounds with other nearest sounds. For instance,
the mid central unrounded vowel [ə] in the first syllable of the word jenengku ‘my
name’ [jənəŋku] changed into mid front unrounded vowel [e]. Though the schwa
[ə] occurs both in Javanese and English, Subject 1 still has problem in pronounced
it because he is unfamiliar with Javanese. It also happens when he pronounced
the mid back rounded vowel [ɔ] changes into the low front unrounded vowel [a],
the high back rounded vowel [U] changes into the low mid vowel sound [a], and
the voiced alveolar nasal [n] changes into the voiced velar nasal [ŋ]. Those
sounds are mispronounced because the way the subject pronounced those
sounds is the same way when he pronounced those mispronounced sounds in
English.
From the seven rules of phonology stated by Fromkin et al. (2014), only
substitution applied by Subject 1, while the other six rules: assimilation,
dissimilation, feature changing, segment insertion/ segment deletion metathesis,
and fusion are not prevail for Subject 1.

Subject 2
Based on the finding on 4.1.1, Subject 2 has problem in pronouncing the high
front unrounded vowel [ɪ] and the glottal stop [Ɂ] in the mid and final position of
the word sik ‘still’ [sɪɁ] which by the subject pronounced as [sik].
Subject 2 also applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 2 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. As the result, he pronounced Javanese words in the

53
way English did. The high front unrounded vowel [ɪ] changes into the high front
unrounded vowel [i] and the glottal stop [Ɂ] changes into the voiceless velar stop
[k]. It seems that Subject 2 in this case tends to change the mispronounce sounds
with the nearest sound.
Same as the previous subject, Subject 2 also only applied one from the seven
rules of phonology proposed by (Fromkin et al., 2014), in this case is substitution.
The other rules named: assimilation, dissimilation, feature changing, segment
insertion/segment deletion, metathesis, and fusion are not prevail for Subject 2.

Subject 3
Based on the findings on 4.1.1, Subject 3 has difficulty in pronouncing the mid
central unrounded vowel [ə] which changes into the mid front unrounded vowel
[e], the low front unrounded vowel [a] changes into the high front unrounded
vowel [i], the high back rounded vowel [U] changes into the diphthong [aɪ], the
mid front unrounded vowel [e] changes into the high front unrounded vowel [i],
the glottal stop [Ɂ] changes into the voiceless velar stop [k], and the voiced
alveolar trill [r] changes into the voiced alveolar liquid [ɹ].
Subject 3 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, subject 3 is actually familiar
with several mispronounced sounds like [ə], [a], and [e]. However, the other
mispronounced sounds [U], [Ɂ], and [r] has little bit differences on the way it
pronounced and on the manner of articulation. The subject is also not familiar
with the structure of Javanese words. So, when the mispronounce sounds occur
in Javanese words, the subject has difficulty in pronouncing it. As the result, he
pronounced Javanese words in the way English did.
Subject 3 was inserting the mid central unrounded vowel [ə] when the subject
pronounced the word njaluk ‘want’ [njalU?] as [ənjaluk]. He also added the
voiceless velar stop [k] when he pronounced the word gantenge ‘how handsome
(the subject is)’ [gantəŋe] as [giteŋki].

54
 Segment insertion rule is also applied by Subject 3, a process of adding a
vowel or consonant to form regular plurals, possessive forms, and third person
singular verb agreement (Fromkin et al., 2014). In this case, the vowel and the
consonant insert by Subject 3 not aimed to form regular plurals, possessive forms,
or third person singular verb agreement. It is simply because the Subject is not
familiar with Javanese word. So when the subject pronounced the word njaluk
‘want’ [njalU?] as [ənjaluk] and the word gantenge ‘how handsome (the subject
is)’ [gantəŋe] as [giteŋki], the additional sounds [ə] and [k] are the results of
slipping of the tongue. Both additional sounds are actually meaningless on
Javanese. However, it can cause misunderstanding to the hearer.
Subject 3 also omitted the [n] sound in the mid position of the word word
gantenge ‘how handsome (the subject is)’ [gantəŋe] which by the subject
pronounced as [giteŋki]. Segment deletion is a process of omitting a sound which
commonly happens when there is an unstressed vowel in fast pronunciation
(Fromkin et al., 2014). In this case, the situation is not actually suitable with the
rules stated by (Fromkin et al., 2014), however the subject deleting a segment
when he pronounce the Javanese word gantenge ‘how handsome (the subject is)’
[gantəŋe] which by the subject pronounced as [giteŋki]. As did on segment
insertion, on segment deletion Subject 3 omitting the voiced alveolar nasal [n]
because he is unfamiliar with Javanese word and he did slip of the tongue when
pronouncing Javanese word gantenge ‘how handsome (the subject is)’ [gantəŋe].
From the seven rules of phonology stated by Fromkin et al. (2014), Subject 3
applied two rules of phonology: substitution and segment insertion/ segment
deletion, while the other five rules: assimilation, dissimilation, feature changing,
metathesis, and fusion are not prevail for Subject 3.

55
Subject 4
Based on the findings on 4.1.1, Subject 4 has problem in pronouncing the mid
central unrounded vowel [ə] changes into the mid front unrounded vowel [e], the
mid central unrounded vowel [ə] changes into the high back rounded vowel [u],
the mid central unrounded vowel [ə] changes into the low front unrounded
vowel [a], the high back rounded vowel [u] changes into the mid central
unrounded vowel [ə], the high front unrounded vowel [i] changes into the high
front unrounded vowel [ɪ], the mid front unrounded vowel [e] changes into the
mid central unrounded vowel [ə], the mid front unrounded vowel [e] changes
into the high front unrounded vowel [i], the mid back rounded vowel [ɔ] changes
into the mid back rounded vowel [o], the voiced alveolar stop [d] changes into
the voiceless alveolar stop [t], the glottal stop [Ɂ] changes into the voiceless velar
stop [k], and the voiceless alveolar fricative [s] changes into the voiceless palatal
fricative [ʃ].
Subject 4 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 2 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. As the result, the mid central unrounded vowel [ə]
changes into the mid front unrounded vowel [e], the mid central unrounded
vowel [ə] changes into the high back rounded vowel [u], the mid central
unrounded vowel [ə] changes into the low front unrounded vowel [a], the high
back rounded vowel [u] changes into the mid central unrounded vowel [ə], the
high front unrounded vowel [i] changes into the high front unrounded vowel [ɪ],
the mid front unrounded vowel [e] changes into the mid central unrounded
vowel [ə], the mid front unrounded vowel [e] changes into the high front
unrounded vowel [i], the mid back rounded vowel [ɔ] changes into the mid back
rounded vowel [o], the voiced alveolar stop [d] changes into the voiceless

