Full Thesis-14020154043 PDF

MISPRONUNCIATION OF JAVANESE SEGMENTAL SOUNDS
PRODUCED BY AUSTRALIANS IN VIDEOS ENTITLED

‘BAHASA JAWA RASA BULE 1’ AND
‘BAHASA JAWA RASA BULE 2’
THESIS
By:
Alfiah Wahyu Sri Utami
NIM 14020154043
MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION

THE STATE UNIVERSITY OF SURABAYA
FACULTY OF LANGUAGES AND ARTS
ENGLISH DEPARTMENT
ENGLISH LITERATURE PROGRAM
2019
MISPRONUNCIATION OF JAVANESE SEGMENTAL SOUNDS
PRODUCED BY AUSTRALIANS IN VIDEOS ENTITLED
‘BAHASA JAWA RASA BULE 1’ AND
Presented to
The State University of Surabaya
In Partial Fulfillment of the Requirement
For the Degree of Sarjana Sastra
By:
NIM 14020154043
MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION

THE STATE UNIVERSITY OF SURABAYA
FACULTY OF LANGUAGES AND ARTS
ENGLISH DEPARTMENT
ENGLISH LITERATURE PROGRAM
2019
ii
AGREEMENT SHEET
This is to certify that the following thesis entitled

Mispronunciation of Javanese Segmental Sounds Produced by
Australians in Videos Entitled ‘Bahasa Jawa Rasa Bule 1’ and
‘Bahasa Jawa Rasa Bule 2’ written by Alfiah Wahyu Sri Utami
(14020154043) has been thoroughly checked and has fulfilled the
requirements for the examination before the Broad of Examiners.
Surabaya, 11 January 2019

Advisor,
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iv
UNIVERSITAS NEGERI SURABAYA
FAKULTAS BAHASA DAN SENI
JURUSAN BAHASA DAN SASTRA INGGRIS
PROGRAM STUDI SASTRA INGGRIS
Alamat: Gedung T4 Kampus Lidah Wetan
Telp. 031-7532160, 7532571, Fax. 031-8280804
DECLARATION OF AUTHORSHIP
Herewith I,
Name : Alfiah Wahyu Sri Utami

NIM : 14020154043
Address : Dsn. Lontar RT.30 RW.07 Ds. Kebondalem
Kec. Mojosari, Kab. Mojokerto, 61382
Declare that:
1. This undergraduate thesis is the sole of work of mine and has

not been written in collaboration with any other person, nor
does it include, without due acknowledgement, the work of
any other person.
2. If at a later time it is found that this undergraduate thesis is a
product of plagiarism, I am willing to accept any legal
consequences that may imposed to me.
v
ACKNOWLADGEMENT
Alhamdulillahirabbil‘alamiin, praise to Allah, God of all

creatures and the nature. After passing a long journey which has
full of drama, finally, the researcher able to finish her masterpiece
entitled ‘Mispronunciation of Javanese Segmental Sounds
Produced by Australians in Videos Entitled ‘Bahasa Jawa Rasa
Bule 1’ and ‘Bahasa Jawa Rasa Bule 2’.
In conducting this research, the researcher has several
difficulties especially in finding appropriate theory and model of
analysis which are suitable to this study. However, through the
struggle, patience and the suggestion from the thesis advisor, and
the mercy from Allah, then the researcher find the best solution to
solve this problem.
This research has officially done because of the assistance
by people around the researcher. Here the researcher wants to
say excessive thanks to:
1. Ms. Ayunita Leliana,S.S.,M.Pd. as the researcher thesis advisor;
2. Mr. Slamet Setiawan, M.A. as the researcher examiner;
3. Mr. Adam Damanhuri, M.Hum. as the researcher examiner.
the researcher is really grateful for the guide of thesis advisor and
also for the suggestion of the examiners. Without the help of
them, it is hard to the researcher to finish this undergraduate
thesis as well.
Last, hopefully this undergraduate thesis can guide the
next researchers who interested in the study of phonology of
cross language, especially phonology in foreign language.
Surabaya, 14 January 2019

NIM 14020154043
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DEDICATION SHEET
This undergraduate thesis is dedicated to:
1. My dearest eternity love, Mom and Dad. Thank you so

much for your endless prayer, big support, and
understanding that always strengthen me in finishing my
thesis.
2. My thesis advisor, Ms. Ayunita Leliana. Thank you for
your patience in guiding me to finish my thesis.
3. All readers. I hope this thesis can contribute to your
future research.
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MOTTO
”A great person always does the best in his life despite he faces so many
obstacles. He always includes God’s name in every breath, always
patient and grateful that he remembered.”
—M.A.N.—
“Ya sayyidi, ya rasulallah….”

Dalam setiap hembusan nafas dan kedipan mata,
dalam bahagia dan duka,
semoga namamu senantiasa hidup dihati,
dan kecintaan padamu semakin bertambah selalu ya habiballah.
kepadamu kumengharap syafaat,
melalui perantaramu kuhaturkan cintaku pada-Nya.
Ya sayyidi, bimbinglah daku.
viii
ABSTRACT
MISPRONUNCIATION OF JAVANESE SEGMENTAL

SOUNDS PRODUCED BY AUSTRALIANS IN VIDEOS
ENTITLED ‘BAHASA JAWA RASA BULE 1’ AND
Name : Alfiah Wahyu Sri Utami

NIM : 14020154043
Study Program : S1 English Literature
Faculty : Languages and Arts
Institution : The State University of Surabaya
Advisor : Ayunita Leliana, S.S., M.Pd.
Year : 2019
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. The
subjects of this research are focused on family members of
Londokampung who lives in Australia and has different
background of knowledge about Javanese language. 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 and
the intelligibility of the subject in carrying the messages.
This study investigates mispronunciation of Javanese
segmental sounds produced by twelve Australians in two videos
entitled ‘Bahasa Jawa Rasa Bule 1’ and ‘Bahasa Jawa Rasa Bule 2’.
The aims of this study are to figure out kinds of mispronunciation
applied by the subjects, the factors that influenced
mispronunciation, and intelligibility of mispronunciation in
carrying the message. This study applied qualitative research
ix
design because it provides explanation in understanding
phenomena of foreigners who speak Javanese in two videos taken
from youtube.
The results shows that the subjects has problem in
pronouncing ten Javanese vowel sounds: [ə], [e], [U], [ɔ], [i], [ɪ],
[a], [u], [ɛ], and [o]. While in consonant sounds category, the
subjects has problem in pronouncing seven Javanese consonant
sounds: [Ɂ], [r], [d], [n], [t], [c], and [ŋ]. Substitution rules applied
by all subjects while the three others rules named segment
insertion, segment deletion and metathesis are only applied by
some of them. Factors influenced mispronunciation of Javanese
segmental sounds 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.
Keywords: mispronunciation, Javanese, Australians
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ABSTRAK
KESALAHAN PELAFALAN UNIT BUNYI BAHASA JAWA

