ENGLISH LETTERS

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA

MEDAN

2017
 PREFACE

First of all, Thanks God, Allah swt, for your blessings and grace, we were
able to compile this paper as well as possible. We also thank both parents who
supported us and sir Yani Lubis, S.Ag., M.Hum. as a lecturer in Pronunciation
who gave us this assignment. Paper entitled “Alphabet” will provide knowledge
about the important things that must be owned to master alphabet.

For readers, you can provide questions, or suggestions if there is

something that is not understood, because this paper may have errors in it. With
that we hope to be able to make future papers better. Thank you and hopefully we
are blessed by Allah swt.

Medan, November 22th 2020

Group Three

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 TABLE OF CONTENTS

PREFACE.................................................................................................................i

TABLE OF CONTENTS.........................................................................................ii

CHAPTER I.............................................................................................................1

INTRODUCTION...................................................................................................1

1.1 Background of The Study...............................................................................1

1.2 The Identification of Problem........................................................................1

1.3 The Objective of the Study.............................................................................1

CHAPTER II............................................................................................................3

DISCUSSION..........................................................................................................3

2.1 Definition of Letter.........................................................................................3

2.1.1 The Letters Of The Alphabet And Phonetic Values In German........4

2.2 Relationships between Sounds and Letters in English...................................5

CHAPTER III..........................................................................................................8

CLOSING................................................................................................................8

3.1 Conclusion......................................................................................................8

REFERENCES.........................................................................................................9

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 CHAPTER I

INTRODUCTION

1.1 Background of The Study

Language is very important for every people in this world. With the
language we do communication to each other and people cant continue their lives
better, without the language they cant do everything in they daily activities, they
cant do interacting easy and goodly if their not know the language of each other.
We can say that the language is one of the primary needs that have an important
role for survival and lives. Even categorized as a powerful every human or people
and the country from another country.

In this globalization area, using a language for communication meia is

very influential on the rat of information and technology. And there is so many
effect of this condution like we can know the new information exactly, smooth
communication relation etc. Every language has a rule for combining sound
segments to make meaningfull words. English as a foreign language (EFL)
learners often mispronounce words, pronouncing them correctly or in some way
other than how they are intended to be ponounced.

1.2 The Identification of Problem

1. What is the definition of letter?

2. What is the relationship between sounds and letter?
3. What is the purpose of letter?

1.3 The Objective of the Study

1. To find the definintion of letter

2. To know the relationship between sounds and letter

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3. To know the purpose of letter

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 CHAPTER II

DISCUSSION

2.1 Definition of Letter

Letter is any of the set of symbols used to a language,and written

message from on the person to another.The English Business Letter (EBL) is an
important written text used for international business communication and it has its
own features of text (chen Dongchun, 2003), Based on the core theory of systemic
functional linguistics, i.e. interpersonal function the paper makes a interpersonal
function analysis of the features of English Business Letter Text (EBLT). EBLT
have the sallent feature of courtesy and consideration. In this paper, only body
part of EBLT is analyzed in terms of mood, modality, interaction and negotiation.

In learning to write easily and accurately there is no substitute for faithful

and painstaking practice. One may have at his tongue's end all the rules of
grammar and rhetoric, and still be unable to write either accurately or
intelligently.

Many studies have been conducted on sounds that native speakers of

particular languages may find problematic in learning English as second or
foreign language. For example, speakers of Japanese may have difficulty
producing /l/ and /r/ sounds; speakers of Spanish may have difficulty
distinguishing between /ʃ/ and /tʃ/ sounds, Arabic speakers may have difficulties
in pronouncing certain English consonant sounds, such as /p/, /v/, /tʃ/, /ᴣ/ and /ŋ/,
Thai speakers may have difficulty producing /v/, /ð/, /θ/, /z/, /ʃ/, /tʃ/, /ʒ/, /dʒ./
Though some studies have been conducted in the field of pronunciation and
focused on vowel pronunciation, phonological analysis of English phonotactics,
English phonetics and orthography, consonant clusters, stress intonation, patterns
in spelling mistakes, and intonation analysis etc, not previous studies have been
conducted on the different sounds of the letter “g” in English written words.

Silent letters are letters that appear in certain words, but are not sounded.
English has many silent letters, and they create problems for speakers of both

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native and non-native English, these letters make pronunciation more difficult
because they don't match the spelling of written words (bbclearningenglish.com,
2005). Examples of silent letter pronunciation errors pronounced by students were
„knowledge‟ and „answer‟. They pronounced /knauledʒ/ and /ansuwer/. Word
/knowledge/ sound.[h] lost and pronounced /ˈnɒlɪdʒ/ and /answer/ pronounced
/ˈɑːnsə(r)/ with loosing sound [w]. The alphabet is the set of 26 letters (from A to
Z). That we use to represent English in writing:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z.