56
alveolar stop [t], the glottal stop [Ɂ] changes into the voiceless velar stop [k], and
the voiceless alveolar fricative [s] changes into the voiceless palatal fricative [ʃ].
Subject 4 was inserting the mid front unrounded vowel [e] when the subject
pronounced the word njeketek ‘suddenly’ [njəketeɁ] as [njəkeɁetə] and the word
pithik ‘chicken’ [petek] pronounced as [peɁetek]. He also added the mid back
rounded vowel [ɔ] when he pronounced the word apa ‘what’ [ɔpɔ] as [ɔpɔɁɔ]. The
voiced velar stop [g] also inserted when he pronounced the Javanese word
mangan ‘eat’ [maŋan] as [maŋgan]. When Subject 4 pronounce the word njeketek
‘suddenly’ [njəketeɁ], pithik ‘chicken’ [petek], and apa ‘what’ [ɔpɔ] the subject also
inserted the glottal stop [Ɂ] so those three words pronounced as [njəkeɁetə],
[peɁetek], and [ɔpɔɁɔ].
Segment insertion rule is also applied by Subject 4, a process of adding a
vowel or consonant to form regular plurals, possessive forms, and third person
singular verb agreement (Fromkin et al., 2014). In this case, the vowel and the
consonant insert by Subject 3 not aimed to form regular plurals, possessive forms,
or third person singular verb agreement. It is simply because the Subject is not
familiar with Javanese word. So, the additional sounds [e], [ɔ], [g] and [Ɂ] are the
results of slipping of the tongue. Both additional sounds are actually meaningless
on Javanese. However, it can cause misunderstanding to the hearer.
Subject 4 also omitted the high back rounded vowel [u] when he pronounced
the word guru ‘teacher’ [guru] as [gru], the mid central unrounded vowel [ə]
when he pronounced the word ndi ‘where’ [əndi] as [nti], the voiceless alveolar
fricative [s] when he pronounced sastra ‘literature’ [sastra] as [satra], and the
glottal stop [Ɂ] when pronounced the word awakmu ‘you’ [awaɁmu] as [awamu],
njeketek ‘suddenly’ [njəketeɁ] as [njəkeɁetə] and the word onok ‘exist’ [ɔnɔɁ].
Segment deletion is a process of omitting a sound which commonly happens
when there is an unstressed vowel in fast pronunciation (Fromkin et al., 2014). In
this case, the situation is not actually suitable with the rules stated by Fromkin et
al (2014), however the subject was deleting several sounds as stated on the
previous paragraph because he is unfamiliar with Javanese word and he did slip
of the tongue when pronouncing Javanese words.

57
 From the seven rules of phonology stated by Fromkin et al. (2014), Subject 4
applied two rules of phonology: substitution and segment insertion/ segment
deletion, while the other five rules: assimilation, dissimilation, feature changing,
metathesis, and fusion are not prevail for Subject 4.

Subject 5
Based on the findings on 4.1.1, Subject 5 has difficulty in pronouncing the mid
central unrounded vowel [ə] which changes into the mid front unrounded vowel
[e]; the high front vowel [ɪ] changes into the high front unrounded vowel [i], the
mid central unrounded vowel [e] changes into the mid back unrounded vowel
[æ].
Subject 5 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 5 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. As the result, he pronounced Javanese words in the
way English did. The mid central unrounded vowel [ə] changes into the mid
front unrounded vowel [e]; the high front vowel [ɪ] changes into the high front
unrounded vowel [i], the mid central unrounded vowel [e] changes into the mid
back unrounded vowel [æ].
From the seven rules of phonology stated by Fromkin et al., (2014), only
substitution applied by Subject 5, while the other six rules: assimilation,
dissimilation, feature changing, segment insertion/segment deletion metathesis,
and fusion are not prevail for Subject 5.

Subject 6
Based on the findings on 4.1.1, subject 6 has problem in pronouncing the mid
central unrounded vowel [ə] changes into the mid front unrounded vowel [e], ,
the high front unrounded vowel [i] changes into the diphthong [aɪ], the high

58
front unrounded vowel [i] changes into the low front unrounded vowel [a], the
high back rounded vowel [U] changes into the low front unrounded vowel [a],
the mid front unrounded vowel [e] changes into the mid central unrounded
vowel [ə], the glottal stop [Ɂ] changes into the voiceless velar stop [k].
Subject 6 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 6 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. As the result, the mid central unrounded vowel [ə]
changes into the mid front unrounded vowel [e], , the high front unrounded
vowel [i] changes into the diphthong [aɪ], the high front unrounded vowel [i]
changes into the low front unrounded vowel [a], the high back rounded vowel
[U] changes into the low front unrounded vowel [a], the mid front unrounded
vowel [e] changes into the mid central unrounded vowel [ə], the glottal stop [Ɂ]
changes into the voiceless velar stop [k].
Subject 6 omitted the glottal stop [Ɂ] in the end of the first syllable of the word
sak iki ‘now’ [saɁiki] and also omitted the high front unrounded vowel [i] in the
first of second syllable of the word sak iki ‘now’ [saɁiki]. So, the word sak iki ‘now’
[saɁiki] pronounced as [saki].
Segment deletion is a process of omitting a sound which commonly happens
when there is an unstressed vowel in fast pronunciation (Fromkin et al., 2014). In
this case, the situation is not actually suit to the rules stated by Fromkin et al.
(2014), however the subject deleting a segment when he pronounce the Javanese
word sak iki ‘now’ [saɁiki] which pronounced as [saki]. Subject 6 omitting the
glottal stop [Ɂ] in the end of the first syllable of the word sak iki ‘now’ [saɁiki] and
also omitted the high front unrounded vowel [i] in the first of second syllable of
the word sak iki ‘now’ [saɁiki] because he is unfamiliar with Javanese word and
he did slip of the tongue.

59
 From the seven rules of phonology stated by Fromkin et al. (2014), Subject 6
applied two rules of phonology: substitution and segment deletion, while the
other five rules: assimilation, dissimilation, feature changing, metathesis, and
fusion are not prevail for Subject 6.

