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ABSTRACT 

This paper investigated the pronunciation especially about the labiodental fricative sound 
by Students with a Buginese background in the English Department at Tarbiyah Faculty and 
Teacher Training in 2019-2020. The purpose of this study was to determine the ability of 
students with Buginese backgrounds to produce labiodental fricative sounds in English. The 
method used in this research is descriptive qualitative method.The populations were 
Buginese students in English department at the Tarbiyah Faculty and Teacher Training at 
IAIN Palopo. To choose the samples, the writersused a purposive sampling technique, in 
which the researchers took 10 samples divided into several levels, namely 2 people from the 
second semester, 2 people from the fourth semester, 4 people from the sixth semester, and 
2 people from the eighth semester. All samples are students with Buginese background. 
From a series of studies that have been carried out, the results obtained in this research are 
students with a Buginese background get some problems in English pronunciation, 
especially in labiodental fricative / f / and / v / sounds. Because the Buginese language does 
not have labiodental fricative sounds and there are transfer errors made by students when 
pronouncing English words. 

Keywords: English Pronunciation, IAIN Palopo, Labiodental Fricative  

INTRODUCTION 

Communicative competence takes the element of pronunciation as one of the things 
that make oral communication successful. Why Good pronunciation is essential because it is 
the basis of good communication (Gimson:1980). As one component of language, 
pronunciation needs to be known by students. But in reality, some Indonesia students who 
are familiar with their mother tongue which is mainly different in sound and spelling from 
English find it difficult for Indonesia students to pronounce English words correctly. 

There are many differences between the Buginese language and Indonesia, especially 
in terms of symbols and sounds. Ramelan said that it was difficult for students to learn 
foreign languages if there were many similarities between them (Ramelan: 1985). For 
example, in English “fan” is pronounced /fᴂn/ but usually, students say it /fan/ as written. 
That was because he was accustomed to speaking their mother tongue which was mainly  
different from English pronunciation. Therefore, it is important to teach pronunciation. 

THE ENGLISH PRONUNCIATION OF BUGINESE STUDENTS 
IN ENGLISH DEPARTMENT OF IAIN PALOPO 

 
Nurul Cahyu Annisa 1*,Wahibah 2 

1,2.3Institut Agama Islam Negeri Palopo (IAIN Palopo), Palopo, Indonesia 
nurulcahyuannisa@gmail.com  

*wahibah@iainpalopo.ac.id 

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mailto:nurulcahyuannisa@gmail.com1
mailto:amalia_yahya@iainpalopo.ac.id2
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According to harmer, for all people who learn English and are aware of pronunciation 
problem, it will benefit them, both for their production or for their understanding of spoken 
English (Harmer: 1998) That is students who have good pronunciation will be easy to 
understand English spoken and understood by others.  

From observation made by the researcher in the English department of IAIN Palopo, 
the researcher realized that there were still many students who did not pay attention to the 
pronunciation when speaking English words. Even though in terms of grammar, they are 
superior. This is unfortunate because seeing in the world of work that will be widely used in 
spoken English not written English. This is because good pronunciation with weak grammar 
will be easier for native speakers to understand than vice versa. Because bad pronunciation 
can damage perfect grammar.1 That is, students who have better pronunciation will have 
more opportunities to communicate naturally with native speakers. 

Mispronounced words in English can create misunderstandings and 
miscommunication. This is often found among Indonesia students who study English as a 
foreign language. For example, the word “live” is spelled as “life”, or the word “love” is spelled 
as “laugh”. This can be very fatal for students who have difficulty understanding and being 
understood by other language communities. That is, if someone mispronounced English 
words, it would have a completely different meaning from what the speaker said because 
English words have many words that are almost similar to each other in saying it.  

In learning English as a foreign language, pronunciation mistakes can occur because 
the phonological system of English is different from Indonesian (Iksan & Dirham, 2018; Iksan 
& Duriani, 2015). Indonesian students also find many difficulties in learning English, 
especially in producing English sounds accurately. One of the sounds of English is 
consonants. Although some English consonants are similar to Indonesia consonants, many 
Indonesia students mispronounce them. The use of Indonesia as a mother tongue by 
Indonesia students influences the production of English sounds. Problems arise when 
Indonesia students produce English sounds that are not in Indonesia by using the most 
similar speech. Sometimes, the replace existing or original words. 

Betty said asserts that difficulties in learning English occur because some English 
sounds are not present in the learner's mother tongue (Lanteigne: 2017). David links 
pronunciations with the basic field of linguistics that deals with scientific studies of the 
structure of language, which is phonology. Furthermore, he mentioned that it was different 
from other fields of linguistics. Where in phonology, the structure of language that is owned 
by the structure of sound in a language. According to Richards, Platt & Weber, phonology 
discusses two main things, are phonemic namely the study of different sound units and 
phonetics which are mainly related to speech sounds (Richard, et.al: 1992). It should be 
noted that at the same level as phonology, pronunciation is in essence, also related to sound.  

The way the sound is made is called the articulation method. The way articulation is 
focused on the wat consonant sounds are pronounced. There are several types of articulation 
methods such as stop articulation, fricative articulation, and approximation. Based on the 
type of articulation above, this study focuses on fricative because students make the most 

 
 

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mistakes in pronouncing fricative consonant sound that is labiodental fricative consonants. 
But in this study, researchers only took one fricative consonant sound that is labiodental 
fricative sounds. This research will focus on the way students, especially students with Bugis 
background produce fricative sound labiodental. According to Indriani, labiodental fricatives 
are sounds produced by involving the lower lip and the edge of the upper teeth. This sound 
is produced when the soft palate is raised and the nasal resonator is turned off. Meanwhile, 
the lower lip with the edge of the upper teeth touches each other so that the air that comes 
out-produces friction.  

Based on the observations of researchers in the English department of IAIN Palopo, 
researchers looked at various kinds of mother tongue used in daily interactions. However, of 
the many English students at IAIN Palopo, students who speak Luwunese are more 
dominant, followed by students who speak Bugis and other mother tongues. Because in the 
beginning, the researcher focused his research on the fricative labiodental sound (f, v), the 
researcher would focus on students with a Bugis language background because, in the Bugis 
Language symbol, there is no fricative labiodental symbol (f and v). Therefore, researchers 
took the initiative to conduct a research to study to find out the ability of students with a 
Buginese background in producing English labiodental fricative sounds.   

METHODS 

The research method used in this research is qualitative research. It is used to describe 
how the students with Buginese background pronounce certain English Consonant 
labiodental fricative sounds in the three positions, they are initial, medial, and final position. 
This study used a direct observation method by recording the sounds of the chosen English 
consonants produced by students in the English department with the Buginese background 
of IAIN Palopo.  