2.1.1 The Letters Of The Alphabet And Phonetic Values In German.

It is very important to understand that the letters of the alphabet do not

always represent the some sounds of english. Having in the preceding chapter
considered the German speech-sounds and their spellings, we may now try to
determine in detail when a certain letter or letter-combination is to have one or
another of the various pronunciations for which it may stand. It will be useful to
premise the following remarks with reference to German spelling and
syllabication.A syllable is "open," when it terminates in a vowel; it is "closed,"
when the last sound (or letter) is a consonant. In German syllabication,simple
consonants between vowels are allotted to the second syllable, the former syllable
thus re- maining "open." fs, ch, and sch, ph, th, dt, ng,where they represent one
sound only, are treatedas simple consonants.Double consonants, and two different
con- sonants, are divided between the two syllables,and thus the former syllable
becomes "closed."For kk, ck is written (divided k-k).Digraphs and trigraphs are
never doubled,eh, sch, etc.. being sometimes equivalent to chch,schsch', ng, when
not = n-g , always stands, so to say, for ngng.In an open syllable, if not
unaccented, the vowel is pronounced long; in a closed syllable,not being the last,
it is pronounced short.When a closed syllable is the last, its vowel is short if
followed by more than one consonant sign, but long if followed by one only,
because it becomes open as soon as an inflectional ter- mination beginning with a
vowel is added ; e. g. gut, good, gu-te. Final fs = fj is in many words to be read as

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ss = ff, which is not used at the end of a word ; e. g. Eofs, horse, dative case, Eos-
se ; but Flofs, raft, dative case, Flo-fse. In word-forms that can take no inflection,
and in some few that can be inflected, simple final consonants are written also
after short vowels; e. g. mit, with. Older loan-words from Greek and Latin on the
whole comply with these rules. Stop -f- 1 or r, as well as f + r, generally both
belong to the following syllable, e. g. Atreus = A-treus. Many younger loan-
words, however, especially those retaining their original spelling, form
exceptions.

2.2 Relationships between Sounds and Letters in English

Pronunciation scheme. Any analysis of the correspondences between

sounds and letters depends crucially on how the pronunciations are represented.
The pronunciation standard we strove for was a careful pronunciation as would be
used by young people in Michigan. Although there is some sharp differentiation
among speakers in the phonetic realization of some of the vowels, especially
among some White speakers in the Detroit area, the phonemic contrasts
themselves are uniform and representative of speech in the United States as a
whole. In cases of doubt we used the first pronunciation given by Flexner (1987).
In this accent, words like fern /f«n/ have three segments, with /«/ being a unitary
vowel. Words like bar /bɑr/ were considered to end with a consonantal /r/. In
words such as tune and dune, the /j/-less form was used. In words spelled with
initial wh and traditionally pronounced with /hw/, we used the now-dominant
pronunciation /w/. We treated the vowel of bomb as /ɑ/, the same as the vowel in
calm, representing a merger that is almost universal in North American speech.
However, we treated /ɔ/ (wrought) and /ɑ/ (rot) as separate vowels, in accord with
what is still the practice in much of the Midwestern United States. Affricates and
diphthongs were considered as single phonemes. One difficult issue is whether
words like fire and tower are monosyllabic or disyllabic. We relied on the
judgment of the dictionaries, preferring Flexner (1987) in case of conflict. Thus,
fire was considered a monosyllable but tower was not. As for the quality of the
vowel in these monosyllables, we recorded the pronunciation by which most

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vowels are lowered before /r/, but not before /l/: thus /r/, not /ir/, in beer; /υr/,
not /ur/ or /ɔr/, in poor; /εr/, not /er or /ær/ in bare; and /ɔr/, not /or/, in more,
horse. This agrees with the procedure of Aronoff and Koch (1996) and is similar
to that of Treiman et al. (1995), except that the latter transcribed words like more
with an /o/. Hanna et al. (1966), in contrast, treated all r-colored vowels as
separate phonemes, giving beer a different vowel from both beet and bit.

We want to know whether there is any special connection between parts of

the syllable beyond what is attributable to chance. How much higher is the
conditional consistency than the figure one would get if all the syllable parts were
rearranged at random? That latter figure can be determined by literally rearranging
at random the parts of the syllable under consideration. For example, to determine
the chance-level conditional consistency of the vowel spelling given the coda, one
would randomly redistribute the codas across all the words on the list. If the entire
list consisted of cat = /kæt/, dog = /dɔg/, and horse = /hɔrs/, one would start off
with the vowel–coda pairs at = /æt/, og = /ɔg/, and orse = /ɔrs/, and one possible
rearrangement would be ag = /æg/, orse = /ɔrs/, and ot = /ɔt/. Note that the
spellings and pronunciations for each word are kept together during a
rearrangement. When one computes the conditional consistency over that
rearranged list, one gets a conditional consistency that is due to chance.

codas across all the words on the list. If the entire list consisted of cat =
/kæt/, dog = /dɔg/, and horse = /hɔrs/, one would start off with the vowel–coda
pairs at = /æt/, og = /ɔg/, and orse = /ɔrs/, and one possible rearrangement would
be ag = /æg/, orse = /ɔrs/, and ot = /ɔt/. Note that the spellings and pronunciations
for each word are kept together during a rearrangement. When one computes the
conditional consistency over that rearranged list, one gets a conditional
consistency that is due to chance.