Subject 7
Based on findings on 4.1.1, Subject 7 has problem in pronouncing the low
front unrounded vowel [a] changes into the mid central unrounded vowel [ə], the
mid central unrounded vowel [ə] changes into the mid front unrounded vowel
[e], the high front unrounded vowel [ɪ] changes the mid front unrounded vowel
[e], the mid back rounded vowel [o] changes into the mid back rounded vowel
[ɔ], the voiceless palatal stop [c] changes into the voiceless velar stop [k], the
voiced alveolar trill [r] changes into the voiced alveolar liquid [ɹ], and the glottal
stop [Ɂ] changes into the voiceless velar stop [k].
Subject 7 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 7 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. As the result, the low front unrounded vowel [a]
changes into the mid central unrounded vowel [ə], the mid central unrounded
vowel [ə] changes into the mid front unrounded vowel [e], the high front
unrounded vowel [ɪ] changes the mid front unrounded vowel [e], the mid back
rounded vowel [o] changes into the mid back rounded vowel [ɔ], the voiceless
palatal stop [c] changes into the voiceless velar stop [k], the voiced alveolar trill
[r] changes into the voiced alveolar liquid [ɹ], and the glottal stop [Ɂ] changes into
the voiceless velar stop [k].
Subject 7 is also applied segment deletion rule when she pronounced the
Javanese words bojone ‘wife of’ [bojone] which by the subject pronounced as
[bɔjɔn], the mid front unrounded vowel [e] sound is omitted by the subject.

60
Segment deletion is a process of omitting a sound which commonly happens
when there is an unstressed vowel in fast pronunciation (Fromkin et al., 2014). In
this case, the situation is not actually suit to the rules stated by Fromkin et al.
(2014), however the subject deleting a segment when he pronounce the Javanese
word bojone ‘wife of’ [bojone] which by the subject pronounced as [bɔjɔn]. Subject
7 omitting the mid front unrounded vowel [e] in the end of the word bojone ‘wife
of’ [bojone] pronounced as [bɔjɔn] because she is unfamiliar with Javanese word
and she did slip of the tongue.
From the seven rules of phonology stated by Fromkin et al. (2014), Subject 7
applied two rules of phonology: substitution and segment deletion, while the
other five rules: assimilation, dissimilation, feature changing, metathesis, and
fusion are not prevail for Subject 7.

Subject 8
Based on the findings on 4.1.1, Subject 8 has difficulty in pronouncing the mid
central unrounded [ə] changes into the low front unrounded vowel [a], the mid
front unrounded [ɛ] changes into the mid front unrounded [e], the mid front
unrounded [ɛ] changes into the high front unrounded vowel [i], the glottal stop
[Ɂ] changes into the voiceless velar stop [k], the voiceless velar stop [k] changes
into the voiceless alveolar stop [t].
Subject 8 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 8 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. The mid central unrounded [ə] changes into the low
front unrounded vowel [a], the mid front unrounded [ɛ] changes into the mid
front unrounded [e], the mid front unrounded [ɛ] changes into the high front
unrounded vowel [i], the glottal stop [Ɂ] changes into the voiceless velar stop [k],
the voiceless velar stop [k] changes into the voiceless alveolar stop [t].

61
 Subject 8 was inserting the low front unrounded vowel [a] when the subject
pronounced the word mlaku ‘walk’ [mlaku] which by the subject pronounced as
[malatu]. Segment insertion rule is also applied by Subject 8, a process of adding
a vowel or consonant to form regular plurals, possessive forms, and third person
singular verb agreement (Fromkin et al., 2014). In this case, the vowel and the
consonant insert by Subject 8 not aimed to form regular plurals, possessive forms,
or third person singular verb agreement. It is simply because the Subject is not
familiar with Javanese word. So when the subject pronounced the word mlaku
‘walk’ [mlaku] as [malatu]. The additional [a] is the result of slipping of the
tongue which the additional sound is actually meaningless on Javanese.
However, it can cause misunderstanding to the hearer.
Subject 8 omitted the voiced velar nasal [ŋ] on the end of the second syllable
of the word jenengku ‘my name’ [jənəŋku] which by the subject pronounced as
[janeku]. Segment deletion is a process of omitting a sound which commonly
happens when there is an unstressed vowel in fast pronunciation (Fromkin et al.,
2014). In this case, the situation is not actually suit to the rules stated by Fromkin
et al. (2014), however the subject deleting a segment when he pronounce the
Javanese word jenengku ‘my name’ [jənəŋku] which by the subject pronounced as
[janeku]. As did on segment insertion, on segment deletion Subject 8 omitting the
voiced alveolar nasal [n] because he is unfamiliar with Javanese word and he did
slip of the tongue.
From the seven rules of phonology stated by (Fromkin et al., 2014), Subject 8
applied two rules of phonology: substitution and segment insertion/ segment
deletion, while the other five rules: assimilation, dissimilation, feature changing,
metathesis, and fusion are not prevail for Subject 8.

Subject 9
Based on the findings on 4.1.1, subject 9 has problem in pronouncing the mid
central unrounded vowel [ə] changes into the mid front unrounded vowel [e], the
high back rounded [u] changes into the low front unrounded [a], the voiced

62
alveolar stop [d] changes into the voiced palatal stop [ḍ], the glottal stop [Ɂ]
changes into the voiceless velar stop [k].
Subject 9 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 9 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. As the result, he pronounced Javanese words in the
way English did. The mid central unrounded vowel [ə] changes into the mid
front unrounded vowel [e], the high back rounded [u] changes into the low front
unrounded [a], the voiced alveolar stop [d] changes into the voiced palatal stop
[ḍ], the glottal stop [Ɂ] changes into the voiceless velar stop [k].
Subject 9 omitted the voiced alveolar trill [r] in the word dhulurku ‘my
sibling(s)’ [dolorku] which by the subject pronounced as [dɔlɔku]. Segment
deletion is a process of omitting a sound which commonly happens when there is
an unstressed vowel in fast pronunciation (Fromkin et al., 2014). In this case, the
situation is not actually suit to the rules stated by Fromkin et al. (2014), however
the subject deleting a segment when the subject pronounced the Javanese word
dhulurku ‘my sibling(s)’ [dolorku] which by the subject pronounced as [dɔlɔku].
Subject 9 omitting the voiced alveolar trill [r] because he is unfamiliar with
Javanese word and he did slip of the tongue.
Metathesis rule is also applied when the subject pronouncing the Javanese
word tepak ‘when’ [təpaɁ] which pronounced as [tapek]. The vowel sounds are
transporting in order. In this case, it is suitable to what Fromkin et al. (2014)
stated that movement or metathesis rule is process of transporting two segments
in order.
From the seven rules of phonology stated by Fromkin et al. (2014), Subject 9
applied three rules of phonology: substitution segment deletion, and metathesis
while the other four rules: assimilation, dissimilation, feature changing, and
fusion are not prevail for Subject 9.