YANG DITUTURKAN OLEH ORANG-ORANG
AUSTRALIA DALAM VIDEO YANG BERJUDUL
‘BAHASA JAWA RASA BULE 1’ DAN
Nama : Alfiah Wahyu Sri Utami

NIM : 14020154043
Program Studi : S1 Sastra Inggris
Fakultas : Bahasa dan Seni
Institusi : Universitas Negeri Surabaya
Pembimbing : Ayunita Leliana, S.S., M.Pd.
Tahun : 2019
Fenomena orang-orang asing yang mempelajari bahasa

Jawa umum terjadi, namun, hal tersebut masih jarang diangkat
dalam studi penelitian khususnya yang mendiskusikan tentang
fonologi bahasa Jawa dialek Suroboyoan yang dituturkan oleh
penutur asing. Fenomena ini kemudian dapat ditemukan pada
keluarga Dave Jephcott atau lebih dikenal dengan sebutan
Londokampung yang datang dari Australia. Subjek penelitian ini
berfokus pada anggota keluarga Londokampung yang tinggal di
Australia dan yang memiliki latar belakang pengetahuan bahasa
Jawa yang berbeda-beda.
Penelitian ini mengusut kesalahan pelafalan unit bunyi
bahasa Jawa yang dituturkan oleh duabelas orang Australia
dalam dua video yang berjudul ‘Bahasa Jawa rasa Bule 1’ dan
‘Bahasa Jawa Rasa Bule 2’. Tujuan penelitian ini adalah untuk
mengetahui jenis kesalahan pelafalan yang diterapkan oleh
subjek penelitian, faktor-faktor yamg mempengaruhi kesalahan
pelafalan, dan kejelasan kesalahan pelafalan dalam membawa
pesan. Penelitian ini didesain secara kualitatif untuk memberikan
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penjelasan tentang fenomena orang-orang asing yang berbicara
bahasa Jawa dalam dua video yang diambil dari youtube.
Hasil penelitian menunjukkan bahwa subjek
penelitian mempunyai kesulitan dalam melafalkan sepuluh vocal
bahasa Jawa: [ə], [e], [U], [ɔ], [i], [ɪ], [a], [u], [ɛ], dan [o]. Sementara
pada bunyi konsonan, subjek penelitian mempunyai kesulitan
dalam melafalkan tujuh bunyi konsonan bahasa Jawa: [Ɂ], [r], [d],
[n], [t], [c], dan [ŋ]. Kaidah subtitusi diterapkan oleh semua
subjek, sementara tiga kaidah lainnya yakni penambahan unit,
pengurangan unit dan kaidah metatesis hanya diterapkan oleh
beberapa subjek. Faktor-faktor yang mempengaruhi kesalahan
pelafalan unit bunyi bahasa Jawa antara lain: kurangnya
pengetahuan tentang kebahasaan dan fonologi bahasa Jawa,
perbedaan sistem antara bahasa Inggris dan bahasa Jawa, usia
saat memperoleh bahasa Jawa sebagai bahasa asing, dan
frekuensi penggunaan bahasa Jawa dalam komunikasi yang
dilakukan oleh subjek penelitian. Dalam hal kesalahan pelafalan
bunyi bahasa yang masih bisa dimengerti, terdapat dua kategori
yang diterapkan yaitu: dapat dimengerti dan tidak dapat
dimengerti. Kategori dapat dimengerti dimaksudkan untuk
kesalahan pelafalan bunyi bahasa yang masih bisa dikenali dan
dipahami, sementara kategori tidak dapat dimengerti
dimaksudkan sebaliknya. Subjek 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12
dikategorikan dapat dimengerti, sementara dua subjek lainnya
yakni subjek 10 dan subjek 11 dikategorikan tidak dapat
dimengerti.
Kata kunci: kesalahan pelafalan, bahasa Jawa, penutur Australia
xii
TABLE OF CONTENTS
Cover Sheet ....................................................................................... i

Agreement Sheet ........................................................................... iii
Certification Sheet ......................................................................... iv
Declaration of Authorship............................................................. v
Acknowledgement ......................................................................... vi
Dedication Sheet .......................................................................... vii
Motto ............................................................................................. viii
Abstract ............................................................................................ ix
Abstrak ............................................................................................. xi
Table of Contents ........................................................................ xiii
Index of Tables .............................................................................. xv
CHAPTER 1 ...................................................................................... 1
1.1 Background of Study ................................................................ 1
1.2 Research Questions ................................................................... 4
1.3 Purpose of the Study ................................................................ 5
1.4 Significance of the Study .......................................................... 5
1.5 Scope and Limitation ................................................................ 6
1.6 Definition of Key Terms ........................................................... 6
1.7 Organization of the Study ........................................................ 7
CHAPTER 2 ...................................................................................... 8
2.1 Foreign Language ..................................................................... 8
2.2 Overview of Javanese and English Phonology ................... 10
2.2.1 Javanese Phonemes .......................................................... 10
2.2.2 English Phonemes ............................................................ 15
2.2.3 Comparison between Javanese and English Vowels .. 19
2.2.4 Comparison between Javanese and English Consonants
............................................................................................ 20
2.2.5 Rules of Phonology .......................................................... 21
2.3 Theory of Intelligibility .......................................................... 23
2.4 Previous Study ........................................................................ 25
xiii
CHAPTER 3 ........................................................................................... 28
3.1 Research Design ............................................................................. 28
3.2 Subject of the Study ....................................................................... 28
3.3 Source of Data and Data ................................................................ 29
3.4 Instrument of Data Collection ...................................................... 30
3.5 Data Collection Technique ............................................................ 30
3.6 Data Analysis Technique .............................................................. 31
CHAPTER 4 ........................................................................................... 33
4.1 Findings ........................................................................................... 33
4.1.1 Kind of Mispronunciation .............................................. 34
4.1.2 Factors that Influence Mispronunciation ...................... 58
4.1.3 Intelligibility in Understanding the Message............... 59
4.2 Discussion ....................................................................................... 65
4.2.1 Kind of Mispronunciation .............................................. 65
4.2.2 Factors that Influence Mispronunciation ...................... 69
4.2.3 Level of Intelligibility in Understanding the Message ....
............................................................................................. 72
CHAPTER 5 ........................................................................................... 75
5.1 Conclusion ...................................................................................... 75
5.2 Suggestion ....................................................................................... 76
References .............................................................................................. 78
Appendixes ............................................................................................ 81
xiv
INDEX OF TABLES
Table 2.1 Javanese Vowels and Examples ................................... 11