Population and Samples  
The population of this research was the students in the English department of IAIN 

Palopo. There are 16 classes of 4 semesters. This research used a random sampling 
technique, it's mean that the writer knows the total number of students is 505 and the 
sample is 10 samples. All students are from Buginese. They are 2 people from the first 
semester, 3 people from the third semester, 3 people from the fifth semester, and 2 people 
from the seven semesters. 

Source of Data Research 
Researchers get data from several instruments. Data were taken from interviews and 

recordings. The purpose of this study is to identify the specific English labiodental sounds 
made by students. Researchers get data sources from students. The results of interviews and 
recordings are processed as data that can explain how students with a Bugis background 
pronounce the fricative labiodental sounds 
  

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The Instrument of the Research 
The researcher used two kinds of instruments, namely:  

1. Pronunciation task.  
To find out the student's pronunciation, the researcher will ask the students to read 

the word list, sentences, and paragraph reading tasks. Reading task is the reading which 
contains the sounds of certain English labiodental fricatives. The words used in reading text 
are contained labiodental fricative sounds such as /f/ and /v/ sounds.  

a. Word List Reading Task. This task contains the voiced /v/ and voiceless /f/ in English 
labiodental fricative sound. These certain English labiodental fricatives are 
distributed in three-word positions (initial, medial, and final). 

b. Sentence Reading Task. The sentence reading task is created based on the word list. 
All of the words in the word list are also found in the sentences of the sentence task.  

c. Paragraph Reading Task. The paragraph will also use the word list in it. It should be 
noted that the words containing English labiodental fricative sounds are not 
italicized format when they are given to the respondents to read to make their 
pronunciation more natural.   

2. Interview. 
The interview was conducted to validate the survey result. The instrument of the 

interview that was used to help the researcher to obtain valid data is recording. 

The procedure for Collecting Data 
The procedure of data collection to find out the Buginese students in pronouncing 

English labiodental fricative sounds are; 

1. The writer shows these words to the students of Buginese, then asks them to pronounce 
all of the word lists from initial, medial, and final positions of English labiodental 
fricative sounds.   

2. The researcher saving the data results by using a voice record application on the 
Samsung A20 mobile phone.  

3. The analyzing and classifying, the researcher focused on the initial, medial, and final 
position of English labiodental fricative sounds. 

The Technique of Data Analysis 
Data analysis is the process of systematically searching and compiling data obtained 

from the results of interviews, field notes, and documentation, by organizing data into 
categories, break down into units, do synthesis, arrange inward patterns, choosing which 
ones are important and which will be learned, and making conclusions so that they are easily 
understood by yourself and others (Sugiyono: 2008) The following is a data analysis 
technique that will be carried out by this research. 
1. Transcription of Recording Data. After recording the recorded speech of the Bugis 

language speakers, the researcher then transcribes the data by converting the spoken 
language of the Bugis language speakers recorded into orthographic units. 

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2. Data Identification. After the recorded data is transcribed, the researcher then carries 
out the process of identifying the data. The researcher identified the data by marking 
words with fricative labiodental sounds that experienced sound changes. 

3.  Record the data table that has been provided. Data marked at the next identification 
stage is recorded in a table. Copies of data, intended to facilitate the classification of data 
made based on the similarity of certain characteristics or characteristics. 

4. Data Classification After copying the data in the table, the researcher then classifies the 
data, i.e., grouping the data found based on the similarity of characteristics in the data. 

5. Analyzing Data. Data that has been classified are then analyzed by the researcher. The 
analysis was carried out by observing the changing labiodental fricative sound. The 
researcher describes the symptoms of the sound change by opposing the original English 
sound symbol shape with the sound symbol spoken by the Bugis language speaker, and 
then explains the shape of the change that occurred. 

6. Data percentage. To find out the participants’ score of pronouncing test, it can be 
calculated using the following formula: 

P = 
𝑁

𝑇
𝑥 100 

P = Percentage  
N = Frequency of occurrence 
T = Number of occurrence  

7. Data Verification. Verification or conclusion is the last step in data analysis. At this stage 
the researcher summarizes the symptoms observed in the data by making statements 
stating the conclusions of the data found. 

RESULTS 

In the previous chapter, the researcher described how the researcher obtained the data 
and the analysis process. Because seeing the current conditions during a pandemic, the 
researchers conducted research online. 

Data is taken from the pronunciation of students when reading the pronunciation task 
that has been given previously. They read words, sentences, and paragraphs that have been 
given by researchers by recording sounds. After collecting all the recordings from each 
respondent, the researcher then transcribed the recordings. Then, the researcher analyzed 
the English sound symbols that the respondents have produced and compared them with 
the original sound symbols.  

After researching respondents, the researcher found bys are the existence of some 
mistakes made by respondents in producing sound / f / and / v /. Such as sound change / f 
/ to / v /, sound changes / f / to / p /, sound changes / v / to / f / and sound changes / v / to 
/ p /. For more details, the researcher has presented the results of the pronunciation 
assignment that the researcher obtained are as follows. 

  

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1. Word List  

The result of students' answers through Word List Recordïng. 
Table 1. Sound /f/ in the initial position. 

NO Respondents Fire /faɪə/ 
Flag 

/ˈflæg/ 
Flower 

/flaʊər/ 
Phone 
/ˈfəʊn/ 

Fresh 
/freʃ/ 

1 R 01 | faɪə | | ˈflæg | | flaʊər | | ˈfəʊn | | freʃ | 

2 R 02 | feə | | ˈflæg | | flaʊər | | ˈfəʊn | | freʃ | 

3 R 03 | faɪə | | ˈflæg | | flaʊər | | pɔːn | | freʃ | 

4 R 04 | faɪə | | ˈflæg | | flaʊər | | paʊnd | | freʃ | 

5 R 05 | ˈfaɪə | | flæt | | ˈflaʊə | | fəʊn | | freʃ | 

6 R 06 | ˈfaɪə | | flæɡ | | ˈflaʊə | | fəʊn | | freʃ | 

7 R 07 | ˈfaɪə | | flæɡ | | ˈflaʊə | | fəʊn | | freʃ | 

8 R 08 | ˈfaɪə | | fleɪk | |ˈflaʊəz | | fəʊn | | freʃ | 

9 R 09 | faɪə | | ˈflæg | | flaʊər | | ˈfəʊn | | freʃ | 

10 R 10 | faɪə | | ˈflæg | | flaʊər | | pəʊn | | freʃ | 

 
Table 2. Sound /f/ in the middle position. 