63
Subject 10
Based on the findings on 4.1.1, Subject 10 has difficulty in pronouncing the
high back rounded vowel [U] changes into the low front unrounded vowel [a],
the mid back rounded vowel [ɔ] changes into the high back rounded vowel [u],
the mid central unrounded vowel [ə] changes into the mid front unrounded
vowel [e], the high back rounded vowel [U] changes into the mid central
unrounded vowel [ə], the high back rounded vowel [u] changes into the mid
central unrounded vowel [ə], the high back rounded vowel [u] changes into the
low front vowel [a], the voiceless palatal stop [c] changes into the voiceless velar
stop [k], and the voiced velar nasal [ŋ] changes into the voiced alveolar nasal [n]
combined with the voiced palatal stop [j].
Subject 10 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 10 is actually familiar
with those mispronounce sounds because the sounds are also occur in English,
except the voiced alveolar trill [r]. However, the subject is not familiar with the
structure of Javanese words. So, when the mispronounce sounds occur in
Javanese words, the subject has difficulty in pronouncing it. As the result, the
high back rounded vowel [U] changes into the low front unrounded vowel [a],
the mid back rounded vowel [ɔ] changes into the high back rounded vowel [u],
the mid central unrounded vowel [ə] changes into the mid front unrounded
vowel [e], the high back rounded vowel [U] changes into the mid central
unrounded vowel [ə], the high back rounded vowel [u] changes into the mid
central unrounded vowel [ə], the high back rounded vowel [u] changes into the
low front vowel [a], the voiceless palatal stop [c] changes into the voiceless velar
stop [k], and the voiced velar nasal [ŋ] changes into the voiced alveolar nasal [n]
combined with the voiced palatal stop [j].
From the seven rules of phonology stated by Fromkin et al. (2014), only
substitution applied by Subject 10, while the other six rules: assimilation,
dissimilation, feature changing, segment insertion/segment deletion metathesis,
and fusion are not prevail for Subject 10.

64
Subject 11
Based on the findings on 4.1.1, Subject 11 has problem in pronouncing the low
back rounded vowel [ɔ] in the word pol ‘so’ [pɔl] which pronounce as [pul]. The
low back rounded vowel [ɔ] changes into the high back rounded vowel [u]. The
voiced alveolar trill [r] changes into the voiced palatal glide [y] when the subject
pronounced the word karo ‘with’ [karo].
Subject 11 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 11 is actually familiar
with those mispronounce sounds because they are also occur in English.
However, the subject is not familiar with the structure of Javanese words. So,
when the mispronounce sounds occur in Javanese words, the subject has
difficulty in pronouncing it. The low back rounded vowel [ɔ] changes into the
high back rounded vowel [u] and the voiced alveolar trill [r] changes into the
voiced palatal glide [y].
Subject 11 omitted the mid central unrounded vowel [ə] in the second syllable
of the word jenengku ‘my name’ [jənəŋku] and the voiced alveolar nasal [n] on the
same word. Segment deletion is a process of omitting a sound which commonly
happens when there is an unstressed vowel in fast pronunciation (Fromkin et al.,
2014). In this case, the situation is not actually suit to the rules stated by Fromkin
et al. (2014), however the subject deleting two segments when she pronounce the
Javanese word jenengku ‘my name’ [jənəŋku] which by the subject pronounced as
[jəŋku]. Subject 11 omitting the mid central unrounded vowel [ə] and the voiced
alveolar nasal [n] because he is unfamiliar with Javanese word and he did slip of
the tongue when pronouncing Javanese word jenengku ‘my name’ [jənəŋku].
Metathesis rule is also applied when the subject pronouncing the Javanese
word dolan ‘play’ [dɔlan] as [dalɔn]. The vowel sounds are transporting in order.
In this case, it is suitable to what Fromkin et al. (2014) stated that movement or
metathesis rule is process of transporting two segments in order.
From the seven rules of phonology stated by Fromkin et al. (2014), Subject 11
applied three rules of phonology: substitution segment deletion, and metathesis

65
 while the other four rules: assimilation, dissimilation, feature changing, and
fusion are not prevail for Subject 11.

Subject 12
Based on the findings on 4.1.1, Subject 12 has problem in pronouncing the low
back rounded vowel [ɔ] changes into the diphthong [ɔʊ], the voiced alveolar trill
[r] changes into the voiced alveolar liquid [ɹ], the voiced alveolar stop [d] changes
into the voiced inter-dental fricative [ð], and the glottal stop [Ɂ] changes into the
voiceless velar stop [k].
Subject 12 applied substitution rule, a process of replacing a sound with
another sound because of unfamiliarity of the subject in pronouncing certain
sound correctly (Fromkin et al., 2014). In this case, Subject 12 is actually familiar
with those mispronounce sounds because the sounds are also occur in English,
except the voiced alveolar trill [r]. However, the subject is not familiar with the
structure of Javanese words. So, when the mispronounce sounds occur in
Javanese words, the subject has difficulty in pronouncing it. As the result, he
pronounced Javanese words in the way English did. The low back rounded
vowel [ɔ] changes into the diphthong [ɔʊ], the voiced alveolar trill [r] changes
into the voiced alveolar liquid [ɹ], the voiced alveolar stop [d] changes into the
voiced inter-dental fricative [ð], and the glottal stop [Ɂ] changes into the voiceless
velar stop [k].
From the seven rules of phonology stated by Fromkin et al. (2014), only
substitution applied by Subject 12, while the other six rules: assimilation,
dissimilation, feature changing, segment insertion/segment deletion metathesis,
and fusion are not prevail for Subject 12.
Table 4.13 shows the summary of sounds changing that lead into
mispronunciation.

