A COMPARISON OF ENGLISH PRONUNCIATION ERRORS PRODUCED BY PAPUAN AND JAVANESE SPEAKERS

RINA FEBRIANA, 1880510230012 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 and SUKARSONO, 197105142005011002 (2025) A COMPARISON OF ENGLISH PRONUNCIATION ERRORS PRODUCED BY PAPUAN AND JAVANESE SPEAKERS. [ Thesis ]

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Abstract

Febriana, Rina Students’ Registered Number: 1880510230012. 2025. A Comparison of English Pronunciation Errors Produced by Papuan and Javanese Speakers. Master’s Thesis. English Education Department of Postgraduated Program. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor 1 Dr. Dwi Astuti Wahyu N., S.S., M.Pd. Advisor 2: Dr. Sukarsono, M.Pd. Keywords: Phonological Errors, Pronunciation, Lingusitic Interference. This study aims to investigate phonological errors in the English consonant pronunciation of Papuan and Javanese speakers, focusing on (1) what are the similarities and differences in English pronunciation errors between Papuan and Javanese speakers, (2) what types of phonological errors are commonly made by these two groups when pronouncing English phonemes as foreign language learners, and (3) what linguistic, cognitive, and affective factors contribute to phonological interference in their English pronunciation. To answer these questions, this research employed a qualitative case study approach with data collected through pronunciation tests, acoustic analysis using Praat software, and semi-structured interviews. The subjects were high school students, consisting of Papuan migrants temporarily living in Kediri and native Javanese students from Kediri. The results showed that both groups shared several similarities in segmental and suprasegmental aspects. Segmentally, both Papuan and Javanese speakers frequently mispronounced unfamiliar phonemes such as /ʤ/, /ʃ/, /ʒ/, /ŋ/, and /j/, often replacing them with more familiar sounds like [d], [s], [z], [n], or [dʒ]. Suprasegmentally, both groups demonstrated difficulties with intonation control, word stress, amplitude, and duration, particularly among students at lower proficiency levels. These similarities indicate common challenges in second language phonological acquisition, regardless of first language background. However, clear differences were also found. Papuan speakers exhibited more systemic and consistent substitutions, particularly replacing interdental, affricate, and fricative sounds such as /θ/, /ð/, /ʧ/, /ʃ/, /ʒ/, and /v/ with [t], [d], [s], or [f], reflecting strong L1 interference. Their suprasegmental patterns were also weaker, showing flat intonation, reduced stress, low amplitude, and short duration. These issues are compounded by affective barriers such as anxiety and lack of exposure to English input. On the other hand, Javanese speakers made more subtle and irregular errors, such as devoicing or voicing errors (/f/ → [v]), omission of /h/, and vowel insertion (/b/ → [bə]). While their suprasegmental features were relatively more stable, inconsistency in stress and pitch contour still persisted, often influenced by orthographic habits and dialect variation. These findings led to the classification of errors into four main categories: phonological interference from L1, intralingual errors due to overgeneralization or simplification, developmental errors common in early interlanguage stages, and systemic suprasegmental errors affecting prosody and intelligibility. These results were supported by both acoustic phonetic data and interview responses that revealed the learners’ strategies, perceptions, and emotional responses to English pronunciation. The novelty of this study lies in its integration of interlanguage phonology theory with acoustic analysis and qualitative data, allowing for a detailed mapping of both segmental and suprasegmental errors. By comparing two distinct ethnolinguistic groups, the study contributes to a deeper understanding of how first language background and individual learner factors shape English pronunciation. The findings are expected to inform the development of contextual and culturally responsive pronunciation teaching models that accommodate Indonesia’s linguistic diversity.

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