NO Respondents 
Before 

/bɪˈfɔːr/ 
Different 
/ˈdɪfrənt/ 

Office 
/ɒfɪs / 

Offside 
/ɒfˈsaɪd/ 

After 
/ˈɑːftə/ 

1 R 01 | bɪˈfɔːr | |ˈdɪfrənt | | əv feɪs| | ɒfˈsaɪd| | ˈɑːftə | 

2 R 02 | bɪˈfɔːr | |ˈdɪfrənt | | ɒfɪs | |ɒfˈsaɪd | | ˈɑːftə | 

3 R 03 | bɪˈfɔːr | |ˈdɪfrənt | | ɒfɪs | |ɒfˈsaɪd | | ˈɑːftə | 

4 R 04 | bɪˈfɔːr | |ˈdɪfrənt | | ɒfɪs | |ɒfˈsaɪd | | ˈɑːftə | 

5 R 05 | bɪˈfɔː | | ˈdɪfrənt | | ˈɒfɪs | |ɒfˈsaɪd | | ˈɑːftə | 

6 R 06 | bɪˈfɔː | | ˈdɪfrənt | | ˈɒfɪs | |ɒfˈsaɪd | | ˈɑːftə | 

7 R 07 | bɪˈfɔː | | ˈdɪfrənt | | ˈɒfɪs | |ɒfˈsaɪd | | ˈɑːftə | 

8 R 08 | bɪˈfɔː | | ˈdɪfrənt | | ˈɒfɪs | | ɒfˈsaɪd | | ˈɑːftə | 

9 R 09 | bɪˈfɔːr | | ˈdɪfrənt | | ɒfɪs | | ɒfˈsaɪd | | ˈɑːftə | 

10 R 10 | bɪˈfɔːr | | ˈdɪfrənt | | ɒfɪs | | ɒfˈsaɪd | | ˈɑːftə | 

 
Table 3. Sound /f/ in final position. 

NO Respondents 
Enough 
/ɪˈnʌf / 

Stuff/stʌf/ 
Golf 

/ɡɒlf / 
Laugh 
/lɑːf/ 

Wolf 
/ˈwʊlf / 

1 R 01 | ɪˈnʌf | | stʌf | | ˈɡov | | ˈlʌv | | ˈwʊlf | 

2 R 02 | ɪˈnʌf |  | stəʊv | | ɡɒlf | | ˈlʌv | | ˈwʊlf | 

3 R 03 | ɪˈnʌf | | stʌf | | ɡɒlf | | ˈlʌv | | ˈwʊlf | 

4 R 04 | ɪˈnʌf | | stʌf | | ɡɒlf | | ˈlʌv | | wuːf | 

5 R 05 | ɪˈnʌf | | stʌf | | ɡɒlf | |  ˈlʌv | |  ˈwʊlf | 

6 R 06 | ɪˈnʌf | | stʌf | | ɡɒlf | | ˈlʌv | | ˈwʊlf | 

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7 R 07 | ɪˈnʌf | | stʌf | | ɡɒlf | | ˈlʌv | | ˈwʊlf | 

8 R 08 | ɪˈnʌf | | stʌf | | ɡɒlf | | lɑːf | | ˈwʊlf | 

9 R 09 | ɪˈnʌf | | stʌf | | ɡɒlf | | ˈlʌv | | ˈwʊlf | 

10 R 10 | ɪˈnʌf | | stʌf | | ˈɡov | | ˈlʌv | | waf | 

 
Table 4. Sound /v/ in the initial position. 

NO Respondents 
Vocation 

/vəʊˈkeɪʃn̩/ 
Value 

/ˌvælju:/ 
Vampire 

/ˈvæmpaɪər/ 
View 

/vjuː/ 
Virus 

/ˈvaɪərəs/ 

1 R 01 |vəʊˈkeɪʃn̩| |ˌfɒləʊ | | frəm pɪər | | vjuː | |ˈvaɪərəs| 

2 R 02 |vəʊˈkeɪʃn̩| |ˌvælju: | |ˈvæmpaɪər| | vjuː | |ˈvaɪərəs| 

3 R 03 |vəʊˈkeɪʃn̩| | ˈvæljuː| | ˈvæmpaɪər| | fjuː | |ˈvaɪərəs| 

4 R 04 |vəʊˈkeɪʃn̩| |ˌvælju: | |ˈvæmpaɪər | | fjuː | |ˈvaɪərəs| 

5 R 05 | vəˈkeɪʃn̩ | | ˈvæljuː| | ˈvæmpaɪə | | vjuː | |ˈvaɪərəs| 

6 R 06 |vəʊˈkeɪʃn̩| |ˈvæljuː | |ˈvæmpaɪə | | vjuː | |ˈvaɪərəs| 

7 R 07 |vəʊˈkeɪʃn̩| | ˈvæljuː| | ˈvæmpaɪə | | vjuː | |ˈvaɪərəs| 

8 R 08 | vəˈkeɪʃn̩ | | ˈvæljuː| |ˈvæmpaɪə | | vjuː | |ˈvaɪərəs| 

9 R 09 |vəʊˈkeɪʃn̩| | ˌvælju:| | ˈvæmpaɪər| | fjuː | |ˈvaɪərəs| 

10 R 10 |vəʊˈkeɪʃn̩| | Vanue | | ˈvæmpaɪər| | fjuː | |ˈvaɪərəs| 

 
Table 5. Sound /v/ in medial position. 

NO Respondents Service/ˈsɜːvɪs/ 
However 
/haʊˈevə/ 

Available 
/əˈveɪləbl̩/ 

Invite 
/ɪnˈvaɪt/ 

Investing  
/ɪnˈvestɪŋ / 

1 R 01 | ˈsɜːfɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| |ɪnˈvestɪŋ|  

2 R 02 | ˈsɜːfɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

3 R 03 | ˈsɜːfɪs | |haʊˈevə| | əˈveɪləbl|̩ |Infight| | infisting| 

4 R 04 | ˈsɜːfɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

5 R 05 | ˈsɜːvɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

6 R 06 | ˈsɜːvɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

7 R 07 | ˈsɜːvɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

8 R 08 | ˈsɜːvɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

9 R 09 | ˈsɜːfɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

10 R 10 | ˈsɜːfɪs | |haʊˈevə| | əˈveɪləbl|̩ |ɪnˈvaɪt| | ɪnˈvestɪŋ| 

 
  

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Table 6. Sound /v/ in final position. 