66
 Table 4.13 Table of Mispronounce Sounds and the Changes
Summary of Javanese Mispronounce Sounds and the Changes
Vowel Sounds Changes Consonant Sounds Changes
[ə] [e], [u], [a] [Ɂ] [k]
[e] [a], [i], [ə], [æ] [r] [ɹ]. [y]
[U] [a], [ə] [d] [t], [ḍ] ,[ð]
[ɔ] [a], [o], [u], [ɔʊ] [n] [ŋ]
[i] [ɪ], [aɪ] [t] [k]
[ɪ] [i], [e] [c] [k]
[a] [e]. [i] [ŋ] [nj]
[u] [a]
[ɛ] [e]. [i]
[o] [ɔ]

To sum up the discussion on part 4.2.1, there are three rules of phonology
applied by the Subjects of the study: substitution, segment insertion/ segment
deletion and metathesis rule. Table 4.14 below shows the summary of the rules of
phonology applied by the subjects.

Table 4.14 Summary of Rules of Phonology Applied by Subjects

Summary of Rules of Phonology Applied by Subjects
Segment
Substitution Metathesis
Insertion Deletion
Subject 1 - - -
Subject 2 - - -
Subject 3 Subject 3 Subject 3 -
Subject 4 Subject 4 Subject 4 -
Subject 5 - - -
Subject 6 - Subject 6 -
Subject 7 - Subject 7 -
Subject 8 Subject 8 Subject 8 -
Subject 9 - Subject 9 Subject 9
Subject 10 - - -
Subject 11 - Subject 11 Subject 11
Subject 12 - - -

Substitution rules applied by all subjects of the study while the two others
rules are only applied by some of them. Segment insertion rule applied by Subject 3,
Subject 4 and Subject 8 and segment deletion rule applied by Subject 3, Subject 4,
Subject 6, Subject 7, Subject 8, Subject 9, and Subject 11. The last rule which also
occur is metathesis applied by Subject 9 and Subject 11. The other four rules from the
seven rules of phonology as stated by Fromkin et al. (2014) are not prevail to the

67
subjects of the study. They are assimilation, dissimilation, feature-changing, and
fusion. So, again there are only three rules applied: substitution, segment insertion/
segment deletion, and metathesis rule.

4.2.2 Factors that Influence Mispronunciation

Based on the findings on 4.1.2, there are several factors influenced
mispronunciation of Javanese segmental sounds produced by the subjects of this
study, they are: lack of knowledge of Javanese language and phonology, the
differences between Javanese and English system, the age of acquiring Javanese as
foreign language, and the frequency of the subjects using Javanese in
communication.
The subjects of this study have lack of knowledge of Javanese language and
phonology which caused unfamiliarity of Javanese segmental sounds. This factor
deals with the position of Javanese as a foreign language in Australia. According to
Eddy (2004) foreign language is a language other than mother-tongue which
acquires by someone who is interested to the target language and who has plan on
the future dealing with the use of language acquired. It is chosen voluntary by
individual and it has no vital value in communication to the others in its community
or country or to the others country someone moved to. This position makes Javanese
is rarely acquired and learned on wide community in Australia. It also happens to
the subjects of the study which are neither acquired nor learned Javanese rather than
just participate in Javanese challenge conducted by Londokampung. Even though
some of them are familiar with Javanese (Subject 2 and Subject 5) because they live in
Surabaya, but they do not have opportunity to learn Javanese due to the job
requirements and the age of learning
(https://www.youtube.com/watch?v=fX6sg2xuvCw&t=38s). As the result, when
they are participating on reading challenge, they have difficulties in pronouncing
several sounds on Javanese.
The differences between Javanese and English system especially in consonant
and vowel clusters occur in Javanese word and the way to pronounce it also
becomes the crucial factor influenced mispronunciation produced by the subjects of

68
this study. This factor by Azevedo & Corder (1983) is called language transfer which
can caused interference. Eddy (2004) in reviewing contrastive hypothesis states that
acquisition of foreign language is influenced by acquired first language both in
positive way or negative one—positive transfer happens when the structure of the
target language is identical with the first language while when the structure of the
first and the target language are contrast, it may cause problem such as difficulty,
error, or interference as the result of negative transfer. As what states on the
beginning of this paragraph, Javanese and English have different system especially
on pronunciation. The way to pronounce Javanese is mostly same with its
orthography while in English the orthography and the way to pronounce it is
different. Therefore, the subject tends to produce mispronounce sound when they
are pronouncing Javanese words due to the negative transfer which cause error in
pronunciation caused by mother-tongue interference.
The age of acquiring Javanese as foreign language also become important
factors which by Eddy (2004) categorized as individual learning differences. The
younger someone acquires new language, the better result he or she can get because
the language acquisition device which place on the brain works better on early age.
Bond (2002) lists some factors on individual learning differences including age,
exposure of foreign language infancy, immersion, intelligence, personality, attitude
and motivation, relationship between first and target language, sensory style,
learning strategies, and other factors such as mimicry or musical ability. As seen on
the video 1 and video 2 , the subjects of this study are taken from different range on
age and ability in understanding Javanese, it can be said that the age and the
learning experience of any language influence how the subject acquiring Javanese as
foreign language.
The frequency of the subjects using Javanese to communicate with others and
also listening to the others who speak Javanese also influence the subjects in
acquiring Javanese. This factor is belong to the role of language environment which
consist of naturalness of the environment means that the more natural the language
environment is, the better results someone can get during the process of acquiring
target language; the learner’s role in communication by which the learner should

69
have opportunity to practice language acquired in communication; availability of
concrete referents when the environment of acquiring language is far from natural
like it should be substitute with the one alike; and the last is target language model
becomes important features which can be used in formal situation and able to give
feedback to the learners (Dulay et al., 1982). In this case, the subjects are not
frequently use Javanese to communicate with others, however, Subject 2 and Subject
5 are frequently listening others who speak Javanese because both subjects are live in
Surabaya though they cannot speak Javanese but their understanding in Javanese
are better than the others subjects on this study. So, it is proven that environment
take an important role in influencing language acquisition.

4.2.3 Intelligibility of Mispronunciation in Carrying the Messages

Based on the findings on 4.1.3, there are several mispronounced sounds

which can be recognize and understood and also several mispronounced sounds
which cannot be recognize and understood. As many researchers stated that there is
no universal agreement on definition or practice in operating the intelligibility of
second language speech (Kang et al., 2018), the researcher as the main instrument
who also as a Javanese native speaker, decides the intelligibility of the
mispronounced Javanese segmental sounds based on the mispronounced data which
can be recognized and understood for each subject. The mispronounced sounds
which can be recognize and understood are considered as intelligible while the
mispronounced sounds which cannot be recognize and understood are considered
as unintelligible.

