MAKALAH

VOWEL SOUNDS

Lecturer: Yani lubis, S.Ag, M.Hum

Written by:
Anjeli harahap (0304193226)
Anggi milfa nersya simamora (0304193205)
Sri ningsih rambe (0304193224)
Hanatullina simatupang (0304193222)
Dianty alya nasution (0304193196)
Alya julida sari sibuea (0304193189)
Avita syahri (0304193210)
Fairuz soraya (0304193200)
Hasnah anggraini (0304193232)
Syla fadila batubara (0304193228)

ENGLISH DEPARTMENT STUDENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA
PERIOD: 2019/2020
 CHAPTER I
INTRODUCTION

A. BACKGROUND OF STUDY
Language is a mean of communication. It is something natural that can not be avoid by people. Through
communication people can not only know how to put themselves in life but also know how to survive in
this world in the future.

When we speak or read, we use sounds. When we read, the sounds are represented by 26 letters of the
alphabet. Associating sounds with letters of the alphabet is called phonics. Each of the 26 alphabet letters
represents one or more sounds. A letter's name can also be one of its sounds. When letter sounds are put
together, they become words. There are two types of letters in the alphabet : consonants and vowels.

B. TATEMENT OF THE PROBLEM

1. What is vocal?

2. What vocals?

3. What The benefits of learning vocal sounds?

C. OBJECTIVES OF THE STUDY

1. To know the definition about vowel.
2. To know the kinds of vowel.
3. To know benefits of learning vocal sounds
4. To know the articulation of vowel sounds
5. To know the variation of vowel
 CHAPTER II
EXPLANATION

An alphabet is a standard set of letters (basic written symbols or graphemes) which is

used to write one or more languages based on the general principle that the letters
represent phonemes (basic significant sounds) of the spoken language. This is in contrast to other
types of writing systems, such as syllabaries (in which each character represents a syllable)
and logographies (in which each character represents a word, morpheme, or semantic
unit).1When we speak or read, we use sounds. When we read, the sounds are represented by 26
letters of the alphabet. Associating sounds with letters of the alphabet is called phonics. Each of
the 26 alphabet letters represents one or more sounds. A letter's name can also be one of its
sounds. When letter sounds are put together, they become words. There are two kinds of sounds
in the English language are: voice vocal (vowel sound) and sound consonants. 2

A. VOWELS
a. Definition of Vowels
Vowel is 1) a speech sound in which the mouth is open and the tongue is not touching the
top of the mouth, the teeth, etc; 2) a letter that represents a vowel sound, in English the vowels
are a, e, i, o, and u – compare consonant. Each language has a different vowel system. 3
A vowel is a letter of the alphabet (a, e, i, o, u, and sometimes y) that represents
a speech sound created by the relatively free passage of breath through the larynx and oral
cavity. Letters that are not vowels are consonants. The word “vowel” is come from Latin, means
voice.
A vowel is defined as a voiced sound in forming which the air issues in a continuous
stream trough the pharynx and mouth, there being no obstruction and no narrowing such as
would cause audible friction ( Jones, 1975: 23 ). Vowel is a sound pronounced with vibration of
vocal cords but with no closure in the vocal tract above the glottis ( Ridwan, 1995 : 14 )

1 The English word "alphabet" comes from the Latin word "alphabetum". The Latin word "alphabetum"
came from the first two letters of the Greek alphabet, "alpha" and "beta".
2 Sound is detected craze / heard by the ear caused by the vibration of the surrounding air.
3 Sally Wehmeier, 2000,OXFORD Advanced Learner’s Dictionary of Current English, p. 1.450.
 When sounding vowels, your breath flows freely through the mouth. In all vowels, the
mouth passage is unobstructed. If it is obstructed at any time during the production of a speech-
sound, the resulting sound will be a consonant.
"How many different vowels does English have? Well, it depends on
your dialect. Standard American English makes fewer vowel distinctions than Standard Southern
British English. For instance, many Southern British English speakers make a three-way
distinction between merry, marry, and Mary, whereas for most Americans these all sound the
same. Likewise, I pronounce cot and caught, and coral and choral, differently, but for most
Americans these word pairs are spoken identically. In my accent of English, each of the
following words is spoken with a different vowel: pit, pet, pat, putt, put, pot, peat, pa, bought,
boot, pate, bite, quoit, pout. That's fourteen different vowels. Some English accents use fewer
than this, and a few dialects use even more. English, of whatever dialect, is rather extravagant in
the vowels it uses. Keeping them all separate is helped considerably by using different features
of the possibilities afforded." 4