NO Respondentss 
Observe 
/əbˈzɜːv/ 

Drive 
/draɪv/ 

Active 
/ˈæktɪv / 

Improve 
/ɪmˈpruːv/ 

Stove 
/stəʊv / 

1 R 01 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stəʊv | 

2 R 02 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stəʊv | 

3 R 03 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stʌf | 

4 R 04 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stəʊv | 

5 R 05 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stəʊv | 

6 R 06 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stəʊv | 

7 R 07 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːv| | stəʊv | 

8 R 08 | əbˈzɜːv | | draɪv | | ˈæktɪv | |ɪmˈpruːvd| | stəʊv | 

9 R 09 | əbˈzɜːv | | draɪv | | ˈæktɪv | | ɪmˈpruːv | | stəʊv | 

10 R 10 | əbˈzɜːv | | draɪv | | ˈæktɪv | | ɪmˈpruːv | | stɒp | 

2. Sentences 

The result of students' answers through Sentence Recordïng. 
Table 7. Sounds /f/ and /v/ in sentences 

NO R 
E 
S 
P 
O 
N 
D 
E 
N 
T 
S 
 

1. His wife will drive the van. 
2. I have five knives and four forks. 
3. Will you phone before you visit the farm? 
4. My family loves to laugh on vacation. 
5. Save the four wolves who live in the cave. 
6. Please forgive me for forgetting the leftover food!. 
7. However, he invited me to see his vampire collection. 
8. Stove washing service is available.  
9. The soccer player is in an offside position. 
10. Investing money is his job 

 
1. | hɪz waɪf ˌwi:l ˈdraɪv ðə væn | 
2. |ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fɔːks | 
3. |ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm|? 
4. | maɪ ˈfæməli ˈlʌvz tu lɑːf ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd| ! 
7. | haʊˈevə| ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. |ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 
11.  

1 R 01 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə fʌn | 
2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fɔːks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu lʌk ˈɒn vəˈkeɪʃn̩ | 

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5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈlet ˈəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪt tu miː ˈsi: ɪz vampir kəˈlekʃn̩| 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

2 R 02 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə fʌn | 
2. | ˈaɪ həv faɪv kenives ənd fə fɒks | 
3. | ˌwi:l ju pəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu lɒk ˈɒn vəʊˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪt miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv wasing ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. |ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

3 R 03 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə fʌn | 
2. | ˈaɪ həv faɪv kenives ənd ˌfɔ:r fɔːks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu ˈlʌv ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz vampir kəˈlekʃn̩ | 
8. | stəʊv wasing ˌsɜ:fɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

4 R 04 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə væn | 
2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fɔːks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu laug ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪf ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ˈɪnfɪnət tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˌsɜ:fɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈʃɒk əv pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

5 R 05 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə væn | 
2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fəʊks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu lɑːf ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. |ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

6 R 06 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə væn | 

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2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fɔːks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu lɑːf ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪf ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

7 R 07 1. | hɪz waɪf ˌwi:l ˈdraɪv ðən væn | 
2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fəʊks | 
3. | ˌwi:l ju faʊnd bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu lɑːf ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

8 R 08 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə væn | 
2. | ˈaɪ həv faɪv naɪvz ənd fə fəʊks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | 
4. | maɪ ˈfæməli ˈlʌvz tu lɑːf ˈɒn ə vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb  

9 R 09 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə fʌn | 
2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fɔːks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu ˈlʌv ˈɒn vəˈkeɪʃn̩ | 
5. | seɪv ðə ˌfɔ:r wʊlvz ˈhuː lɪvz ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stəʊv ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 
9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

10 R 10 1. | hɪz waɪf ˌwi:l ˈdraɪv ðə pæn | 
2. | ˈaɪ həv faɪv naɪvz ənd ˌfɔ:r fɔːks | 
3. | ˌwi:l ju ˈfəʊn bɪˈfɔː ju ˈvɪzɪt ðə fɑːm | ? 
4. | maɪ ˈfæməli ˈlʌvz tu left ˈɒn vəˈkeɪʃn̩ | 
5. | saɪd ðə ˈfɔːm ˈwɔ:l ˈhuː ˈlaɪv ɪn ðə keɪv | 
6. | pliːz fəˈɡɪv miː fə fəˈɡetɪŋ ðə ˈleftəʊvə fuːd | ! 
7. | haʊˈevə |ˈhi: ɪnˈvaɪtɪd miː tu ˈsi: ɪz ˈvæmpaɪə kəˈlekʃn̩ | 
8. | stɒp ˌwɒʃɪŋ ˈsɜːvɪs ɪz əˈveɪləbl̩ | 

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9. | ðə ˈsɒkə pleɪər z ɪn ən ɒfˈsaɪd pəˈzɪʃn̩ | 
10. | ɪnˈvestɪŋ ˈmʌni z ɪz dʒɒb | 

3. Paragraph  

The result of students' answers through Paragraph Recordïng. 
Table 8. Sounds /f/ and/v/ in Paragraph 

NO Respondents A Little Rainbow of Her Own 

Vegetables come in a large variety of shapes, sizes, and colors. 
My neighbor, Vi, owns a vegetable farm. The farm belonged to her 
parents until they became too old to work on it. Vi started farming 
when she was seven. She didn't know how much she loved her 
vegetable farm until she tried something else.  

For a few years, she saved her money to become a vet. She 
liked animals and thought she would enjoy helping them. She 
volunteered at a veterinary clinic. During her visit, she observed 
mostly nice animals, but some were very mean.  

After this experience, she was convinced that she wasn't 
brave enough to work as a veterinarian. Besides, she liked the 
privacy she had while working on the farm. Having and working on 
her land gave her a strong sense of satisfaction. She believed that 
she was part of her environment and that was her driving force to 
grow the freshest vegetables in the valley. 