Table 2.2 Javanese Consonants ..................................................... 11
Table 2.3 English Consonants ....................................................... 17
Table 2.4 Comparison between Javanese and English Consonants
................................................................................................... 20
Table 3.1 Subjects’ Utterances ....................................................... 29
Table 3.2 Kind of Mispronunciation ............................................ 31
Table 4.1Subject 1 ........................................................................... 34
Table 4.2 Subject 2 .......................................................................... 36
Table 4.3 Subject 3 .......................................................................... 37
Table 4.4 Subject 4 .......................................................................... 39
Table 4.5 Subject 5 .......................................................................... 44
Table 4.6 Subject 6 .......................................................................... 45
Table 4.7 Subject 7 .......................................................................... 47
Table 4.8 Subject 8 .......................................................................... 49
Table 4.9 Subject 9 ........................................................................... 51
Table 4.10 Subject 10 ...................................................................... 53
Table 4.11 Subject 11 ...................................................................... 55
Table 4.12 Subject 12 ...................................................................... 57
Table 4.13Table of Mispronounced Sounds and the Changes ......
................................................................................................... 68
Table 4.14 Summary of Rules of Phonology Applied by Subjects
................................................................................................... 68
xv
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
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2
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, 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
Widada (2011) who investigates the phonological process of
3
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’ [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.
4
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.
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 through sentence-level
reading?
2. What are the factors that influence mispronunciation of
Javanese segmental sounds spoken by Australians?
3. How is the level of intelligibility of mispronunciation
produced by the subjects in carrying the messages?
5
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 did by Australians;
2. Finding the factors that influence mispronunciation of
Javanese spoken by Australians;
3. Getting information about the level of 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.
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.
6
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 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
who participated in reading
challenge conducted by
Londokampung in two videos
entitled ‘Bahasa Jawa Rasa Bule
1’ and ‘Bahasa Jawa Rasa Bule 2’
Intelligible : Clarity of pronunciation of
Javanese sounds that can be
understood by the interlocutors.
7
1.7 Organization of the Study

This thesis consists generally in five parts in the form of
chapters. The description of each chapter will be described in
following points:
Chapter one is introduction, this chapter consists of
background of the study, research questions, purpose of the
study, significance of the study, scope and limitations, definition
of key terms, and organization of the study.
Chapter two is review of related literature which consists
of theories used by the researcher to conduct the research. This
chapter presents theory of foreign language, overview of Javanese
and English phonology, intelligibility, and previous study.
Chapter three is research method which consists of six
subchapters. The contents of this chapter are research design,
subjects of the study, source of data and data, instrument of data
collection, data collection technique, and data analysis technique.
Chapter four is findings and discussions. It presents the
findings of the mispronounced sounds data and discussion of the
data based on the theory used on chapter two.
Chapter five is conclusion and suggestion. The final
chapter is not only contains of the conclusion from the findings
and discussions in chapter four, but also contain of suggestions to
the next researchers who are interested to conduct research on
phonology.
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, 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.
8
9
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 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
10
(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.
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.
11
Table 2.1 Javanese Vowels and Examples (Marsono, 2017)
Tongue Tongue
No. Vowels Shapes Examples
Positions Movements
1 i high front unrounded iki ‘this’
2 I high front unrounded arit ‘grass knife’
3 e mid front unrounded esuk ‘morniing’
4 ɛ mid front unrounded lepen ‘river’
5 a low front unrounded anyar ‘new’
6 ə mid mid unrounded elas ‘grain’
7 ɔ mid back rounded obor ‘torch’
8 O mid back rounded obah ‘move’
9 U high back rounded kapuk ‘cotton’
10 u high back rounded gulu ‘neck’
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
Lamino-alveolar
Apiko-alveolar
Glotal hamzah
Medio-palatal
Apiko-palatal
Apiko-dental
Manner of
Labio-dental
Dorso-velar
Articulation
Laringal
Voicing
Bilabial
p k
V- t t- ṭ c
p- k-
Stops ?
d ḍ g
V+ bh j jh
dh ḍh gh
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
12
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/.
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.
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/.
13

cerme maca —
‘ 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/.
kesupen saka kretek
‘forgotten’ ‘from’ ‘cart’
gendhis jaga —
‘sugar’ ‘keep’ —
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.
— 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/.
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/.
naga genah mangan
‘dragon‘ ‘slow‘ ‘eat‘
14
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/.
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/.
ngantuk sangar rewang
‘sleepy‘ ‘peculiar‘ ‘helping‘
3. Konsonan Sampingan (Laterals)
Consonant produces by tongue tip and gums. The sound
produced is /l/.
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/.
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/.
suwe lesu adus
‘need long time‘ ‘hungry‘ ‘bathing‘
c. Fricative Consonant (Konsonan geseran laringal)
Consonant produces by a pair of vocal cords. The sound
is /h/.
15

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.
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,
wedhi awet —
‘afraid’ ‘long lasting’ —
b. Semi vowel medio palatal
Consonant produces by mid tongue and hard palate.
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.
16
Chart 2.1 Classification of American English Vowels

(Fromkin et al., 2014)
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
17
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.
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+
18
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).
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
19
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
Tongue Part of the Tongue Involved

