Contents

1.0 TASK 1.............................................................................................2

(A) Transcription.................................................................................2

(B) Analysis........................................................................................4

2.0 TASK 2.............................................................................................6

3.0 Reference........................................................................................7

1
1.0 TASK 1
(A) Transcription
Nelson: Bryan, have you done the
assignments for GBM. The bahasa
melayu course?
Bryan: Not yet. Still in progress.
Still finding the books and journal. Its
so hard to find books in the library.
Nelson: I know right. I try to find the
books that En. Sallehudin asked us to
but I cannot found it.
Bryan: I tried googling it online
about the books. And it seems that
some of the books only available in
bookstores in Kolumpo only. I thinking
of going to Kolumpo next week to buy
the books.
Nelson: Wouldnt it be a waste of much.
money to buy the books just because
of wang (one) subject?
Bryan: Alah. We can still sell it to
the junior what? This is what we call
an investment bro.
Nelson: Hmmm. Sounds like a great
idea. Eh by the way. Do you need to
present (present-do slideshow) for
the subject? Because my class has to
do a presentation.
Bryan: Of course lah we need to. It
is stated in the question. All class must
present before week 12.
Nelson: Oh really. I though that you
dont need to present because we are
in different class. Plus, you are a
Teslian and I am a music student. We
are not in same lewel (level).
Bryan: Hoi. We are all the same.
There are no differences. This subject
is a bit challenging to me because Im
a Sabahan. So I have my own dialect
in Bahasa Melayu. We need to use an
actual formal Malay language to
present. Thats a bit hard.
Nelson: Its okay. Your Sabahan
dialect is not as back (bad) as my
dialect. I can hardly speak in Malay
and English. My dialect affect me too
Bryan: Yes. Your classmates
always make fun of you when you
pronounce the word understand. They
said you pronounce it as
undesteng.
Nelson: Stop making fun of me. Im
still learning and adapting. Bryan can I
borrow your shek (shirt) for KOT. I
lost mine. I actually feel very lazy to
go.
Bryan: Yes. Take it from my room.
My KOT practices is on Thursday. So
Im not going to use it anyway.
2
Nelson: When it comes to KOT I
feel like I woint (want) to womit
(vomit). I hate KOT.
Bryan: Poor you. I can lie (lay)
down on my bed happily.
Nelson: I hate it when they force us
to take part eventhough we dont
interested in taking part. They might
ask me to take part in Lontar Peluru
because I am the biggest in the team.
Bryan: Well. Thats good. You can
collect medals plus it might help you
lose some weight. You really need to
take part.
Nelson: Are you mocking me? You
saying that Im fat?
Bryan: Chill chill. Im just kidding.
This year management of KOT is a
little bit ridiculous. We have to pay 35
ringgit just for the shirt and food.
Theshirt is not that high quality. The
food that they will give on that day is
just a chocolate bun and one juicebox.
Nelson: Yes. It is so expensive. But
I think we need to understeng
( understand) them. Because the IPG
dont havs (have) enough money for
students activities. Even the IPG bus
cannot travel above 200 KM. I think for
now we have to use our own money if
we wanted to do our own activitiy.
Bryan: Now I know why your
friends are always mocking you for
your language. By the way, what you
said is true. The IPG dont have
enough money now. Lets just pray to
God that our alaun (allowance) wont
be cut off.
Nelson: Yes. I know. We need those
money. We need it so much.
Sometimes I really really hope that I
am in IPG in other state. Their monthly
alaun (allowance) are higher than us
here. IPBA got 650 ringgit every
month.
Bryan: Yeah. We are the one who
supposed to have that much amount
because you know even though we
lives in the rural area but the living
cost here is higher. The food is so
expensive.In Kolumpo even though
they are in the city, but they can get a
plate of rice, a fried chicken,
vegetables and a drink for only 5
ringgit. But here, that is impossible.
3
(B) Analysis
Based on Oxford Dictionary, pronunciation defined as the act or manner of pronouncing
words; utterance of speech or a way of speaking a word, especially a way that is accepted or
generally understood. It also been defined as graphic representation of the way a word is
spoken, using phonetic symbols. So, the on-going emphasis regarding communication in
learning English as a second language (ESL), learners have to be alert on the issue of
pronunciation. This is because, pronunciation is the crucial part to learn any language since
it is a need for a learner to be competence in certain language. The things that must been
mastered in mastering pronunciation is the place and manner of articulation since it help a
lot to the learner especially those who are not native speaker to practice well. There are
many place of articulation such as teeth, bilabial, dentals and so on. Each place of
articulation has its own function to produce the correct pronunciation. Same goes to the
manner of articulation such as affricate, nasal and so on that also has its own function in
pronouncing words.

Based on the transcription, the speaker pronounced the word one as wang. The
manner of articulation that involved in pronouncing this word is nasal. This occurred when
the velum is lowered and the airstream is allowed to flow out through the nose. As
mentioned, in pronouncing the word one, the speaker instead pronounced it as wang is
due to the lack of knowledge in using the place of articulation; but this really can be
explained by the syllable used in Terengganu dialect. Dialect describes a language variety
where a user's regional or social background appears in his or her use of vocabulary and
grammar. This description is a very open one, and there is continuing debate about its
application to particular varieties. Quite different, but similar to accent as accent denotes the
features of pronunciation the speech sounds that show regional or social identity and
arguably that of an individual, since one could have a personal and idiosyncratic accent.
Terengganu people commonly pronounce the syllable g () at the end of their vocabularies.
For instance, the word makang (mk) which originally sounds makan (mkn) in
Malay, which means the verb, eat.