Vi was positive that her vegetable farm was her own piece of 
heaven. She loved what she did and that was enough for her. 

| ə ˈlɪtl̩ ˈreɪnbəʊ əv hər əʊn | 

ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps |ˈsaɪzɪz |ənd 
ˈkʌlərz |maɪ ˈneɪbə |sɪks |əʊnz ə ˈvedʒɪtəbl̩ fɑːm |ðə fɑːm bɪˈlɒŋd tu 
hə ˈpeərəntsʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn ˈɪt |sɪksˈstɑːtɪd 
ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ |ˈʃi: ˈdɪdntˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə 
ˈvedʒɪtəbl̩ fɑːmʌnˈtɪl ˈʃi: ˈtraɪd ˈsʌmθɪŋ els | 

|fər ə fjuː ˈjiəz |ˈʃi:seɪvd hə ˈmʌni tu bɪˈkʌm ə vet |ˈʃi: ˈlaɪkt 
ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | ˈʃi: ˌvɒlənˈtɪəd ət ə 
ˈvetrɪnri ˈklɪnɪk |. | ˈdjʊərɪŋ hə ˈvɪzɪt | ˈʃi: əbˈzɜːvd ˈməʊstli naɪs 
ˈænɪml̩z | bət səm wə ˈveri miːn | 
 ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv 
ɪˈnʌf tu ˈwɜ:k əz ə ˌvetrəˈneriən | bɪˈsaɪdz | ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd 
waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡeɪv 
hər ə strɒŋ sens əv ˌsætɪsˈfækʃn̩ | ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər 
ɪnˈvaɪərənmənt ənd ðæt wəz hə ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreʃɪst 
ˈvedʒɪtəbl̩z ɪn ðə ˈvæli |  

| sɪks wəz ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv 
ˈhevn̩ | ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 
 

Zoo Fire 

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There was a fire at the zoo last week. All of the animals lived, 
but an elephant, giraffe, buffalo, and fox got out through a burnt 
fence. 

The sheriff and the fire chief have their staff looking for them 
right now. They hope the animals didn't run into the forest or fall 
off a cliff. 

They heard the animals like the smell of coffee, breakfast, 
waffles, and muffins, and may try to find the animals using these 
four things. They want to find the animals fast. 
 

| zuː ˈfaɪə | 

ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | ɔ:l əv ði ˈænɪml̩z lɪvd | bət 
ən ˈelɪfənt | dʒɪˈrɑːf | ˈbʌfələʊ | ənd fɒks ˈɡɒt aʊt θruː ə bɜːnt fens | 

ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ 
|ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 

| ˈðeɪ hɜːd ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | ˈbrekfəst | ˈwɒfl̩z | 
ənd ˈmʌfɪnz | ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðiːz ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 
 

1 R 01 | ə ˈlɪtl̩ ˈreɪnbəʊ əv hər əʊn | 
 

ˈvedʒɪtəbl̩ ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋɪŋ tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k 
ˈɒn ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: ˈhæz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ tu ˈmʌtʃ ˈlʌv wɪð hə ˈvedʒɪtəbl̩ fɑːm ʌnˈtɪl ˈʃi: 
rɪˈtaɪəd ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: seɪvd hə ˈmʌni tu bɪˈkʌm ə fɪt | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˌvɒlənˈtɪəd ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət ˈsʌmweə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns | 
ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu ˈwɜ:k əz ə ˌvetrəˈneriən 
| 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˌhevi ənd ˌwɜ:kɪŋ ˈɒn ði əʊn ˈlænd ɡeɪv hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈsi: bɪˈliːvd ðæt ˈsi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 

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ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfɜ:st hedz ˈvedʒɪtəblz̩ ɪn ðə ˈpælət | | sɪks 
wəz ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌv ˈɪt wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 

 
| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z ˈli:v ˈɪt bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fɒks ˈɡɒt aʊt θruː ə bɜːnt fens | 
ðə ˌsevn ənd ðə faɪə tʃiːf həv ðeə stʌf ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ help ði ˈænɪml̩z ˈdɪdnt ˈtɜ:n ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf kɪl | 
ˈðeɪ hɜːd ði ˈænɪml̩z laɪk ðə ˈmel əv ðə ˈkɒfi | 
ˈbrekfəst | 
ˈwʊlf lez ənd ˈmʌfɪnz | 
ənd meɪ tu faɪnd ˈænɪml̩z ˈjuːzɪŋ ðə stɔː ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

2 R 02  
| ə ˈlɪtl ̩ˈreɪnbəʊ ɔː hər əʊn | 
 
ˈvedʒɪtəbl̩z ˈkʌm ɪn əˈlɜːt farty set | 
saɪz ənd ˈkʌlər | 
maɪ net wɜːθ sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm ˌwi:l ˈwɜ:k tu hə ˈpeərənts ʌnˈtɪl ðen bɪˈkʌm tuː əʊld tu ˈwɜ:k 
ˈɒn ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl ̩fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: seɪv hə ˈmʌni tu bɪˈkʌm ə vet | 
ˈsi: laɪk ˈænɪml̩z ənd ˈtɔːk ˈsi: ˈwɜ:ld ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈsi: ˈfɔːlən streɪt ənd ˈfeðəri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈsi: əbˈzɜːv ˈməʊstli naɪs ˈænɪml̩z | 
bət ˈsʌmweə ˈfeəri miːnz | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˈfetə leɪn ˈeərɪən | 
bɪˈsaɪdz | 
ˈʃi: laɪk ðə professi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhʌfɪŋ ənd ˌwɜ:kɪŋ ˈɒn hə ˈaʊə ˈlænd ɡeɪv hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ənd fɪər ˈɒn mæn ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə freʃ ˈvedʒɪtəbl̩z ɪn ˈfɪli || sɪks wəz ˈpɒzətɪv ðə 
heə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hɪə | 
 

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Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

83 
 

| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z lɪvd | 
bət ən ˈelɪfənt | 
gɪər ʌp | 
ˈbʌfələʊ | 
ənd fɒks ɡɜːl ɔː twelv ə bɜːnt fens | 
ðə ˈserɪf ənd ðə faɪə seɪf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həv ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə faɪt ɔː fɔːl ɒf ə klɪf | 
ðə hɜːt ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 
ˈbrekfəst | 
ˌwel fɑːst ənd move-ins | 
ənd maɪ ˈtraɪ tu faɪt ði ˈænɪml̩z ˈjuːzɪŋ dʒəst ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ænɪml fɑːst | 

3 R 03  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 
 
ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ neikbor sɪks ˈwɒnts ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm ˈjʌŋɡə tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn 
ˈɪt | 
sɪks ˈstɑːtɪd pəˈfɔːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈsi: ðeə ˈnəʊ haʊ məʊst bɪˈlʌvɪd hə ˈvedʒɪtəbl ̩frəm ʌnˈtɪl stɑːt ˈsʌmθɪŋ 
els | 
fər ə fjuː ˈjiəz | 
ˈʃi: seɪvd ˈfɔːθ ˈhɑːməni tu bɪˈkʌm vet | 
ˈʃi: laɪk ænɪml ənd tʌf ˈʃi: wɒt ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˈplɑːntɪd ət ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈsi: əbˈzɜːv məst naɪs ˈænɪml̩z | 
bət ˈsʌmweə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪd | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi cn ˌwi:l ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhelpɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ənd ɡeɪv hər ə strɒŋ sets əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ˈɪt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə fɪʃ ˈvedʒɪtəbl̩z ɪn ðə ˈfɪli | | sɪks wəz ˈpɒzətɪv 
ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈsi: ˈlʌvd wɒt ˈsi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 
 
| zuː friː | 
ðæt wəz ə ˈfri: ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z laɪv | 