Height FRONT CENTRAL BACK
HIGH iː i uː u
ɪ ɪ ʊ U ROUNDED
o
MID e e ɒ ɔ
ɛː ɛ ə ə
ʌ ɔː
LOW a æ aː
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
20
classified as the mid back rounded vowel while in English it

sounds like the low back rounded vowel [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
The consonant sounds of Javanese which do not exist on

English are the voiced alveolar trill [r], the voiceless palatal stop
[c], the voiced palatal stop [j], the voiced palatal glides [y], and
the laringal voiced [h]. While the consonants sounds of English
21
which do not exist on Javanese are the voiceless interdental

fricative [θ], the voiced interdental fricative [ð], the voiced
alveolar liquid [ɹ], the voiceless palatal fricative [ʃ], the voiced
palatal fricative [ʒ], the voiceless palatal affricate [ʧ], the voiced
palatal affricate [ʤ], and the voiced palatal glides [j].
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.
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.
22
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.
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.
23
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 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, 2018).
24
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 should have the same access to background
knowledge in order to select the correct answer (Kang et
al., 2018);
b) Scalar rating of speech ‘perform immediately after listening
to the audio recording and evaluate the value of each correct or
incorrect statement’ (Kang et al. 2018). Therefore, Kang et
al. (2018) propose that the same sentence requires for at
least a correct/incorrect statement judgment and a scalar
rating;
c) Perception of nonsense sentences can be used by the
listeners to decide intelligibility of a series of words
which can be identify correctly (Kang et al., 2018);
d) Perception of filtered sentences, in order to cover any
segmental contents and prosodic information, non-target
portion are filtered (Kang et al., 2018);
e) Transcription speech requires participants to listen to an
audio recording and transcribe the content after a
complete play (Kang et al., 2018). The recording of the
speakers, then, be score in intelligibility based on the
percentage of correct utterance which can be understood
by the listeners. (Derwing & Munro, 1997).
Though 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,
25
speakers must goal is for intelligibility rather than nativeness

(Levis, 2005, Munro and Derwing, 1995).
2.4 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 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
26
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
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
27
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 twelve
Australians in video entitled ‘Bahasa Jawa Rasa Bule 1 (Social
Experiment)’ and ‘Bahasa Jawa Rasa Bule 2 (Social Experiment)’.
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 are 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
28
29
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’.
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
Standard
1 … 12
1. jenengku [jənəŋku] [jeŋəŋku] … …
2. rupoku [rupɒku] … [rupɒkaɪ] …
… … … … … …
… … … … … …
30
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.
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’ utterances 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
mispronounced sounds.
31
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 expert

• Identifyinhg • Description
• 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 divided 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.
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 Kinds of Mispronunciation

Phonemic
Rules of Phonology
Sound Category
Transcription
Orthography
Position
Note
Standard
Subject
[ɪ] → [i]
initial sik [sɪɁ] [sik]
Substitution
Vowels
…
mid … … …
…
final … … …
32
The data on the Table 3.2 would be analyzed in the form

of descriptive as follows:
‘According to Table 3.2, the subject 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]. The vowel
sound should be pronounced as the high front unrounded vowel [ɪ]
instead of the high front unrounded [i], 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), is applied by the subject. In this case, the subject is actually
familiar with the mispronounce sound because it is 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.’
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 seven rules of phonology: assimilation,
dissimilation, feature-changing, substitution, segment insertion
and/segment deletion, movement or metathesis rules, and fusion.
However, in this study not all rules occur on the data analyzed,
there are only four of them occur, they are substitution, segment
insertion, 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.
33
34
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.
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
Phonology
Category
Rules of
Position
Transcription
Sound
Orthography Note
Standard Subject 1
jenengku [jənəŋku] [jenəŋku] [ə] changes into [e]

initial
vowel
londo [lɔndɔ] [landɔ] [ɔ]changes into [a]

substitution
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
35
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].
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’.
36
Phonemic
Phonology
Category
Transcription
Position
Rule of
Sound
Orthography Note
Standard Subject 2
Vowel
initial
sik [sɪɁ] [sik] [ɪ] changes into [i]
substitution
consonant
final
sik [sɪɁ] [sik] [Ɂ] changes into[k]
Based on Table 4.2, Subject 2 on the video entitled ‘Bahasa

Jawa Rasa Bule 1’ 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].
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.
37
Phonemic
Phonology
Transcription
Category
Position
Rule of
Sound
Orthography Note
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]
substitution
final
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
segment insertion
njaluk [njalU?] [ənjaluk] add [ə] sound
consonant
final
gantenge [gantəŋe] [giteŋki] add [k] sound

consonant
segment
deletion
mid
gantenge [gantəŋe] [giteŋki] omit [n] sound
Table 4.3 shows that 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.
38
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
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.
39
Phonemic Transcription
Phonology
Category
Rules of
Position
Sound
Orthography Note
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]
njeketek [njəketeɁ] [njəkeɁetə] [e]changes into [ə]

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

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

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

40
Phonology
Category
Rules of
Position
Sound
Orthography Note
Standard Subject 4
bapak [bapaɁ] [bapak] [Ɂ] changes into[k]
ambek [ambeɁ] [ambek] [Ɂ] changes into[k]
substitution
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
segment insertion
apa [ɔpɔ] [ɔpɔɁɔ] add [ɔ] sound
mangan [maŋan] [maŋgan] add [g] sound

consonant
njeketek [njəketeɁ] [njəkeɁetə] add [Ɂ] sound

mid
pithik [petek] [peɁetek] add [Ɂ] sound
apa [ɔpɔ] [ɔpɔɁɔ] add [Ɂ] sound
guru [guru] [gru] omit [u] sound

vowel
initial
segment deletion
ndi [əndi] [nti] omit [ə] sound

consonant
sastra [sastra] [satra] omit [s] sound

mid
awakmu [awaɁmu] [awamu] omit [Ɂ] sound

41
Phonology
Category
Rules of
Position
Sound
Orthography Note
Standard Subject 4
consonant
njeketek [njəketeɁ] [njəkeɁetə] omit [Ɂ] sound
Segment
deletion
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.
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
42
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 [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 inserts 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
43
[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
Subject 5 only participates in reading challenge on first
video. Table 4.5 below is the result of mispronunciation sounds
produced by Subject 5.
44
Phonemic
Phonology
Category
Transcription
Position
Rule of
Sound
Orthography Note
Standard Subject 5
initial
jenengku [jənəŋku] [jenəŋku] [ə] changes into[ e]
substitution
vowel
mid
wis [wɪs] [wis] [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.
45
Subject 6
Table 4.6 below is the data of mispronunciation of
Javanese segmental sounds produced by Subject 6.
Phonology
Category
Rules of
Position
Sound
Orthography Note
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]