b. Kinds of Vowels
Five of the 26 alphabet letters are vowels: A, E, I, O, and U. The letter Y is sometimes
considered a sixth vowel because it can sound like other vowels. Unlike consonants, each of the
vowel letters has more than one type of sound or can even be silent with no sound at all. When a
vowel sounds like its name, this is called a long sound. A vowel letter can also have short
sounds. Whether a vowel has a long sound, a short sound, or remains silent, depends on its
position in a word and the letters around it. The letter Y is sometimes considered a vowel because
it can sound like the vowel letters A, E, or I depending on the letters around it or whether the
letter Y is at the middle or end of a word. For example : symbol, cry, myth, etc. Because of that
thing, the letter Y is called by a half a vowel.
Vowel Rules :
1) When there is only one vowel in a word, and it is anywhere except at the end of a word, it usually
has a short sound : net, ant, sun, pins etc.

4 Charles Laurence Barber, The English Language: A Historical Introduction. Cambridge University Press,
2000
2) Where there is only one vowel and it comes at the end of a word, it usually has a long sound :
go, she, he, no, etc.
3) When there are two or more vowels, and the word ends with the vowel ‘E’, two things happen,
(1) The ending vowel ‘E’ is silent, and (2) The vowel that comes before it has a long sound :
gate, make, lake, hole, wade, etc.

4) When two vowel letters are together, the first vowel letter has a long sound, and the second
vowel letter is silent : rain, pain, real, cheat, seal, tied, etc.
5) When a word has a vowel followed by two same consonants in a row (called a double
consonant), a short sound is used for the vowel : pull, dull, dinner, simmer, summer, etc.
6) When a word has two of the same vowels in a row (called a double vowel), pronounce them as
one vowel using the long sound. This rule is doesn’t apply when ‘O’ is the double vowel : peek,
seek, vacuum, greet, meet, etc.
7) When ‘O’ is a double vowel, it makes different sound : book, pool, fool, tool, door, etc. 5

Sound has 20 symbols vowel sound which is divided into two forms, including
Monophthong Sound (Single Sound) or one voice :
N
Symbol Word Meaning No Symbol Word Meaning
o
1 /æ/ Happy Bahagia 11 / u: / Soon Segera
2 /e/ Send Mengirim 12 /ʊ/ Put Meletakkan
3 /ɔ/ Call Memanggil 13 / eɪ / Shake Berjabat
4 /ɒ/ Mop Mengepel 14 / aɪ / Shine Bersinar
5 / a: / Park Memarkir 15 / ɔɪ / Joy Kenikmatan
6 /ʌ/ Shut up Diam 16 / ɪə / Hear Mendengar
7 / ɜː / Hurt Menyakiti 17 / eə / Care Peduli
8 /ə/ Ago Dahulu 18 / ʊə / Tour Bepergian
9 / i: / Read Membaca 19 / au / Town Kota
10 / ɪ / Hit Memukul 20 / əʊ / Phone Menelpon

5 James R. Hurford, The Origins of Language. Oxford University Press, 2014

 The classifcation of vowels is based on four major aspects:

1. Tongue height - according to the vertical position of the tongue (high vowels, also referred to as
close; low vowels, also referred to as open; intermediate - close-mid and open-mid)
2. Frontness vs. backness of the tongue - according to the horizontal position of the highest part of
the tongue.
3. Lip rounding - whether the lips are rounded (O-shape) or spread (no rounding) when the sound is
being made.
4. Tenseness of the articulators - refers to the amount of muscular tension around the mouth when
creating vowel sounds. Tense and lax are used to describe muscular tension 6.

English Vowels can be classified according to the following factors :

- The Position of The Tongue The position of the tongue here means the distance between the
tongue and hard palate. According to these factors, vowels are classified into high vowels, mid
vowels, and low vowels.