Below are provided the discussion of each subject to consider whether the
subject of this study is intelligible or not based on the perspective of nonsense
sentences, a techniques which can be used by the listeners to decide intelligibility as
the number of content words which can be identify correctly (Kang et al., 2018).

70
Subject 1
Based on table 4.1, the mispronounced sounds on Javanese words produced
by subject 1 are still able to be recognized and understood though the context of the
mispronounced sounds are still partly. The Javanese word jenengku ‘my name’
[jənəŋku] pronounced as [jenəŋku], the word londo ‘foreigner’ is produced as [landɔ],
the word kampong ‘village’ pronounced as [kampaŋ] and the word mangan ‘eat’
[maŋan] pronounced as [maŋaŋ].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 1, then, can be considered as
intelligible. The utterances of subject 1 can be understood in the whole speech and
partly which means that though the listener is only given the part of speech which
contains mispronunciation sounds, still the mispronounced sounds can be
recognized and understood due to the clarity of the subject in producing the
mispronounce sounds. It is agree with the statement of intelligibility proposed by
Munro and Derwing (1997) that intelligibility has connection with the real
understanding of utterances by the audiences or listeners.

Subject 2
Based on table 4.2, the mispronounced sounds on Javanese words produced
by subject 2 are still able to be recognized and understood though the context of the
mispronounced sounds still partly. The Javanese word sik ‘still’ [sɪɁ] pronounced as
[sik], the vowel sound should be pronounced as the high front unrounded vowel [ɪ]
instead of the high front unrounded [i], and the consonant sound in the final
position should be pronounced as the glottal stop [Ɂ] instead of the voiceless velar
stop [k].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 2, then, can be considered as

71
intelligible. The utterances of subject 2 can be understood in the whole speech and
partly which means that though the listener is only given the part of speech which
contains mispronunciation sounds, still the mispronounce sounds can be recognized
and understood due to the clarity of the subject in producing the mispronounce
sounds. It is agree with the statement of intelligibility proposed by Munro and
Derwing (1997) that intelligibility has connection with the real understanding of
utterances by the audiences or listeners.

Subject 3
Based on the table 4.3, the mispronounced sounds on Javanese words
produced by subject 3 mostly can be recognized and understood; however, some of
the mispronounced sound cannot be recognized and understood.
The mispronounced sounds which can be recognized and understood are the
word jenengku ‘my name’ [jənəŋku] pronounced as [jeŋəŋku], the word njaluk ‘want’
[njalU?] pronounced as [ənjaluk], and the word gitar ‘guitar’ [gitar] pronounced as
[gitaɹ]. While the mispronounced sounds which cannot be recognize and understood
are the word gantenge ‘how handsome (the subject is)’, [gantəŋe] which pronounced
as [giteŋki] and the word rupaku ‘my physical appearance’ [rupɔku] is pronounced
as [rupɒkaɪ].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 3, then, can be considered as
intelligible. The utterances of subject 3 can be understood in the whole speech,
however, if the listener is given the audio partly it would be little bit difficult to
recognize and understood the speech of subject 3. So, in order to be understood with
the subject’s utterances the listener has to hear the full speech of subject 3. The result
agrees with the statement of intelligibility proposed by Munro and Derwing (1997)
that intelligibility has connection with the real understanding of utterances by the
audiences or listeners.

72
Subject 4
Based on the table 4.4, the mispronounced sounds on Javanese words
produced by subject 4 mostly can be recognized and can be understood, however,
some of the mispronounced sound cannot be recognized and cannot be understood.
The mispronounced sounds which can be recognized and can be understood
are the word njeketek ‘suddenly’ [njəketeɁ] pronounced as [njeteteɁ], the word bener
‘true’ [bənər] pronounced as [bener], the word kerja ‘work’ [kərjɔ] pronounced as
[karjo], the word engkok ‘later’ [əŋkoɁ] pronounced as [aŋkɔk], the word setuju
’agree’ [sətuju] pronounced as [satuju], the word bapak ‘daddy’ [bapaɁ] pronounced
as [bapak], the words ambek ‘with’ [ambeɁ] pronounced as [ambek], the word mak
‘mommy’ [maɁ] pronounced as [mak], the word pithik ‘chicken’ [petek] pronounced
as [peɁetek], the word apa ‘what’ [ɔpɔ] pronounced as [ɔpɔɁɔ], the word mangan ‘eat’
[maŋan] pronounced as [maŋgan], the word awakmu ‘you’ [awaɁmu] also pronounce
as [awamu] and the word onok ‘present’ [ɔnɔɁ] pronounced as [ɔnɔ].
While the mispronounced sounds which cannot be recognized and cannot be
understood are the word teko ‘from’ pronounced as [tu kɔ], the word sega ‘rice’ [səgɔ]
pronounced as [sagɔ], the word word Inggris ‘English’ [eŋgres] pronounced as
[aŋgriʃ], the word guru ‘teacher’ [guru] pronounced as [gru], the word sastra
‘literature’ [sastra] which pronounced as [satra], and the word ndi ‘where’ [əndi]
pronounced as [nti].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 4, then, can be considered as
intelligible. The utterances of subject 4 can be understood in the whole speech,
however, if the listener is given the audio partly it would be little bit difficult to
recognize and understood the speech of subject 4. So, in order to be understood with
the subject’s utterances the listener has to hear the full speech of subject 4. The result
agrees with the statement of intelligibility proposed by Munro and Derwing (1997)
that intelligibility has connection with the real understanding of utterances by the
audiences or listeners.

73
Subject 5
Based on table 4.5, the mispronounced sounds on Javanese words produced
by subject 5 are still able to be recognized and understood though the context of the
mispronounced sounds still partly. The word jenengku ‘my name’ [jənəŋku]
pronounced as [jenəŋku], the word wis ‘already’ [wɪs] pronounced as [wis] and the
word selawe ‘twenty five’, [slawe] pronounced as pronounced as [slawæ]. Those
three words are mispronounced however, the mispronounced sounds are clear and
can be understand.
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 5, then, can be considered as
intelligible. The utterances of subject 5 can be understood in the whole speech and
partly which means that though the listener is only given the part of speech which
contains mispronunciation sounds, still the mispronounced sounds can be
recognized and understood due to the clarity of the subject in producing the
mispronounce sounds. It is agree with the statement of intelligibility proposed by
Munro and Derwing (1997) that intelligibility has connection with the real
understanding of utterances by the audiences or listeners.