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Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

84 
 

bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fəʊks ˈɡɒtə ˈnəʊ əˌbaʊt frendz | 
ðə ˈserɪf ənd ðə faɪv ˈsi: ɪf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ hɜːt ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 
ˈbrekfəst | 
ˈwɒfl̩z | 
ənd ˈmʌfɪnz ənd ˈmeɪbiː ˈtraɪ tu faɪnd ði ˈænɪmlz̩ ˈjuːzɪŋ ðɪs fə ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

4 R 04  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 
ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k 
ˈɒn ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl ̩frəm ʌnˈtɪl ˈʃi: ˈtraɪd | 
fər ə fjuː ˈjiəz | 
ˈʃi: seɪvd hə ˈmʌni tu bɪˈkʌm ə vet | 
ˈsəʊ laɪk ˈænɪml̩z ənd dəʊnt ˈʃi: wɔːk ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: falender ət ə ˈvenjuː nɪə ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns | 
ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu ˈwɜ:k əz ə faɪə ˈnjʊərɒn 
| 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡeɪv hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreɪz ˈvedʒɪtəbl ̩ɪn ˈvæli | | sɪks wəz ˈpɒzətɪv 
ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd wəz ɪˈnʌf fə hə | 
 
| zuː feə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z laɪf | 
bət ən ˈelɪfənt | 
ɡreɪv | 
ˈbʌfələʊ | 

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Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

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ənd fəʊks ˈɡɒt aʊt θruː ə bɜːnt fens | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ ˈwɜ:d ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 
ˈbrekfəst | 
ˈwɒfl̩z | 
ənd ˈmɑːvl̩z | 
ənd maɪ ˈtreɪd tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðiːz ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

5 R 05  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 
ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə sɪks əʊnz ə ˈvedʒɪtəbl̩ fɑːmz | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k 
ˈɒn ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl ̩fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: sɜːvd hə ˈmʌni tu bɪˈkʌm əv ðæt | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˈfɒləʊd ɪm ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ə ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡeɪv hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreʃɪst ˈvedʒɪtəbl̩z ɪn ðə ˈvæli | | sɪks wəz 
ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 
 
| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z lɪvd | 
bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fɒks ˈɡɒt aʊt θruː ə bɜːnt fens | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 

http://u.lipi.go.id/1593190689


  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

86 
 

ˈðeɪ hɜːd ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 
ˈbrekfəst | 
ˈwɒfl̩z | 
ənd ˈmʌfɪnz | 
ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðiːz ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

6 R 06  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 

ˈvedʒɪtəbl̩z ˈkʌm ɪn ə lɑːk vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn 
ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl̩ fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: seɪvd hə ˈmʌni tu bɪˈkʌm ə vet | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˌvɒlənˈtɪəd ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡeɪv hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreʃɪst ˈvedʒɪtəbl̩z ɪn ðə ˈvæli | | sɪks wəz 
ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 

 
| ˈzɪərəʊ ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z laɪf | 
bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fɒks ˈget aʊt drɒp ə bɜːnt fens | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn tu ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ hɜːt ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 

http://u.lipi.go.id/1593190689


  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

87 
 

ˈbrekfəst | 
ˈwɒfl̩z | 
ənd ˈmʌfɪnz | 
ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðɪs fə ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

7 R 07  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 

ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn 
ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl̩ fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: seɪvd hə ˈmʌni tu bɪˈkʌm ə vet | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˈvɒləntri ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡeɪv hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreʃɪst ˈvedʒɪtəbl̩z ɪn ðə ˈvæli | 

| sɪks wəz ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ 
| 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 
 
| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z lɪvd | 
bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fɒks ˈɡɒt aʊt θruː ə bɜːnt fens | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ hɜːd ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 

http://u.lipi.go.id/1593190689


  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

88 
 

ˈbrekfəst | 
ˈwɒfl̩z | 
ənd ˈmʌfɪnz | 
ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðiːz ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

 
8 R 08  

| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 
ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn 
ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl̩ fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: ˈsed hə ˈmʌni tu bɪˈkʌm ə vet | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˌvɒlənˈtɪəd ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ˈget hər ə strɒŋ sens əv 
ˌsætɪsˈfækʃn̩ | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ˈɪt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreʃɪst ˈvedʒɪtəbl̩z ɪn ðə ˈvæli | | sɪks wəz 
ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 

 
| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z lɪvd | 
bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fɒks ˈget aʊt θruː ə bɜːnt fens | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ hɜːd ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 

http://u.lipi.go.id/1593190689


  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

89 
 

ˈbrekfəst | 
ˈwɒfl̩z | 
ənd ˈmʌfɪnz | 
ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðiːz ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

9 R 09  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 

ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn 
ˈɪt | 
sɪks stɑːt ˈfɔːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl̩ fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: sɜːvd hə ˈmʌni tu bɪˈkʌm ə jet | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˌvɒlənˈtɪəd ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡɪv hər ə strɒŋ sens 
əv satisfication | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə ˈfreʃɪst ˈvedʒɪtəbl̩z ɪn ðə ˈfɪli | | sɪks wəz 
ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ frəm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 

 
| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z lɪvd | 
bət ən ˈelɪfənt | 
dʒɪˈrɑːf | 
ˈbʌfələʊ | 
ənd fɒks ˈɡɒt aʊt θruː ə bɜːnt fɪnz | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ help ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ hɜːd ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 
ˈbrekfəst | 

http://u.lipi.go.id/1593190689


  
 

Copyright © The Author(s) 
Vol. 1, No. 2, October 2020 

e-ISSN: 2723-4126 

 

90 
 

ˈwɒfl̩z | 
ənd ˈmʌfɪnz | 
ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðɪs fə ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