- High Vowels are vowels produced by placing the tongue toward the hard palate, so that there is
a little distance between the tongue and hard palate. The sounds are : /i: /, /i /, /u: /, /u/ .

- Mid Vowels are produced by placing the tongue between position for high vowels and low
vowels. The sounds are : /e/, /έ/, /ə: /, /ə /, / / , / o /.

6 Sally Wehmeier, 2000, OXFORD Advanced Learner’s Dictionary of Current English, p. 263.
- Low Vowels are vowels produced by placing the tongue so low that there is a great distance
between the tongue and the hard palate. The sounds are : /æ /, /٨/, /a/, /α / /

- Which Part of The Tongue is Raised ( nearest the roof of the mouth )

For practical purposes the tongue is conveniently divided into three parts :

Front Vowels, Central Vowels, and Back Vowels.

- Front Vowels are produced when the front part of the tongue is raised towards the hard palate,
nearest the upper teeth ridge. The sounds are : /I : /, / l/ , /e/, and /æ /.

- Central Vowels are sounds made by raising the middle part of the

Tongue in the direction of the soft palate. The sounds are : /α/, /3 :/ and /٨/.

- Back Vowels are produced by raising the back part of the tongue in the direction of the soft
palate. The sounds are : /a /, /o/, / /u/ and /u:/.

- How High in The Mouth Some Part of The Tongue Is Raised ( The degree of raising the tongue
7or how close is it to the roof of the mouth).

Although there may be many degrees of raising the tongue in Producing vowel sounds, ii is
usually considered sufficient to distinguish only four degrees of raising. The sounds : Close
Vowels, Open Vowels,

Half- Close Vowels and Half- Open Vowels.

- The Degree of Lips Rounding.

In producing vowel sound, the lips may be rounded, spread or neutral. In in describing English
vowel sounds, however the use of lip position is rather superfluous, since lip position is
predictable in term which part of the tongue is raised. It means that the degree of lip rounding for
the back series of vowels paralleled by the degree of raising the tongue : when the tongue is
highest in the mouth, the lips are extremely rounded.

7 David Crystal, The Cambridge Encyclopedia of the English Language. Cambridge University Press,2003
C.The Articulation of vowels

In the production of vowels, the articulators do not come as closely together as

for consonant production, The airstream is therefore relatively unobstructed. In addition
the vocal folds almost always vibrate and serve as a sound source different.

Vowels are produced by changing the size and shape of the vocal tract, and the
shape of tongue is the primary factor in determining the shape of the vocal tract, which
affects the sounds produced at the glottis. However, rather than specifying the entire
shape of the tongue, articulatory descriptions of vowel sound focus only on the position
of the highest point of the tongue. In addition, the position of the lips can also affect the
quality of a vowel. In general, there are three major articulatory dimensions used in
classifying the vowels :

1.Frontness

Most vowels are produced with a certain arching of the tongue.This arching may be toward
the front, center, or back of the oral cavity.This horizontal dimension is refered to as the
frontness (or backness) of the vowel.

2.Height

By moving the tongue body up and down within the lower jaw, the oral cavity can be
made narrower or wider. This vertical dimension is called the height of the vowel.While,
the lower jaw and tongue often move in tandem, the tongue can move independently of
the jaw.

3.Lip rounding

Vowels may be produced with the lips rounded or in neutral (unrounded or spread)
position.For english, two groups of vowels are distinguished, namely front vowels and
back vowels.And for each of these groups,a vowel can be either high,mid,or low.In
english, unlike many other languages,there are no words that differ only in the rounding
of vowels.

The five front vowels of English differ along the height parameter.For the vowel in beat,
the tongue is raised close toward the palate. For the vowel in bit, the highest point of the
tongue is a little lower, and it is progressively lower for the vowels in b(L[t, bg_t, and b(lt,
respectively. In fact, in b(it the tongue is quiet flat in the mouth. Vowel hight is thus a
vertical dimension. In the description of vowel height, the terms high ,mid, and low are
typically used. For examples, the vowels in beat and bit are high, those in bg_t and bait
are mid, and bg_t,respectively, is typically captured by means of the distinction between
tense and lax segments.
8

