TSLB3043 ENGLISH PHONETICS AND PHONOLOGY

1.0 INTRODUCTION
Phonetics is the production of speech sounds by human, whereas phonology is the study
about the patterns of sound in a language. This assignment is to analyse the sample’s
pronunciation and to write a report which will be related to segmental and supra-segmental
aspects of pronunciation.

2.0 BACKGROUND OF THE SAMPLE

The sample that we have chosen is schooling at Sekolah Kebangsaan Agama Datuk
Haji Abdul Kadir Hassan, Petra Jaya, Kuching, Sarawak. The sample is currently in Year 4.
The sample’s race is Melanau and the sample usually uses Sarawak Malay language to
communicate in the sample’s daily life. At home, the sample uses Sarawak Malay language
too even though the sample is Melanau. In school, the sample does not usually
communicate in English except during assembly. From the interview session, the sample
stated that he rarely reads and never borrow books from the library.

3.0 ORTHOGRAPHY OF THE PASSAGE

There are many things you can do to help look after the seas and the creatures that live in
them.

First, you should use less plastic products. Plastics which end up in the sea can
harm marine habitat. Thousands of marine animals get tangled up in plastic debris and die.
You can help these marine creatures by using less plastic yourself. Carry reusable water
bottles or non-disposable food containers. When you go shopping, bring your own cloth
shopping bags.

One more way to help save the seas and the creatures that live in them is to be
responsible when you go to the beach with your family and friends. Clean up after enjoying
your picnic. Don’t remove corals or disturb any sea creatures. If you see rubbish on the
beach, help to clean it up.

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TRANSCRPTION OF SAMPLE’S PRONUNCIATION

ðeə ɑː meni θɪŋz juː ken duː tuː help luːk ɑːftə ðə siːz ænd ðə krɪtʃəz ðæt lɪv in ðəm.
Fɜ:st, juː ʃəd juːz les plæstɪk prodʊks. Plæstɪks wɪtʃ end ʌp ɪn ðə siː ken hɑːm
mʌraɪn hebɪted. θaʊzəndz ɒf mʌraɪn ænɪməlz get tæŋgld ʌp ɪn plæstɪk debraɪs ænd daɪ.
juː ken help ðiːz mʌraɪn krɪtʃəz baɪ juːzɪŋ les plæstɪk jɔːself. Kæri riːjuːzəbl watə bɒtlz ɔː nɒn-
dɪspɒsæbl fuːd kenteɪnez. Wen juː gɒ ʃɒpɪŋ, brɪŋ jɔː əʊn klɒt ʃɒpɪŋ bægz.
wʌn mɔː weɪ tuː help seɪv ðə siːz ænd ðə krɪtʃəz ðæt lɪv ɪn ðəm ɪz tuː biː rɪspɒnsɪbl
wen juː gɒ tuː ðə biːtʃ wɪð fæmɪli ænd frendz. kliːn ʌp ɑːftə ɪnʤɒɪɪŋ jɔː pɪknɪk. dəʊnt rɪmuːv
kɒrəlz ɒː dɪstɜːb enɪ siː krɪtʃəz. ɪf juː siː rʌbɪʃ ɒn ðə biːtʃ, help tuː kliːn ɪt ʌp.

4.0 ANALYSIS OF DATA

WORD CORRECT PRONUNCIATION ERROR

PRONUNCIATION
should ʃʊd ʃəd
product prɒdʌkt prodʊks
marine məriːn mʌraɪn
habitat hæbɪtæt hebɪted
debris deɪbriː debraɪs
disposable dɪspəʊzəbl dɪspɒsæbl
go gəʊ gɒ
cloth klɒθ klɒt

5.0 POSSIBLE CAUSES FOR PRONUNCIATION ERRORS

The pronunciation errors that the sample made may be from his background,
behaviour and surrounding. The sample’s background shows that he is Melanau but the
sample does not use his mother tongue to communicate with the family members. From the
interview, we found out that the sample speaks Sarawak Malay at home as well as outside of
home. His background has influenced him to talk Sarawak Malay to communicate with
others.

Other than that, his behaviour may also be a possible cause for his pronunciation
errors. The sample rarely read books and borrow books from the library. It shows that the
lack of reading may influenced the sample’s pronunciation and reading skill. The sample
rarely watch television at home and will only talk in English when the sample’s school have
assembly. The sample’s family members tend to avoid speaking in English at home and it
influenced his behaviour to avoid speaking and communicating in English.

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Next, the surrounding that the sample is in may also be a possible cause for the
sample’s pronunciation errors. From the interview conducted with the sample, we have
found that the sample communicate in Sarawak Malay language at school as well as at
home. The sample will only talk in English during English class and during assembly. The
lack of exposure to the English language at school may influence his pronunciation errors.
He may also be shy to communicate in English because he may fear of being teased and
bullied by others to talk in English.

6.0 SOLUTIONS TO ADDRESS THE PRONUNCIATIONS PROBLEMS

There are three possible solution to address the pronunciation problems. The
possible activities are tongue twister, action songs and flashcard. First of all, according to
Dewi Luftiani & Indri Astutik (2017), tongue twisters are useful in learning pronunciation, not
only practicing and pronouncing words, but also developing memory skill as well. Tongue
twister is an activity of a words or sounds that are difficult to pronounce. Most pronunciation
mistakes made by the sample is the vowel sound as for example the word should. The
sample pronounce it as / ʃəd / while the correct pronunciation is / ʃʊd /. By practising tongue
twister game, the sample able to practise and improve the vowel sound. For example, the
sentence “Eddie edited Earl’s easy music”. That sentence will give the sample plenty of
practice with enunciating their vowels. (fluentU, 2019).

Next possible solution is action songs activity. Action songs is a children’s song with
addition of actions. According to Cambridge Assessment website, some children find it hard
to speak English because they are shy or lack confidence. The best way for the children to
practise English is by implementing action songs activity as children loves to sing. Singing
helps the children to learn how stronger and weaker sounds are pronounced differently in
English. This is the link of the suitable song to help children learn the letter sounds.
(https://www.youtube.com/watch?v=saF3-f0XWAY). The song is a phonics song where the
singer exaggerates the letter sounds.

Flashcard activity can be categorised as possible solutions. This activity is very

helpful to improve the pronunciation of a noun and verb. To be specific, prepare a flashcard
of noun or verb which the words are uncommon words for the children and how to
pronounce the words need to be explained too. For example, the sample cannot pronounce
the word marine correctly as it is an uncommon word for Year 4 student.

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References

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TSLB3043 ENGLISH PHONETICS AND PHONOLOGY

Lutfiani, D. (2017). Using Tongue Twister to Improve Students’ Pronunciation. ELLITE:

Journal of English Language, Literature, and Teaching, 2(2), 110-115.

FluentU. (2018). 28 Tongue Twisters that Will Improve Your Students’ ESL Pronunciation.
Retrieved from https://www.fluentu.com/blog/educator-english/esl-pronunciation-
tongue-twisters/.

KidsTV123 (2010). Phonics Song. Youtube. Retrieved from

https://www.youtube.com/watch?v=saF3-f0XWAY

Cambridge Assessment English (2017). Learn English through songs. Retrieved from
https://www.cambridgeenglish.org/learning-english/parents-and-children/information-for-
parents/tips-and-advice/learn-english-through-songs/

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