Subject 6
Based on table 4.6, the mispronounced sounds on Javanese words produced
by subject 6 mostly cannot be recognized and understood, however, there are some
of the mispronounced sound which still can be recognized and can be understood.
The mispronounced sounds which cannot be recognize and understood
without liatening to the whole speech are when the subject pronounced the words
biyen ‘past’ [biyen] as [baɪyən], the word [ipət ipet ‘a few’] pronounced [aɪpet], the
word kampung ‘village’ [kampUŋ] pronounced as [kampaŋ], the word rambut ‘hair’
[rambUt] pronounced as [rambat], and the word sak iki ‘now’ [saɁɪkɪ] pronounced
[saki]. While the mispronounced sounds which can be recognize and can be
understood are when the subject is pronouncing the word jenengku ‘my name’

74
[jənəŋku] as [jenəŋku], the word guanteng ‘so handsome’ [guantəŋ] pronounced as
[guanteŋ], the word paklike ‘his uncle’ [paɁlɪɁe] pronounced as [pakleke], and the
word ‘left’ [gareɁ] pronounced as [garek].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 6, then, can be considered as
intelligible. The utterances of subject 6 can be understood in the whole speech,
however, if the listener is given the audio partly it would be little bit difficult to
recognize and understood the speech of subject 6. So, in order to be understood with
the subject’s utterances the listener has to hear the full speech of subject 6. The result
agrees with the statement of intelligibility proposed by Munro and Derwing (1997)
that intelligibility has connection with the real understanding of utterances by the
audiences or listeners.

Subject 7
Based on the table 4.7, the mispronounced sounds on Javanese words
produced by subject 7 mostly can be recognized and understood, however, some of
the mispronounced sound cannot be recognized and cannot be understood. The
mispronounced sounds which can be recognized and understood are when the
subject is pronouncing the word sego ‘rice’ [səgɔ] is pronounced as [segɔ], the word
sik ‘still’ [sɪɁ] is pronounced as [sek], the words ganteng ‘handsome’ [gantəŋ]
pronounced as [ganteŋ], the word wareg ‘satisfied’ [warəg] pronounces as [wareg],
in the word karo ‘with’ [karo] is pronounced as [kaɹɔ] and the word gak ‘no’ [gaɁ] is
pronounced as [gak]. While the mispronounced sounds which cannot be recognized
and understood are when the subject is pronouncing the words bancakan ‘eat
together’ [bancaɁan] pronounced as [bənkakan] and the word bojone ‘wife of’
[bojone] pronounced as [bɔjɔn].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the

75
mispronounced sounds produced by subject 7, then, can be considered as
intelligible. The utterances of subject 7 can be understood in the whole speech,
however, if the listener is given the audio partly it would be little bit difficult to
recognize and understood the speech of subject 7. So, in order to be understood with
the subject’s utterances the listener has to hear the full speech of subject 7. The result
agrees with the statement of intelligibility proposed by Munro and Derwing (1997)
that intelligibility has connection with the real understanding of utterances by the
audiences or listeners.

Subject 8
Based on table 4.8, the mispronounced sounds on Javanese words produced
by subject 8 cannot be recognized and understood due to the nonsense words.
Subject 8 failed to convey the message to the listeners because of the unclear
utterances which lead into misunderstanding to the listeners. The word jenengku ‘my
name’ [jənəŋku] by the subject pronounced as [janəku], the word derek ‘sibling(s)’
[dɛrɛɁ] pronounced as [derik], the word derek ‘sibling(s)’ [dɛrɛɁ] and arek ‘child’
[arɛɁ] pronounced as [derik] and [arik].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 8, then, can be considered as
intelligible. The utterances of subject 8 can be understood in the whole speech,
however, if the listener is given the audio partly it would be little bit difficult to
recognize and understood the speech of subject 8. So, in order to be understood with
the subject’s utterances the listener has to hear the full speech of subject 7. The result
agrees with the statement of intelligibility proposed by Munro and Derwing (1997)
that intelligibility has connection with the real understanding of utterances by the
audiences or listeners.

76
Subject 9
Based on the table 4.9, the mispronounced sounds on Javanese words
produced by subject 9 mostly can be recognized and understood, however, some of
the mispronounced sound cannot be recognized and understood. The
mispronounced sounds which can be recognized and understood are when the
subject is pronouncing the word bengi ‘night’ [bəŋi] pronounced as [beŋi], the tenan
‘really’ [tənan] which pronounced as [tenan], and the word dhulurku ‘my siblings’
[dolorku] pronounced as [ḍɔlɔku]. While the mispronounced sounds which cannot
be recognized and understood are when the subject is pronouncing the words
dangdut ‘authentic genre music of Indonesia’ [daŋdut] as [daŋdat], and the word
tepak ‘when’ [təpaɁ] pronounced as [tapek].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 9, then, can be considered as
intelligible. The utterances of subject 9 can be understood in the whole speech,
however, if the listener is given the audio partly it would be little bit difficult to
recognize and understood the speech of subject 9. So, in order to be understood with
the subject’s utterances the listener has to hear the full speech of subject 9. The result
agrees with the statement of intelligibility proposed by Munro and Derwing (1997)
that intelligibility has connection with the real understanding of utterances by the
audiences or listeners.

Subject 10
Based on table 4.10, the mispronounced sounds on Javanese words produced
by subject 10 cannot be recognized and understood due to the nonsense utterances.
Subject 10 failed to convey the message to the listeners because of the unclear
utterances which lead into misunderstanding to the listeners. The word umurku ‘my
age’ [UmUrku] pronounced as [am ə kə], the word wolu ‘eight’ [wɔlu] pronounced as
[wula], the word jenengku ‘my name’ [jənəŋku] is pronounced as [jəneŋku], the word

77
crita ‘story’ [critɔ] which pronounces as [kritɔ], and the word maca ‘read’ [mɔcɔ]
pronounced as [mɔkɔ].
Contrast to what Nelson (2012), Smith (1992), and Munro and Derwing (1997)
said about the intelligibility, subject 10 cannot fulfill the requirement of being
intelligible because the mispronounced sounds on Javanese words produced by
subject 10 cannot be recognized and understood though the whole speech has been
listened. Therefore, subject 10 is considered as unintelligible due to the difficulty of
listening the mispronounced sounds and the unclear speech produced by subject 10.