10 R 10  
| ə ˈlɪtl ̩ˈreɪnbəʊ əv hər əʊn | 

ˈvedʒɪtəbl̩z ˈkʌm ɪn ə ˈlɑ:dʒ vəˈraɪəti əv ʃeɪps | 
ˈsaɪzɪz | 
ənd ˈkʌlərz | 
maɪ ˈneɪbə | 
sɪks | 
əʊnz ə ˈvedʒɪtəbl̩ fɑːm | 
ðə fɑːm bɪˈlɒŋd tu hə ˈpeərənts ʌnˈtɪl ˈðeɪ bɪˈkeɪm tuː əʊld tu ˈwɜ:k ˈɒn 
ˈɪt | 
sɪks ˈstɑːtɪd ˈfɑːmɪŋ wen ˈʃi: wəz ˈsevn̩ | 
ˈʃi: ˈdɪdnt ˈnəʊ haʊ ˈmʌtʃ ˈʃi: ˈlʌvd hə ˈvedʒɪtəbl̩ fɑːm ʌnˈtɪl ˈʃi: ˈtraɪd 
ˈsʌmθɪŋ els | 
fər ə fjuː ˈjiəz | 
ˈʃi: ˈsed hə ˈmʌni tu bɪˈkʌm ə vet | 
ˈʃi: ˈlaɪkt ˈænɪml̩z ənd ˈθɔ:t ˈʃi: wʊd ɪnˈdʒɔɪ ˈhelpɪŋ ðəm | 
ˈʃi: ˌvɒlənˈtɪəd ət ə ˈvetrɪnri ˈklɪnɪk | | ˈdjʊərɪŋ hə ˈvɪzɪt | 
ˈʃi: əbˈzɜːvd ˈməʊstli naɪs ˈænɪml̩z | 
bət səm wə ˈveri miːn | 
ˈɑːftə ðɪs ɪkˈspɪərɪəns ˈʃi: wəz kənˈvɪnst ðæt ˈʃi: ˈwɒznt breɪv ɪˈnʌf tu 
ˈwɜ:k əz ə ˌvetrəˈneriən | 
bɪˈsaɪdz | 
ˈʃi: ˈlaɪkt ðə ˈprɪvəsi ˈʃi: həd waɪl ˌwɜ:kɪŋ ˈɒn ðə fɑːm | 
ˈhævɪŋ ənd ˌwɜ:kɪŋ ˈɒn hər əʊn ˈlænd ɡeɪv hər ə strɒŋ sens 
əv satisfication | 
ˈʃi: bɪˈliːvd ðæt ˈʃi: wəz pɑ:t əv hər ɪnˈvaɪərənmənt ənd ðæt wəz hə 
ˈdraɪvɪŋ ˈfɔ:s tu ɡrəʊ ðə freʃ ˈvedʒɪtəbl̩z ɪn ðə ˈvæli | | sɪks wəz 
ˈpɒzətɪv ðæt hə ˈvedʒɪtəbl̩ fɑːm wəz hər əʊn pi:s əv ˈhevn̩ | 
ˈʃi: ˈlʌvd wɒt ˈʃi: dɪd ənd ðæt wəz ɪˈnʌf fə hə | 

 
| zuː ˈfaɪə | 
ðə wəz ə faɪər ət ðə zuː lɑːst wiːk | 
ɔ:l əv ði ˈænɪml̩z lɪvd | 
bət ən ˈelɪfənt | 
kreɪv | 
ˈbʌfələʊ | 
ənd fɒks ˈɡɒt aʊt θruː ə bɜːnt fens | 
ðə ˈʃerɪf ənd ðə faɪə tʃiːf həv ðeə ˈstɑ:f ˈlʊkɪŋ fə ðəm ˈraɪt naʊ | 
ˈðeɪ həʊp ði ˈænɪml̩z ˈdɪdnt ˈrʌn ˈɪntə ðə ˈfɒrɪst ɔː fɔːl ɒf ə klɪf | 
ˈðeɪ ˈeɪtʃ ði ˈænɪml̩z laɪk ðə smel əv ˈkɒfi | 
ˈbrekfəst | 
ˈwɒfl̩z | 

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ənd ˈmʌfɪnz | 
ənd meɪ ˈtraɪ tu faɪnd ði ˈænɪml̩z ˈjuːzɪŋ ðiːz ˌfɔ:r ˈθɪŋz | 
ˈðeɪ ˈwɒnt tu faɪnd ði ˈænɪml̩z fɑːst | 

 
Based on the tables word list, sentence, and passage reading task most of the 

respondents can pronounce this target sound well. It is indicated by the frequency of the 
occurrence of the target sound which higher its variations. Based on the data analysis that 
has been described, it can be known the highest frequency of the variations occur. In target 
sounds 'f' in the wordlist, there are (89.9%), in the sentences, there are (93.5%), and in the 
passage, there are (95.1%). While in target sounds /v/ in the word list there are (89.3%), in 
the sentences, there are (93.5%), and in the passage, there are (93.3%).   

Table 9. Target sound /f/ in the word list  

NO Sound Production 
Frequency of 
occurrence 

Percentage 

1 Target sound /f/ 134 89.3% 
2 Substituted by /v/ 9 6% 
3 Substituted by /p/ 7 4.7% 
4 Total  150 100% 

Table 10. Target sound /f/ in sentence 

NO Sound Production 
Frequency of 
occurrence 

Percentage 

1 Target sound /f/ 150 93.5% 
2 Substituted /v/ 8 5% 
3 Substituted /p/ 2 1.5% 
4 Total  160 100% 

 
Table 11. Target sound /f/ in the reading passage 

NO Sound Production 
Frequency of 
occurrence 

Percentage 

1 Target sound /f/ 428 95.1% 
2 Substituted by /v/ 15 3.3% 
3 Substituted by /p/ 7 1.6% 
4 Total  450 100% 

 
Table 12. Target sound /v/ in the word list 

NO Sound Production 
Frequency of 
occurrence 

Percentage 

1 Target sound /v/ 134 89.3% 
2 Substituted by /f/ 15 10% 
3 Substituted by /p/ 1 0.7% 
4 Total 150 100% 

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Table 13. Target sound /v/ in sentence 