vowel
biyen [biyen] [baɪyən] [e] changes into [ə]
substitution
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] omit [i] sound

segment deletion
consonant
mid
sak iki [saɁɪkɪ] [saki] omit [Ɂ] sound
Table 4.6 shows that Subject 6 has difficulties in

pronouncing several sounds on Javanese, especially in
pronouncing Javanese vowel sounds. As seen on video 1, Subject
46
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 ipet ‘a few’ [ipət],
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 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
47
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
Phonology
Category
Rules of
Position
Sound
Orthography Note
Standard Subject 7
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
consonant
karo [karo] [kaɹɔ] [r] changes into [ɹ]
sik [sɪɁ] [sek] [Ɂ] changes into [k]

final
gak [gaɁ] [gak] [Ɂ] changes into [k]

segment
deletion
vowel
final
bojone [bojone] [bɔjɔn] omit [e] sound
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.
48
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’
49
[sɪɁ] and gak ‘no’ [gaɁ]. So, the subject pronounces it as [sek] and
[gak].
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

Phonology
Category
Rules of
Position
Sound
Orthograph
Note
y 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]

final
substitution
arek [arɛɁ] [arik] [ɛ] changes into [i]
derek [dɛrɛɁ] [derik] [Ɂ] changes into [k]

consonant
arek [arɛɁ] [arik] [Ɂ] changes into [k]

final
[grapiyak
grapyak [grapyaɁ] [Ɂ] changes into [k]
]
mlaku [mlaku] [malatu] [k] changes into [t]
insertion
segment
vowel
initial
mlaku [mlaku] [malatu] insert [a] sound

consonant
segment
deletion
mid
jenengku [jənəŋku] [janəku] omit [ŋ] sound

50
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 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, Subject 8 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].
51
Besides applying the substitution rules, Subject 8 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
Phonemic
Phonology
Transcription
Category
Rules of
Position
Sound
Orthography Note
Standard Subject 9
bengi [bəŋi] [beŋi] [ə] changes into[e]

initial
tenan [tənan] [tenan] [ə] changes into[e]

vowel
final
substitution
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
segment
deletion
mid
dhulurku [dolorku] [ḍɔlɔku] omit [r] sound

52
Phonemic
Phonology
Transcription
Category
Rules of
Position
Sound
Orthography Note
Standard Subject 9
vowel
initial
metat
hesis
tepak [təpaɁ] [tapek] 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]
53
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 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 4.10Mispronunciation produced by Subject 10
Phonology
Category
Rules of
Position
Sound
Orthography Note
Standard Subject 10
umurku [UmUrku] [am ə kə] [U] changes into [a]

initial
wolu [wɔlu] [wula] [ɔ] changes into [u]

substitution
jenengku [jənəŋku] [jəneŋku] [ə] changes into [e]

Vowel
mid
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]

54
Sound Category
Phonology
Rules of
Position
Orthography Note
Standard Subject 10
initial
crita [critɔ] [kritɔ] [c] changes into [k]
Substitution
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
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
55
‘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
Below is the mispronounced data from Subject 11:
Phonology
Category
Rules of
Position
Sound
Orthography Note
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] omit [ə] sound

segment deletion
consonant
mid
jenengku [jənəŋku] [jəŋku] omit [n] sound

metathesis
vowel
initial
dolan [dɔlan] [dalɔn] switch [ɔ] into[a]

56
According to 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
Javanese segmental sounds produced by Subject 12 which exist
on the first video.
57
Phonology
Category
Rules of
Position
Sound
Orthography Note
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]
consonant
mid
wernane [wərnane] [wəɹnane] [r] changes into [ɹ]
londo [lɔndɔ] [lɔnðɔu] [d] changes into [ð]
koyok [kɔyɔɁ] [kɔyɔk] [Ɂ] changes into [k]

final
mek [mɛɁ] [mɛk] [Ɂ] changes into [k]
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 Subject 12, 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
58
the voiced alveolar stop [d]. The word londo ‘foreigner’ [lɔndɔ] by
the aubject is pronounces as [lɔnðɔu]. The voiced alveolar stop [d]
in Javanese is replaced with the voiced inter-dental 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 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].
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 from both two videos, the factors influence
59
mispronunciation of Javanese segmental sounds according to

foreign language theory proposed by Eddy (2004) 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 ubjects 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 contexts of the
mispronounced sounds are still partly. Therefore, Subject 1 is
considered as intelligible.
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
According to 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
60
mispronounced sounds still partly. Therefore, Subject 2 is

considered as intelligible.
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].
Subject 3
Table 4.3 shows the mispronounced sounds on Javanese
words produced by Subject 3 which mostly can be recognized
and can be understood, however, some of the mispronounced
sound cannot be recognized and cannot be understood. Overall,
Subject 3 can be categorized as intelligible.
The mispronounced sounds which can be recognized 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
sound cannot be recognized and cannot be understood.
Generally, Subject 4 can be categorized as intelligible.
61

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].
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
words produced by Subject 5 which are still able to be recognized
and understood though the context of the mispronounced sounds
are still partly. Therefore, Subject 5 can be categorized as
intelligible.
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.
62
Subject 6
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. Overall, Subject 6 can be categorized as
intelligible.
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], 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
sound cannot be recognized and cannot be understood.
Generally, Subject 7 can be categorized as intelligible.
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]
63
pronounces as [wareg], in the word karo ‘with’[karo] is

pronounced as [kaɹɔ] and the word gak ‘no’ [gaɁ] is pronounced
as [gak].
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].
Subject 9
According to the Table 4.9, the mispronounced sounds on
sound cannot be recognized and cannot be understood. Overall,
Subject 9 can be categorized as intelligible.
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].
64

