Literature Review: Kurnia Lestari/2201416022/Academic Writing

Kurnia Lestari/2201416022/Academic Writing
Literature Review
In learning English as a second language it certainly will not be easy for students in
Indonesia since Indonesia has many cultures, languages, accents, identities and dialect
in their own regional languages. This related to the difficulties in pronouncing or
producing particular English sounds and the way students change or transfer their way
of habit in speaking their regional language to English. It is also feasible to the affects
of students behaviour toward languages.
There are many studies that have been conducted about Pronounciation problems.
Fourhasein Abbas, (2012) conducted a study entitled A study of Factors Affecting EFL
Learners’ English Pronounciation Learning and the Strategies for Instruction. This
paper discussses that pronunciation is an integral part of foreign language learning since
it directly affects learners' communicative competence as well as performance. Limited
pronunciation skills can decrease learners’ self-confidence, restrict social interactions,
and negatively affect estimations of a speaker’s credibility and abilities. It means that
the way students pronounce particular English sounds should be intellingible.
Intelligible pronunciation is an essential component of communicative competence
(Morley, 1991). So, it will be the most important aspect in order to know what students
are going to express and help students to be more confidence with themselves in
producing English sounds or speaking English. In fact, correct pronunciation of words is
largely dependent on the pronunciation of vowel sounds. This fact suggests that pronunciation
problems of English vowels can affect the meaning of words leading to intelligibility problems.
Varol (2012) investigated the influence of Turkish sound system on English learners’
pronunciation. The findings of his study revealed that Turkish adult speakers of English
face difficulties in pronouncing /θ/, /ð/, /ɹ/ /ṱ/ and /ᴂ/ as these sounds are absent in their
native language. Hakim (2012) also found that among a few sounds he investigated, the
pronunciation of English /d/ and /ð/ was most difficult for Java EFL learners. To
produce these sounds, Java EFL still have difficulties even though Javanese students are
known to have subtle ways of producing sounds and speaking better than other regions.
Similarly, Chan (2010) investigated the pronunciation problems of advanced Cantonese
ESL learners in Hong Kong. The results showed that despite the fact that the
participants were English majors and had studied English for at least thirteen years they
still had problems with pronouncing English sounds that did not exist in their native
language.
Another study on the influence of the MT was conducted by Baloch (2013). The
findings of this study showed that Arabic learners of English replace /b/ with /p/ as a
result of mother tongue interference. Since Arabic lacks the consonant /p/, speakers of
this language replace it with the closest sound in their native language sound system, in
terms of place and manner of articulation, namely /b/. It means that all of the researches
which have been conducted above show that the most pronounciation problems due to
the lack of some English sounds that do not exist in their native language and mother
tongue interference. So does in students outside Java which have difficulties in
pronounciation due to lack of English sounds specifically vowels and their behaviour in
producing the language. Students outside Java are difficult to differentiate sounds. For
example, sounds “e” is being difficult sounds for peolpe to be produce since it has many
kind of sounds.
This may related to the behaviour of students or the sociolinguistics effects.

Sociolinguistics studies a language and its varieties, and how they are used in the speech
community in relation to the socio-cultural background of the language use itself. The
way in which students speak a given foreign language of produce English sound is
affected by their accent; therefore, it makes it difficult to clearly understand what an
individual is saying, which creates a big problem for the language teachers. All these
effects are because of the influence of different dialects from various communities that
bring about the issue of accent (Hahne and Friederici, 2001).
Fatchul, (2013) in the Introduction to Sociolinguistics stated that sociolinguistics is the

study which is concerned with the relationship between language and the context in
which it is used. In other words, it studies the relationship between language and
society. It explains we students speak differently in different social contexts. It discusses
the social functions of language and the ways it is used to convey social meaning.
Sociolingistics is the study that is concerned with investigating the relationship between
language and society with the goal of a better understanding of the structure of language
and of how languages function in communication ( Ronald Wardhaugh, 1986 : 12)
Based on those studies that have been conducted above, there are many studies that
discuss about pronounciation problem related to the non-exist English sounds in native
language. So, the study about “A Sociolinguistic Analisys of Students’ Difficulties in
Pronouncing English Sounds in Particular those Produced by Students Outside Java. (A
Case Study of Fourth Grades of Students Outside Java of UNNES) is necesary to be
conducted. This study is aimed at investigating the social factors and its relation to the
students pronounciation problems by addressing question how can social factor affect
students’ pronounciation.

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Kurnia Lestari/2201416022/Academic Writing

This may related to the behaviour of students or the sociolinguistics effects.

Fatchul, (2013) in the Introduction to Sociolinguistics stated that sociolinguistics is the

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