NO Sound Production 
Frequency of 
occurrence 

Percentage 

1 Target sound /v/ 197 93.5% 
2 Substituted by /f/ 10 4.9% 
3 Substituted by /p/ 3 1.6% 
4 Total  210 100% 

  
Table 14. Target sound /v/ in reading passage 

NO Sound Production 
Frequency of 
occurrence 

Percentage 

1 Target sound /v/ 308 93.3% 
2 Substituted by /f/ 12 3.4% 
3 Substituted by /p/ 10 3.3% 
4 Total  330 100% 

The title of the tables should be on top, while the title of the image, picture, or chart 
should be placed beneath. For scripts written in English, thousands are marked using 
commas; e.g., 1200300 is written as 1,200,300. Decimal points are marked with a period 
followed by two number digits, e.g., 12.34. For figures lower than 1, the zero is not needed; 
e.g., .12. For mathematical symbols or notations, the alphabet is italicized, but Greek letters 
are written upright using the correct symbols. The equal sign is given a punch space before 
and after; e.g. (English format): r = .456; p = .008. For statistical values having degrees of 
freedom such as t, F, or Z, the figure of the degree of freedom is written in parentheses such 
as t(52) = 1.234; F(1, 34) = 4.567. The statistical calculation for hypothesis testing should be 
completed with effect sizes; for example, the t-test using cohen’s d, the F-test using partial 
eta squared, or other posthoc tests in line with the references under consideration. For 
qualitative research, data from interviews, observations, text interpretations, etc. are 
condensed or summarized into a brief substantial resume or summary to be reported.  These 
significant findings can be presented in descriptive tables to facilitate ease of reading. 
Excerpts or extracts from interviews, observation results, texts, and others containing 
answers to research questions are shown in the discussion as authentic evidence. 
Interpretation of results should not be included in this section unless the research required 
a combination of both findings and analysis in one part. 

DISCUSSION 

This part discusses the profile of labiodental fricative sounds uttered by students. The 
researcher discussed the data of fricative consonant pronunciation taken from students of 
the English Education Department of IAIN Palopo. In this research, the number of words used 
as a pronunciation test was 30 labiodental fricative words, which were divided into 15 words 
with a / f / sound and 15 words with a / v / sound, 10 sentences, and 2 reading passage. 

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From the results of the analysis that has been carried out, it can be seen that of the 10 
respondents studied, some respondents have a good pronunciation of English words and are 
good at using target English accents, namely: R5 to R8. This is due to their habit of 
pronouncing words in English. They have an intermediate level of English skills and their 
habit of reading Arabic letters, in this case reading the Al-Qur’an. 

Meanwhile, respondents who had problems with English pronunciation said that they 
rarely practice using English. They only use English in class. This causes them to make many 
mistakes in the pronunciation of English words as in the previous findings. However, if they 
pronounce the words in the local language, the words sound nice and clear. This 
approximates the interference factor where the language patterns between Bugis and 
English have differences. So that some of the respondents experienced difficulties in 
pronouncing English words as Pringgawidagda said in the previous chapter.  

From the data table and analysis results, the researcher obtained several descriptions 
of the speech errors made by the respondents as follows: 

Word List 
In the wordlist, sound /f/ there was several mistakes made by the respondent. Like the 

consonant 'gh' in the word “laugh” should be pronounced with the sound /f/, but from 10 
respondents, only 1 people or about 10% pronounce the sound, and 9 people or about 90% 
changed the sound from 'f' to sound 'v'. In consonant 'ph' in the word “phone” should be 
pronounced with the sound /f/, but from 10 respondents, there are 7 people or about 70% 
pronounce the sound, and 3 people or about 30% changed the sound from /f/ to sound /p/. 
the consonant 'f' in the word "golf" should be pronounced with the sound /f/, but from 10 
respondents, there are 2 people or about 20% changed the sound from /f/ to sound /v/ and 
8 people or about 80% pronounce the sound. The consonant 'ff' in the word “stuff” should 
be pronounced with the sound /f/, but from 10 respondents, only 1 people or about 10% 
pronounced the sound, and 9 people or about 90% changed the sound from 'f' to sound 'v'. 

In addition, there were also several mistakes made by respondents regarding the / v / 
sound. Like the consonant 'v' in the word "value" should be pronounced with the sound /v/, 
but from 10 respondents, just 1 people or about 10% changed the sound from /v/ to sound 
/f/ and there are 9 people or about 90% pronounce the sound. The consonant 'v' in the word 
“service” should be pronounced with the sound /v/, but from 10 respondents, there are 4 
people or about 40% pronounce the sound, and 6 people or about 60% changed the sound 
from /v/ to sound /f/. The consonant 'v' in the word "stove" should be pronounced with the 
sound /v/, but from 10 respondents, 2 people or about 20% changed the sound. Among 
others are 1 people change sound from /v/ to sound /f/ and 1 people change sound from /v/ 
to /p/, and 8 people or about 80% pronounce the sound. 

From the word analysis that has been done like the data above, it can be seen that some 
respondents made mistakes in several words. This is called a negative transfer. Where Noor 
said in the previous chapter that negative transfer is a way for someone to produce a 
language or sound that is not by the target language or voice. 
  

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Sentences 

Apart from the word list, the respondent also made several mistakes in producing the 
sounds / f / and / v /. Like the word “laugh” that ends with the sound /f/ in the sentence "My 
family loves to laugh on vocation" Out of 10 respondents, there are 6 people or about 60% 
who change the sound /f/ into /v/ sound. So the word laugh turns into the word love. The 
word “live” that ends with the sound /v/ in the sentence "save the four wolves whos live in 
the cave” Out of 10 respondents, there are 2 people or about 20% who change the sound /v/ 
into /f/ sound. So the word “live” turns into the word “life”. 

Interference also occurs in the data analysis section above. The respondent also made 
negative transfers in producing the / f / and / v / sounds in the sentence. 

Reading Passage 
From the analysis that has been done by researchers, in the reading section, almost all 

of them have read it well. Only a few made mistakes, or about 4.9% of respondents made 
pronunciation errors of the / f / sound and around 6.7% of the /v/ sound. As we can see in 
the previous data in table 4.11 and table 4.14. 

So, based on all the discussions related to the results of this study, it can be seen that 
some students made mistakes in the pronunciation of the target language. As Petter said, 
there are several types of mispronunciation, one of which is transfer errors. This shows that 
from the results of data analysis and interviews conducted by researchers, it can be 
concluded that in producing labiodental fricative sounds, there are some difficulties felt by 
some respondents. Firstly, the Bugis language does not have a labiodental fricative sound as 
seen in table 2.3. Second, because of differences in student abilities, because the respondents 
in this research are students of various levels. Third, because of the lack of habituation of 
students in producing English words, and the fourth, there is interference from L1 to L2 so 
that there is a negative transfer in producing the target language. 
  

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CONCLUSION 

Errors in pronunciation usually occur due to several factors. one of them is like 
negative transfer, where the speaker says a word that is not in accordance with the target 
language. So, based on the results that the researcher found, it can be concluded that people 
with a Buginese background, if they often practice speaking English words, especially 
labiodental fricative sounds, have more knowledge of pronunciation and always speak 
Arabic words, meaning they are able to read the Qur'an. 'an (tajwid-based), so people like 
this will be able and easy when speaking words in English well. 

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