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
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.
Therefore, Subject 10 is considered as unintelligible.
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
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. Therefore, Subject 11 is considered as unintelligible.
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].
65
Subject 12
words produced by Subject 12 are still able to be recognized and
understood though the context of the mispronounced sounds are
still partly. Therefore, Subject 12 can be considered as intelligible.
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 four 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.
1. Substitution
Substitution is a process of replacing a sound with
another sound because of unfamiliarity of the Subject in
pronouncing certain sound correctly (Fromkin, Rodman, &
Hyams, 2014). According to the findings on point 4.1.1,
substitution is applied by all subjects of the study.
The subjects of the study are actually familiar with
mispronounce sounds because most of the mispronounce sounds
66
also occur in English. However, the subjects of the study are not
familiar with the structure of Javanese words. So, when the
mispronounce sounds occur in Javanese words, the subjects of the
study has difficulty in pronouncing it. As the result, the subjects
of the study are pronounced Javanese words in the way English
did. They tend to change the mispronounce sounds with other
nearest sounds exist on English. 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].
Therefore, the subjects of the study applied substitution because
they substitute the mispronounced sounds with other nearest
sounds exist on English.
2. Segment Insertion
Segment insertion rule is a process of adding a vowel or
consonant to form regular plurals, possessive forms, and
third person singular verb agreement (Fromkin et al., 2014).
Segment insertion rule is applied by Subject 3, Subject 4, and
Subject 8.
The vowels and consonants segments adding by Subject
3, Subject 4, and Subject 8 are not aimed to form regular
plurals, possessive forms, or third person singular verb
agreement. It is simply because the Subject 3, Subject 4, and
Subject 8 are not familiar with Javanese word. So when the
Subjects 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.
67
3. Segment Deletion
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). As seen on the findings
on point 4.1.1, there are several subjects applied segment
deletion rule, they are: Subject 3, Subject 4, Subject 6, Subject
7, Subject 8, Subject 9, and Subject 11.
Segment deletion applied by those subjects because they
are unfamiliar with Javanese word and they did slip of the
tongue when pronouncing Javanese word. For instance,
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].
4. Metathesis
Metathesis is a process of transporting two segments in
order (Fromkin et al., 2014). In this research, metathesis or
movement is applied by Subject 9 and Subject 11.
Metathesis rule applied when Subject 11 is pronouncing
the Javanese word dolan ‘play’ [dɔlan] as [dalɔn] and Subject 9
pronouncing the Javanese word tepak ‘when’ [təpaɁ] as
[tapek]. The vowel sounds are transporting in order because
the subjects are yet mastering the pronunciation of a
language perfectly.
Table 4.13 shows the summary of sounds changing that

lead into mispronunciation.
68
Table 4.13 Table of Mispronounce Sounds and the Changes

Summary of Javanese Mispronounce Sounds and the Changes
Vowel Consonant
Changes Changes
Sounds Sounds
[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 four

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

Rules of Phonology
Subject Segment Segment
Substitution Metathesis
Insertion Deletion
Subject 1 √ - - -
Subject 2 √ - - -
Subject 3 √ √ √ -
Subject 5 √ - - -
Subject 6 √ - √ -
Subject 7 √ - √ -
Subject 9 √ - √ √
Subject 10 √ - - -
Subject 11 √ - √ √
Subject 12 √ - - -
69
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. So, again there are only four 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
70
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 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.
71
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 frequencies 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 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, Burt, & Krashen, 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
72
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
The findings of the third research questions shows that

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,
Thomson, & Moran, 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).
73
1. Subjects Considered as Intelligible

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,
Subject 2, Subject 5, and Subject 12, then, can be considered as
intelligible because the utterances of Subject 1, Subject 2, and
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 Subjects 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.
The mispronounced sounds produced by Subject 3,
Subject 4, Subject 6, Subject 7, Subject 8, and Subject 9 can be
considered as intelligible due to the utterances of the subjects 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, Subject 4, Subject 6,
Subject 7, Subject 8, and Subject 9. So, in order to be understood
with the Subjects’ utterances the listeners must hear the full
speech of the subjects.
2. Subjects Considered as Unintelligible

Based on the findings of Subject 10 and Subject 11, the
mispronounced sounds on Javanese words produced by Subject
10 and Subject 11 cannot be recognized and understood due to
the nonsense utterances. Those two subjects are failed to convey
74
the message to the listeners because of the unclear utterances

which lead into misunderstanding to the listeners.
Contrast to what Nelson (2012), Smith (1992), and Munro
and Derwing (1997) said about the intelligibility, Subject 10 and
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 10 and Subject
11 are considered as unintelligible due to the difficulty of
listening the mispronounced sounds and the unclear speech
produced by Subject 10 and Subject 11.
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.
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. 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
75
76
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.
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
77
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.
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https://www.youtube.com/watch?v=fX6sg2xuvCw&t=38s
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APPENDIX 1
JAVANESE PHONETIC ALPHABET
MARSONO (2017)
Vowels
i iga ‘rib’ U irus ‘ladle’
I arit ‘grass knife’ u gulu ‘neck’
e esuk ‘morning’ ui uireng ‘so black’
ɛ lengket ‘sticky’ ua ualus ‘so soft’
a anyar ‘new’ uɛ uenak ‘so tasty’
ə edol ‘sell’ uɔ luoro ‘so sick’
ɔ obor ‘torch’ uə guedhe ‘so big’
o loro ‘two’
Consonants
p pasa ‘fasting’ s saka ‘from’
b basa ‘language’ z zakat ‘tithe’
m mangan ‘eat’ c cara ‘way’
f foto ‘photo’ j jeneng ‘name’
w watu ‘stone’ ñ nyata ‘real’
t papat ‘four’ y yuta ‘million’
d duwek ‘money’ k kowe ‘you’
n nesu ‘angry’ g gedhe ‘big’
l luwe ‘hungry’ ŋ sungu ‘horn’
r rata ‘flat’ h hawa ‘weather’
ṭ cethak ‘print’ Ɂ anak ‘child’
ḍ dhuwur ‘high’
81
APPENDIX 2
ENGLISH PHONETIC ALPHABET
OXFORD DICTIONARY (2011)
Vowels
i: see /si:/ ʌ cup /cʌp/
i any /‘eni/ з: fur /fз:(r)/
ɪ sit /sɪt/ ə ago /əgəʊ/
e ten /ten/ eɪ pay /peɪ/
æ hat /hæt/ aɪ five /faɪv/
a: arm /a:m/ əʊ home /həʊm/
ɒ got /gɒt/ aʊ now /naʊ/
ɔ: saw /sɔ:/ ɔɪ join /jɔɪn/
ʊ put /pʊt/ ɪə near /nɪə(r)/
u: too /tu:/ eə hair /heə(r)/
u usual /’ju:ʒuəl/ ʊə pure /pjʊə(r)/
Consonants
p pen /pen/ s so /səʊ/
b bad /bæd/ z zoo /zu:/
t tea /ti:/ ʃ she /ʃi:/
d did /dɪd/ ʒ vision /’vɪʒn/
k cat /kæt/ h how /haʊ/
g got /gɒt/ m man /mæn/
ʧ chin /ʧɪn/ n no /nəʊ/
ʤ June /ʤu:n/ ŋ sing /sɪŋ/
f fall /fɔ:l/ l leg /leg/
v van /væn/ r red /red/
θ thin /θɪn/ j yes /jes/
δ then / δen/ w wet /wet/
82
APPENDIX 3
JAVANESE SRIPT FROM VIDEOS ENTITLED
‘BAHASA JAWA RASA BULE 1’ WITH ENGLISH SUBTITLE
1. Jenengku Josh. Aku dhulure Londokampung. Aku paling