D.Variation of vowel

Variation of vowel-quality are effected primarily by the raising of different portions of

the tongue’s surface toward the palate, and by different degrees of such raising
resulting in different degrees of aperture between tongue and palate. Vowels may thus
be classified according to (a) how far FR O NT or B ACK they are articulated (i.e.
involving more forward or more backward areas of the tongue and palate), and (b) how
CL OSE or OPEN they are (i.e. involving greater or lesser raising of the tongue).The
relations of the vowels to one another may then be con-1 Alternatively there may be a
central closure, with air-flow on hoth sides. Vowels intermediate between front and back
are referred to as CENTRAL, and vowels intermediate between close and open as MID
(the so-called ‘neutral’ vowel of standard southerm British English, as the end of sofa or
finger, is a mid central vowel). Associated with the features already mentioned are
various degrees of lip-ROUNDING ; generally speaking back vowels are associated
with rounding and front vowels with its absence (lip-spreading). Thus the english u and i
in e.g. put,pit are respectively close back rounded and close front unrounded.
Sometimes,however,rounding and front vowels with a front vowel and spreading with a
back vowel-thus the French u and German i are front rounded vowels, whilst back
unrounded vowels occur in some languages. Vowels are normally articulated with the
nasal passages closed (by raising the velum), but if they are left open the result is a
NASALIZED vowel (as e.g.in french on transcribed phonetically as 5).

Dipthongs are formed by articulating a vowel and then within the same syllable,
making a gradual change of articulation (or’ glide’) in the direction of another vowel.
Most commonly, but not inevitably, the first element of a dipthong is more open than the
second. Thus the dipthong of english 1 such a pattern, however, appli es more exactly
to the accoustic effects of the vowels than to their actual physiological articulation; c M.
Joos, Acoustic Phonetic (Language monograph no.23,1948),pp.49 ff. High involves a
glide from a towards i, of how from a towards u, and of hay from e towards i.
Considerations of the general structure of language sometimes make it appropriate to
interpret a dipthong as a combination of a vowel and a semivowel (y or w).

8 Reetz,Henning. Phonetic:transcription,production,and perception/Henning Reetz and Allard Jongman,

Hong kong (2009),p 19-25
9 W.Sidney Allen. A guide to the pronunciation of classical Greek, Cambridge University Press (1968),p
19-20
 In many languages vowels fall into two degrees of LENGTH,LONG and SHORT.By
and large the difference corresponds to a greater as opposed to a lesser duration-but
not invariably so other features, notably differences of tenseness and quality, may be at
least as important (they are,for example,in distinguisting the so-called’short’vowel of
english bit from the so-called’long’vowel of beat).

E.The characteristics of the ‘pure’vowel sounds

Vowel are articulated when a voiced airstream is shaped using the tongue and the
lips to modify the overall shape of the mouth. English speakers generally use twelve
pure vowels and eight diphthongs.

If you try saying /i;/e/u;/ out loud, you should be able to feel that your tongue
changes position in your mouth, yet it doesn’t actually obstruct the airflow. Try moving
smoothly from one sound to the next, without stopping. You will also be aware of the
shape of your lips changing,and your lower jaw moving. It is these basic movements
which give vowels their chief characteristic.

It is important to keep in mind what it is exactly which makes a phoneme valid as a

unit for analysis; the distinctions between phonemes hold, in that they are units which
differentiate between word meanings.

The pure vowel sounds

The word ‘pure’ here is used to differentiate single vowel sounds from
diphthongs,which we will consider later. The sounds have been divided up into
categories, according to the characteristics of their articulation, and each category
begins with a brief outline. All of the sounds, together with the example words, are on
the CD.

The tables on the following pages give the following information. A diagram of the
‘vowel space’ (or the part of the mouth and throat which is used in the production of
vowels) is shown. The dot on each diagram refresent the height of the tongue, and also
the part of the tongue which is raised. The phonemic symbol is shown. The
characteristic of the sounds are describe. Tongue and lip positions are referred to.
Example words are given, to illustrate the spelling/sound relationships.