Subject 11
Based on table 4.11, the mispronounced sounds on Javanese words produced
by subject 11 cannot be recognized and understood due to the nonsense utterances.
Subject 11 failed to convey the message to the listeners because of the unclear
utterances which lead into misunderstanding to the listeners. The word pol ‘so’ [pɔl]
pronounced as [pul], the word karo ‘with’ [karo] pronounced as [kayo], the word
jenengku ‘my name’ [jənəŋku] pronounced as [jəŋku], and the word dolan ‘play’
[dɔlan] pronounced as [dalɔn].
Contrast to what Nelson (2012), Smith (1992), and Munro and Derwing (1997)
said about the intelligibility, subject 11 cannot fulfill the requirement of being
intelligible because the mispronounced sounds on Javanese words produced by
subject 10 cannot be recognized and understood though the whole speech has been
listened. Therefore, subject 11 is considered as unintelligible due to the difficulty of
listening the mispronounced sounds and the unclear speech produced by subject 11.

Subject 12
Based on table 4.12, the mispronounced sounds on Javanese words produced
by subject 12 are still able to be recognized and understood though the context of the
mispronounced sounds are still partly. The words londo ‘foreigner’ [lɔndɔ]
pronounced as [lɔnðɔu], the word rasane ‘the taste’ [rasane] is pronounced as
[ɹasane], the words keringete ‘the sweat’ [kriŋəte] is pronounced as [kɹiŋəte], the
words wernane ‘the color’ [wərnane] is pronounced as [wəɹnane], the word koyok

78
‘look like’ [kɔyɔɁ] is pronounced as [kɔyɔk] and the word mek ‘only’ [mɛɁ] is
pronounced [mɛk].
As stated by Nelson (2012) that intelligibility is frequently used to cover all of
the various part of understanding, and it is refers to the ‘sense’ of language
component which only includes sound system as the variable (Smith, 1992), the
mispronounced sounds produced by subject 12, then, can be considered as
intelligible. The utterances of subject 12 can be understood in the whole speech and
partly which means that though the listener is only given the part of speech which
contains mispronunciation sounds, still the mispronounced sounds can be
recognized and understood due to the clarity of the subject in producing the
mispronounce sounds. It is agree with the statement of intelligibility proposed by
Munro and Derwing (1997) that intelligibility has connection with the real
understanding of utterances by the audiences or listeners.

In terms of the message of the mispronounced sounds can be understood,

there are two categorize applied: intelligible and unintelligible. Intelligible stands for
the mispronounced sounds which can be recognize and understood while
unintelligible is vice versa. Subject 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12 are considered as
intelligible while the rest two subjects named subject 10 and subject 11 are
considered as unintelligible.

79
 CHAPTER 5
CONCLUSION AND SUGGESTION

This chapter consists of two parts. In this conclusion of the study the
researcher would like to give the readers an overall view what has discussed in
previous chapters. In suggestion, this study gives some clarification that may be
useful for the other researcher in conducting future research.
5.1. Conclusion
Based on the findings and discussion on chapter 4, it can be conclude that the
subjects of the study applied several rules of phonology when they are pronouncing
Javanese sounds in sentence-reading challenge conducted by Londokampung in two
videos entitled ‘Bahasa Jawa Rasa Bule 1’ and ‘Bahasa Jawa Rasa Bule 2’ which are
uploaded in his youtube channel. The rules are substitution, segment
insertion/segment deletion, and metathesis rule. Substitution is the most applied
rule when the subjects pronouncing Javanese segmental sound because the subjects
are unfamiliar with several sounds both vowel sounds and consonant sounds exist
on Javanese word, even though several sounds are also occurs on English. In vowel
sound category, the subjects has problem in pronouncing ten vowel sounds: [ə], [e],
[U], [ɔ], [i], [ɪ], [a], [u], [ɛ], and [o]. In consonant sounds category, the subjects of the
study has problem in pronouncing seven consonant sounds: [Ɂ], [r], [d], [n], [t], [c],
and [ŋ].
Substitution rules applied by all subjects of the study while the two others
rules are only applied by some of them. Segment insertion rule applied by Subject 3,
Subject 4 and Subject 8 and segment deletion rule applied by Subject 3, Subject 4,
Subject 6, Subject 7, Subject 8, Subject 9, and Subject 11. The last rule which also
occur is metathesis applied by Subject 9 and Subject 11. The other four rules from the
seven rules of phonology as stated by Fromkin et al. (2014) are not prevail to the
subjects of the study. They are assimilation, dissimilation, feature-changing, and
fusion.

80
 Factors influenced mispronunciation of Javanese segmental sounds produced
by the subjects of this study, they are: lack of knowledge of Javanese language and
phonology, the differences between Javanese and English system, the age of
acquiring Javanese as foreign language, and the frequency of the subjects using
Javanese in communication.
In terms of the message of the mispronounced sounds which can be
understood, there are two categorize applied: intelligible and unintelligible.
Intelligible stands for the mispronounced sounds which can be recognize and
understood while unintelligible is vice versa. Subject 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12 are
considered as intelligible while the rest two subjects named subject 10 and subject 11
are considered as unintelligible.

5.2. Suggestion
The results of this study are expected to enlarge the reader’s point of view on
learning phonology, especially phonology in cross language. This study can be used
as reference for linguistics students on learning both Javanese phonology and
English phonology. It also can be used a model in learning phonology in general. For
future research, the researcher suggests to the next researcher that it would be better
to conduct field study or direct observation so that the next researcher will have kind
of similar data from the subjects of the study so that the next researcher will able to
figure out the consistency of the subject in produce mispronounced sounds and if it
is possible it would also be better to form a kind of treatment to help the subjects
solving their mispronunciation problem. Study in phonology also can be combined
with other field of study like psycholinguistics and sociolinguistics, so that the next
researcher would have wider experience in conducting future research. Hopefully
the study of mispronunciation of Javanese segmental sounds produce by Australians
can help the readers in understanding comparison of Javanese phonology and
English phonology and how big this mispronunciation affects the interlocutors in
understanding the meaning conveyed by the subjects.

81
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