doyan mangan terang bulan. Salam kenal teko Australi.
(My name is Josh. I’m Londokampung’s sibling. I love eating
terang bulan. Nice to see you from Australia)
2. Jenengku pak Hendro. Aku sak keluarga wis suwe nang

Indonesia. Suroboyoanku sik kurang. Tapek ngoncek maduro
engkok padeh bisah.
(My name is Mr. Hendro. My family and I have already lived in
Indonesia for years. My Suroboyoan (Javanese) is not good. But, I
can speak Madurese well)
3. Jenengku Jonathan. Rupoku koyok Rhoma Irama. Gantenge

njaluk sepuro. Eman gak nggowo gitar.
(My name is Jonathan. I look like Rhoma Irama. Looked so
handsome. Unfortunatelly, I don’t bring guitar)
4. Selamat malam bapak-bapak ambek mak-mak. Malam ini

aku akan menunjukkan kalian cara membuat lontong balap
dalam Cuma lima menit.
(Good evening sir and madam. This evening I’d like to show you
how to make lontong balap only in five minutes)
5. Jenengku ibu Heda. Aku mak’e Londokampung. Anakku telu

tapi mek siji sing krasan nang kene. Aku dhewe kerasan ndek
Suroboyo. Wis luwih teko selawe taun ndek kono.
(My name is Mrs. Heda. I’m Londokampung’s mother. I have three
children but only one like to stay here (in Surabaya). I myself love
83
to stay here (in Surabaya). I’ve already lived here for more than
twenty five years)
6. Jenengku Peter. Aku paklik’e Londokampung. Biyen

rambutku kribo guanteng. Njeketek, saiki garek sak ipet.
[jeneŋku Peter.
(My name is Peter. I’m Londokampung’s uncle. On the past I
looked so handsome with my frizzy hair. However, now it left a bit)
7. Jenengku Gaye. Aku bojone Peter sing ganteng mau. Sektas

Dave karo Santi bancakan nang omahku. Gak onok sego tapi
sik wareg.
(My name is Gaye. I’m the wife of Peter. Dave and Santi have just
finished eating together in my house. There is no rice but still
satisfied)
8. Halo dherek! Jenengku Nick. Aku iki arek Australi paling

grapyak. Lek kon nang omahku tak jak mlaku-mlaku nang
kutho Melbourne.
(Hello, guys! My name is Nick. I’m the one of Australian friendly
person. If you were in my home, I’d like to bring you to Melbourne)
9. Dhulurku lucu-lucu kabeh dino iki. Tapi sing paling lucu

tepak aku njoget dangdut ambek dhulurku nang stadion
Etihad. Weeenak tenan!
(All my siblings look so funny today. But, the most amazing was
when I and my siblings dancing dangdut together in stadium
Etihad. It was wonderful!)
84
10. Jenengku Rochelle. Umurku wolu. Aku senenge moco buku
crito.
(My name is Rochelle. I’m eight years old. I love reading story book)
11. Jenegku Katherine. Aku arek Australia. Aku uayu pol! Ayo
dolen nang Australia potrek karo aku.
(My name is Katherine. I’m Australian. I’m so pretty! Let’s go to
Australia take picture with me)
12. Keringete wong londo rasane koyok rawon sing wernoe