References is also made to lip positions; the illustrations below show the basic lip
positions which are used in describing the articulation of vowel sounds. We notice, of
course, constant movement in real speech, as we move from sounds to sounds and
switch between vowel and consonant. However, if we take a snapshot view of lip
positions, this is what we see :

Rounded : The lips are pushed forward into the shape of a circle. Example sound:/u/

Spread : The corners of the lips are moved away from each other, as when smiling.
Example sound:/i:/

Neutral : The lips are not noticeably rounded or spread. Example sound:/e/

Close vowels

For close vowels the tongue is quite high in the mouth. Moving from /i:/ through to
/u:/, we also notice the different positions of the tongue;/i:/ is a front vowel, and /u:/ is a
back vowel.

Mid vowels

For mid vowels the tongue is neither high nor low in the mouth. Moving from
/e/through to /c:/, we also notice the different positions of the tongue;/e/is a front vowel,
and /c:/ is a back vowel.

Open vowels

For open vowels, the tongue is low in the mouth. Moving from /ae/through to/a/, we
also notice the different positions of the tongue ;/ae/is a front vowel, and is a back
vowel.

Difficulties in analysing vowel sounds

Aside from the articulatory differences, the length of short and long vowels(the long
vowel phonemes being followed by the lengthening symbol/:/), is best seen as relative.
For example, consider the sounds /i/in the words bid /bid/and bit /bit/. If you say the two
words over to yourself a few times it becomes apparent that the /i/in bid is longer than
the /i/in bit. The same phenomenon is noticed in the minimal pair badge.Essentially, the
rule in operation here is that a short vowel is longer before a voiced consonant. Taking
the investigation further would reveal that they are actually more likely to be longer
before certain thypes of voiced consonant too. Interestingly this is not true of all
languages, yet it is a disctinctive feature of english.You should keep in mind the premise
that each symbol represent a ‘family’ of sounds.

Raising awareness of vowel sounds

Every time someone speaks in class, pronunciation is a matter for consideration.

The following suggestions can be used to raise general awareness of vowel sounds.
The suggestions are followed by some sample lessons, and other activities.

Using a phonemic chart

This is certainly to be encouraged, especially if the chart is laid out so as to explain the
relationship between sounds in a ‘students friendly’way.

Drilling, repetition and associating sounds with ideas

Sounds can be drilled along with the structures or lexis being practised, in order to show
how they ‘fit in’ to the general environment of the language being worked on in class.

‘Halfway house’sounds

If students are having problems producing a particular sound, you can treat the sound
that they are having difficulty with as a ‘halfway house’ between two others, as shown in
the following chart. Student should start by making and holding the ‘home’sound,
without stopping, they should make the necessary gradual adjustments of articulation as
they head for their ‘destination’.

‘Irritable vowels’

This is not so much an activity,as reminder to both teacher and students to pay attention
to vowel sounds which have been causing difficulty. It is a good idea to get into the habit
of setting aside some time to work on difficult sounds, for example during the last lesson
of the week, and to set some homework based on those sounds. Homework activities
connected with pronunciation of vowels could include exercise on paper (like matching
exercises, crosswords, finding words with particular sounds in a text, etc.)or could be
based on awareness of sounds in everyday conversation. For examples, students might
be asked to consider situations they have been in, or conversations they have had, in
which particular sounds have caused difficulties.

Students might be asked to act as monitors for each other for a lesson,a day or a
whole week. At the beginning students might say ‘I’d like you to listen out for my
pronunciation of/ae/. This works best if students only ask their neighbours in the class;
otherwise there is too much for everyone to listen out for. However, narrowing down the
task of mastering vowel sounds can pay enormous dividends for individual students,
and keeps an achievable aim in mind. Regular use of such ideas in the class also
encourages students to keep pronunciation in mind while concentrating on activities
which are primarily concerned with grammar and vocabulary.

‘Vowels-U-Like’

As a flipside of the ‘irritable vowels’idea, students can also be given time to either
congratulate themselves on mastering a particular vowel sound, or have time to practise
something they are comfortable with students can also be encouraged to point out how
well their classmates have progressed with sound.While we have said that it isnt’t worth
focusing on sounds if they aren’t causing difficulties, it’s also important to sometimes let
students use what they already have, or use what they have recently mastered, without
being set too much of a challenge.

Teachers should aim to involve students in setting the agenda for classroom
pronunciation work, through helping them to be conscious of the particular sounds
which they have difficulty in either recognising or producing.