When one examines the details of how consonant sounds affect the
spelling consistency of vowel sounds, one is immediately struck by a disparity
between onsets and codas: Whereas 14 of the 15 vowel types in the adult
vocabulary areaffected by the coda, all at p < .001 (Table 1), only 4 of the vowels
are significantly affected by the onset. Very similar results obtain for the child

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word list: 13 of the 15 vowel types are spelled significantly more accurately if the
coda is taken into account, but only one is affected by the onset.

Because English has a strong tendency to apply a constant spelling to the

phonological variants of a morpheme (compare photograph / ¾ fodəgræf/ to
photography /fə ¾ tɑgrəfi/), we would not want to compute statistics over a word
list that repeated the same morphemes. The results would essentially encode
information about the relative frequency of different morphemes. One less
problematic possibility is to analyze only the monomorphemic polysyllables, such
as apple, cavil, garage, and catamaran. That would be a worthwhile study,
although it would cover only a small fraction of all polysyllabic words. Under the
assumption that the consonant following a stressed vowel forms a rime with that
vowel, we would expect to find patterns similar to those we have found for the
monosyllables. We know that there is a coordination between the pronunciation of
the first vowel and the spelling of the intervocalic (coda) consonant in pairs like
Bible, nibble; and that the same onset–vowel conditioning applies in the
polysyllable water as in the monosyllable what. We suspect, however, that there
may be some overall attenuation of conditioned influence between vowel and
coda. The rule for doubling intervocalic consonants to distinguish long and short
vowels in polysyllables is not nearly as regular as the rule for using Silent E in
monosyllables (e.g., apple, but chapel). And historically, the influence of a
consonant on the preceding vowel is often weaker when the consonant is
intervocalic. For example, while in all, tall, and so on, the ll conditions a special
reading for the vowel (/ɔ/ instead of /æ/) that is not true in words like alley. At the
moment, these observations await quantitative verification.

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 CHAPTER III

CLOSING

3.1 Conclusion

A letter is a written message conveyed from one person (or group

of people) to another through a medium. The term usually excludes written
material intended to be read in its original form by large numbers of
people, such as newspapers and placards; however even these may include
material in the form of an "open letter". Letters can be formal or informal.
Besides being a means of communication and a store of information, letter
writing has played a role in the reproduction of writing as an art
throughout history.[1]The letter consists of seven principal parts: (1) the
letterhead, (2) the date, (3) the inside name and address, (4) the salutation,
(5) the message, (6) the complimentary closure and (7) the writer’s
signature and official position. The tone of the letters is courteous and
friendly and the added touches of personal interest are certain to make a
good impression.

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 REFERENCES

Alqunayeer, H. S. (2016). Pronunciation Errors of Letter "G" in English Language

Made by Saudi Undergraduate Students. English Language and Literature
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Bowers, C. J. (2006). Contrasting Five Different Theories of Letter Position

Coding: Evidence From Orthographic Similarity Effects. Journal of
Experimental Psychology, 23.

California, U. o. (1913). Effective English and Letter Writing. California: Ellis

Publishing Company.

J.W.SAUNDERS. (1964). The Prosession of English Letters. LONDON and

NEW YORK: Routledge.

Kosasih, M. M. (2017). NATIVE LANGUAGE INTERFERENCE IN

LEARNING ENGLISH PRONUNCIATION. International Journal of
Education and Research, 16.

Rao, P. V. (2018). English Spelling and Pronunciation - A Brief Study. Journal

for Research Scholars and Professionals of English Language Teaching,
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Sari, V. D. (2020). Pelatihan Bahasa Inggris Business Letter Writing untuk

Meningkatkan Daya Saing Pelaku UMKM dalam Pemasaran Produk Di
Bisnis Global. Jurnal ABDINUS, 8.

Srivastava, N. (2018). ICSE Model ENGLISH LETTERS. New Delhi: BPI INDIA
PVT LTD.

Treiman, B. K. (2001). Relationshio between Sounds and Letters in English

Monosyllables. Journal of Memory and Language, 26.

Vietor, W. (1913). German Pronunciation. Liverpool: Leipzig.

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Xu, B. (2012). An Analysis of English Bussiness Letters From the Perspective of
Interpersonal Function. English Language Teaching, 19.

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