putih. Aku wong sing mikir aku ngguanteng tapi menurut
aku aku mek ganteng.
(The sweat of foreigners tastes like white rawon. I’m the one who
think I’m so handsome, but I think I just handsome)
85
APPENDIX 4
JAVANESE SRIPT FROM VIDEOS ENTITLED
‘BAHASA JAWA RASA BULE 2’ WITH ENGLISH SUBTITLE
Saiki aku karo dhulurku, jenenge Brett. Pingin tak takok sing
boso Jowo. De’e isok opo gak. Rungokno yo.
(I’m here now with my cousin, Brett. I want to ask him some questions
in Javanese. Will he understand? Let’s find out.)
PART 1
Dave : Pertama: Yok opo kabare? (The first question:
How are you?)
Brett : Apik-apik ae. (I’m fine)
Dave : Lumayan (Not bad)
Nomer loro. Kon teko ndi? (Number two. Where are you
from?)
Brett : Aku teko Australi. (I’m from Australia)
Dave : Teko Australi de’e, podo karo aku. (He’s from Australia,
same as me)
Awakmu seneng maen bal-balan gak? (Do you like to
play football?)
Brett : Yo bener cak! (Of course, mate!)
Dave : Bal-balan opo? Bal-balan Australi, bal-balan Amerika,
opo bal-balan Suraboyoan? (What kind of football? Aussie
rules, American football or football of Surabaya-style?)
Brett : Yo iyo! (Of course!)
Dave : Seneng kabeh berarti. (So you like all of them)
Awakmu kerjo apa? (What do you do?)
Brett : Aku iki guru sastra Inggris. (I teach English literature)
Dave : Ngerti gak? (Did you understand?)
Gak ngerti? Yowes diulangi maneh: Awakmu kerjo opo?
(No? Well, let’s repeat that:: What do you do?)
Dave : Lek gak ruh tak kek’I teke yo. (If you don’t understand,
just read the subtitles)
Brett : You said first
86
Dave : Ok. Aku iki guru sastra Inggris. (I teach English literature)
Dave : Awakmu duwe pacar ayu? (Do you have a pretty
girlfriend?)
Brett : Muantep! (Gorgeous!)
Dave : Suangar kon! Muantep pacare! (Nice! He’s got gorgeous
girlfriend)
Terus, awakmu ngentutan? (Are you flatulent?)
Brett : Yo iyo! (Of course)
Dave : Ngentutan nang ndi? Biasane nang omah, nang tempat
kerja opo ambek konco-koncomu? (Where do you do it? It
is usually at home, or at work, or with your friends?)
Brett : Yo bener cak! (Of course mate)
Dave : Kabeh? Nang kabeh dadakno. (All of them?!)
Awak dhewe mangan opo ngkok? (What are we eating
later?)
Brett : Mangan pithik. Njeketek, gak onok sego! (We’re eating
chicken. Shoot, we have no rice though!)
Dave : Mangan opo iku rek gak ruh aku? Mangan kako, kako
iku opo? (Goodness, what’s that? I’ve got no idea! What is
kako?)
Let’s repeat. I’ll say first.
Mangan pithik. Njeketek, gak onok sego! (We’re eating
chicken. Shoot, we have no rice though!)
Brett : Mangan pithik. Njeketek, sego onok! (We’re eating
chicken. Shoot, we have rice!)
Dave : Sego onok? Tak pikir gak onok, dadakno onok. Wis
gapapa, sego onok. (We have rice? I thought we didn’t have
any)
Sepurane yo rek (I’m sorry guys)
Kapan awakmu nang Indonesia? (When are you coming to
Indonesia?)
87
Dave : Sak iki yok iyo? (You’ll go right now?)
Dave : Melok saiki. (He’s going to come right now)
Awakmu ngerti ta aku ngomomg opo? (Do you have any
clue what I’m saying?)
Dave : Temenan? (Really?)
Dave : Aku iki ganteng pisan? (Am I good looking?)
Brett : Muantep! (Yeah mate!)
Dave : Suwun mas! (Thank you mate)
PART 2
Brett : Pertanyaan pertama: Yok opo kabare? (The first question:
How are you?)
Dave : Kabarku apik-apik ae mas (I’m fine, mate)
Brett : Pertanyaan pertama: Kon teko ndi? (The first question:
where are you from?)
Dave : Aku asli Australi, tapi omahku nang Suroboyo (I’m from
Australia, but I live in Surabaya)
Brett : Pertanyaan pertama: awakmu kerjo opo? (kok dadi
opo’o) (The first question: What do you do? (Brett said: Why
do you work?))
Dave : Aku iki kerjo ngajar Basa Inggris (I’m an English teacher)
Brett : Pertanyaan pertama: awak dhewe mangan opo ngkok?
(What are we eating later?)
Dave : Lak gak salah mangan pithik mas. Tapi gak onok
segone, emboh yok opo? (If I’m not mistaken, we’re eating
chicken. But, we don’t have any rice. What we are going to
do?)
Brett : Setuju! (I agree)
88

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MISPRONUNCIATION OF JAVANESE SEGMENTAL SOUNDS

PRODUCED BY AUSTRALIANS IN VIDEOS ENTITLED

MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION

MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION

This is to certify that the following thesis entitled

Surabaya, 11 January 2019

Name : Alfiah Wahyu Sri Utami

1. This undergraduate thesis is the sole of work of mine and has

Alhamdulillahirabbil‘alamiin, praise to Allah, God of all

Surabaya, 14 January 2019

Alfiah Wahyu Sri Utami

This undergraduate thesis is dedicated to:

1. My dearest eternity love, Mom and Dad. Thank you so

“Ya sayyidi, ya rasulallah….”

MISPRONUNCIATION OF JAVANESE SEGMENTAL

Name : Alfiah Wahyu Sri Utami

The phenomenon of foreigners who learn Javanese is

Keywords: mispronunciation, Javanese, Australians

KESALAHAN PELAFALAN UNIT BUNYI BAHASA JAWA

Nama : Alfiah Wahyu Sri Utami

Fenomena orang-orang asing yang mempelajari bahasa

Kata kunci: kesalahan pelafalan, bahasa Jawa, penutur Australia

Cover Sheet ....................................................................................... i

Table 2.1 Javanese Vowels and Examples ................................... 11

This chapter consists of background of the study,

1.1 Background of the Study

dialects of Javanese are influenced by Sundanese and Madurese.

Javanese ‘ngoko’ in multiethnic community. As a sample of

The phenomenon of foreigners who learn Javanese is

1.2 Research Questions

1.3 Purpose of the Study

1.4 Significance of the Study

1.5 Scope and Limitations

1.6 Definition of Key Terms

1.7 Organization of the Study

This chapter presents the theories used to carry out the

2.1 Foreign Language

Role of input takes an important place to the foreign

2.2 Overview of Javanese and English Phonology

2.2.1 Javanese Phonemes

Table 2.1 Javanese Vowels and Examples (Marsono, 2017)

As in English, Javanese consonants are also classified

4) Initial Middle Final

c. Medio-palatal Nasal (Konsonan nasal medio palatal)

14) Initial Middle Final

2.2.2 English Phonemes

Chart 2.1 Classification of American English Vowels

mid front unrounded vowel [e] followed by the mid

Consonants of English can be classified by using place of

produced when the friction is created at the lips and

2.2.3 Comparison between Javanese and English Vowels

Tongue Part of the Tongue Involved

Chart 2.2 Comparison between Javanese vowels and English vowels

Although Javanese and English have several vowels

classified as the mid back rounded vowel while in English it

2.2.4 Comparison between Javanese and English Consonants

Table 2.4 Comparison between Javanese and English Consonants

The consonant sounds of Javanese which do not exist on

which do not exist on Javanese are the voiceless interdental