The other error of pronunciation that was found in the transcription is the words lewel
(level) and womit (vomit). These words contained V consonant that been pronounced by
the speaker as W consonant. Both of these consonants have their own manner and place
of articulation that needed to be identified and mastered by the speaker in order to
pronounce it well. This problem of mispronunciation occurred due to the strong dialect
accent in the culture of the speaker. As mentioned by Malmberg(1963), the problem occurs
for a person who speaks a rural dialect or has strong regional or vulgar accent and wants to
lose it and learn good pronunciation. Referring to the transcription, the speaker used velar
to pronounce v instead of using labio-dental. So, the speakers mispronunciation also
occurred because the lack of exposure to the phonetics and phonology. Malmberg(1963),
also added that the greater the difference between regional pronunciation and standard
pronunciation-form the points of view of articulatory habits and of the functional system; the
greater is the difficulty and the more a knowledge of phonetics is necessary. So, can be
concluded that individual who comes from strong regional or vulgar accent like the speaker
himself must to be exposed to the phonetics and phonology so that the problem in
pronouncing V consonant can be avoided.

Moreover, the other error that also able to be identified in the transcription is the
pronunciation of word back that been pronounced as bad. Those words sounded quite
alike so it leads to the misunderstanding of the learner as the speaker disable to pronounce
the word in right way. The problem in this pronunciation of word back caused by the lack of
vocabulary since the speaker is not really acknowledge the word back as it been
pronounced in a wrong way which is bad. Next, this problem occurred when the speaker
used the wrong manner of articulation which was fricative to produce the d consonant at
the back of the word back. People who been exposed in culture of Terengganu commonly
tend to pronounce the consonant K () at the back of the word. As an example, the word
such as nasik () in Malay word which means rice. The speaker have to refer the
phonetic and phonology so that the speaker will able to identify and use the right manner of
articulation to pronounce the word back which is plosive (stop). This manner of articulation
been produced when some form of stopping of the airstream (very briefly) then letting it go
abruptly

In the analyses, can be concluded that the speaker is not really competence in using the
language since the pronunciation is not been pronounced in right way. The speaker must
been exposed to the phonetic and phonology so that he will able to pronounce and
communicate well. Teachers must play their role to teach the phonetic and phonology to the
learners so that their dialect will not affect their speaking in the target language which is
English. There are various ways that can be applied to improve the pronunciation for the
students such as practice in the video lesson. Next, the learners must overcome their
problem by avoiding using their Malaysian phonetic sound system rules during learning
English. One of initiatives that can be taken by the learners to improve their communication
skill in pronunciation is practice well by referring the phonetic and phonology.

2.0 TASK 2

For ESL students, particularly for adult learners, pronunciation is a big hurdle to overcome. It
is especially discouraging when they discover that though pronunciation can be improved
greatly, they will never lose their foreign accent completely. English phonemes also prove to
be particularly tricky as there is often no connection between the sound and the way it is
spelled (unlike other languages where the phoneme and its spelling are a closer match).
There are various ways to overcome error in pronunciation.

Even with more spontaneous and good-humoured students, avoid making fun of a
mispronunciation or allowing other students to mock the person who made the error. In all
cases, teachers should avoid making fun of student errors, even if the student seems to
have a self-deprecating sense of humour. The learning process will never occur since the
teacher and classmates do not try to help to correct the error in pronunciation. Teachers can
make notes of common pronunciation errors made by multiple students for the whole class
to work on together.

The other way to overcome error in pronunciation is teachers can make notes of
common pronunciation errors made by multiple students for the whole class to work on
together. They can also jot errors on note cards and hand the note cards to individual
students. In many cases, providing students with a checklist of common mispronunciations,
particularly before a presentation, can help them to prepare beforehand and to avoid making
pronunciation errors.

Next, the learners also must play their role to improve pronunciation in
communication. One of the ways that can be practised by the learners is they on their own.
Ideally a student will realize a mistake has been made and fix it automatically but that is not
always the case. If a student answers a question incorrectly you can gently prompt them to
revisit their answer. One of the ways to do this is to repeat what the student said placing
emphasis on the incorrect portion, for instance I have play baseball. and saying it in a
questioning way. At this point the student has an opportunity to think about and revise his
initial response.

As conclusion, both teachers and learners have to play their role in improving
pronunciation skill. ESL teachers have to balance the joy of learning language with the
necessity of correcting mistakes. By respecting students and providing specific learning
strategies for errors, they can make learning fun while also fostering excellence..

3.0 Reference

Ahmadi, M. R. (2011). Why is Pronunciation So Difficult to Learn.

Davenport, M. (2010). Introducing Phonetics and Phonology. New York: Hodder Education.

Gilakjani, A. P. (2012). A Study of Factors Affecting EFL Learners' English Pronunciation

Learning and the Strategies for Instruction.

Jayapalan, K. (2014). The Teaching of Pronunciation in Malaysia. State of the Art or No

State at All?

Rajadurai, J. (2007). Intelligible Pronunciation. Focus on the Proficient L2 Speaker.

Yiing, I. K. (2011). An Analysis Of Pronunciation Errors in English .