Vowels are ussually described in terms:

-length, although remember that length depends in stress, and that even short vowels in
english may seem rather long when stressed;

-the position in the mouth in which they are made (in terms of their position from high to
low and front to back);

-the degree to which the lips are rounded, spread or neutral.

(Vowels are also often described as either lax or tense, but this information is not
always helpful for learners.)

The vowel in the phonemic chart are ordered according to where they are made in the
mouth. Thus the top row of vowels are made high in the mouth, the middle row are
made in the centre, and the bottom row are made low the mouth. Similarly, the vowels
on the left side of the chart are made in the front of the mouth, The right-hand rows othe
vowel section are made in the back of the mouth, and those in between are made in
between.Thus the chart can serve as a useful reminder for both teacher and learner, A
fuller description of the vowels in english can be found in roach (1991), Underhill (1994)
and Yallop (1995).

English may have many more vowel sounds or longer vowels than learners are used to
in their first language, and so learners may need a lot of of careful listening to vowel

sounds, and to think about how to distinguish them, As well as where in the mouth they
should make them.

An important issue which is not always treated in the reference texts is that adult
learners will already have ‘drawn the boundary’ of what counts as a particular sound in
a slightly different place or manner in their first language. An example of this would be
the characteristic French /r/ compared with the english sounds

10 Gerald Kelly,2000. Hoow to teach pronunciation, bluestone,calbury, Oxfordshire, UK.p 37-39

11 Rainer E.Gruhn,2011. Statistical pronunciation, German.p 9-10
12 Celce-Murcia,M,D M brinton and J M Goodwin 1996. Teaching pronunciation. Cambridge: Cambridge
University Press,p 5
F.Vowel Features

All vowels are:

[+ syllabic], capable of carrying stress and pitch

[- consonantl], made without impeding the air flow
[+ continuant], articulated with air going continously out from the mouth
[+ sonorant], made with regular patterns of vibration
[+ voice], produced with vocal cords vibrating
[- sibilant], produced with a flat tongue surface

What are the articulatory features which make vowels differ from one another?
Several kinds of features need to be considered:

(1) Vowels differ from one another in quality. Quality is determined by the shape of
the resonance chamber, which in turn depends mainly on the position of the
tongue. The blade or the dorsum of the tongue may be positioned at different
height. Following a general convention, we recognize three degrees of height.

(2) Vowels can differ in length. To be sure, any vowel can be stretched out or
clipped short; in this sense length depends on the importance of a word in an
utterance and on the habits of the speaker. In describing vowels we are less
concerned with this kind of variation and more concerned with determining
whether some vowels are typically shorter than other-whether two vowels which
are fairly similar in quality also differ in length.

(3) Vowel differ in complexity. This is the familiar distinction between a simple vowel,
or monophthong, and a compound vowel, or diphthong. For a simple vowel,
tongue and lips remain relatively stable throughout the articulation.

(4) There may be a difference in tenseness. Muscles in the lips, and more
impotantly, in the tongue can be tightened or relaxed. You can feel the muscles
in the root of the tongue by putting your fingers where chin and neck come
together and thus compare the tension iin different vowel articulation; compare
the vowels of feet and fit, for example. Tenseness alone, however, does not
create an audible difference.

Different descriptions of English vowels have treated these features in different ways.
Any description of the vowels of english (or of any language) has to recognize
differences of quality, but with other kinds of features there is redundancy. The fact of
articulation for the different vowels in different dialects are much too complex to
consider these labels truly descriptive. Quality, length, and complexity are physical
characteristic of vowels. Another characteristic of vowel their occurrence. In English
some vowels occur with a consonant following or without a consonant following, for
example, the vowel of feet and fee. Other vowels never occur in a one-syllable word
without a consonant following, for example the vowel of fit. We call the first kind free
vowels and the second kind checked vowels.

13 Kreidler,Charles W, 1924. The pronunciation of english, Graphicraft llimited, Hongkong,p 66

14 Jonathan Marks,2007. English pronunciation in use, Cambridge University Press,p 34
15 Jones, D. (2006) Cambridge English Pronouncing dictionary, 17 th edn. Edited by P. Roach,J Setter and J
Hartman. Cambridge University Press,p 56
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