Linguistic, English Education and Art (LEEA) Journal Volume 5 Nomor 2, Januari-Juni 2022 e-ISSN : 2597-3819 p-ISSN : 2597-9248 DOI : https://doi.org/10.31539/leea.v5i2.3889 : 224 PHONETIC SPELLING OF JAVANESE SPEAKERS IN KARANGTAPEN VILLAGE Misbach Maimun Damanhuri1 Universitas Islam Lamongan Laili Qotrunnada E.K.P.P2 Universitas Islam Lamongan Elis Fatmawati3 Universitas Islam Lamongan Sania Dina Kartika4 Universitas Islam Lamongan Dian Luthfiyati5 Universitas Islam Lamongan misbachmaimun@gmail.com Submit, 03-06-2022 Accepted, 28-06-2022 Publish, 29-06-2022 ABSTRACT It is undeniable that times are constantly changing. For this reason, everyone must continue to learn to keep a store of development. The benefit of learning is to provide up-to-date information and news to people. If we do not know the latest information about what happens the in the world, the younger generations may lead, for instance, in e. This descriptive qualitative study focuses on the description of the English phonetic spelling system spoken by the speakers of Javanese the background connotes that such speakers of specific regional backgrounds possess the identic sound and preferential native language. This description of the phonetic spelling with the Java native language through the phonetic method to the villagers of Karangtapen village, Lamongan. In this study, the researchers have three objectives: (a) to know the kinds of consonants and vowels features that are different, (b) to understand the common characteristics of pronunciation, and (c) to distinguish the effect of staying in a village and often going for pronunciation. Keywords: phonetic, spelling, Javanese INTRODUCTION Culture is the uniqueness of human identity passed down from parents or ancestors, piques people's curiosity in recognizing signs of an individual's personality and origin (Nugraheni & Ellyawati, 2013.). The language and act https://doi.org/10.31539/leea.v5i2.3889 mailto:misbachmaimun@gmail.com 2022. Linguistics, English Education and Art (LEEA) Journal 5 (2):224-230 225 lifestyles are lifestyle habits and groups of humans. Furthermore, language, which is primarily dependent on cultural identity, has distinct characteristics regarding everyday speech, emphasis, and grammatical structure (Al-Rubaat & Alshammari, 2020). This means that the language of the regional backgrounds influences reference assumptions without requiring them to acquire a new language. A society's language is distinct from another, especially in Indonesia, where hundreds of regional languages are spoken. It is apparent that most Indonesians speak at least two languages: their native tongue and Indonesian (Ambalegin, 2021). This research aims to describe the English consonant systems spoken by Javanese speakers. This suggests speakers from specific geographic regions speak distinct and idiosyncratic native languages. One of the languages spoken in Indonesia is Java, spoken thee n by lathe largest ethnic group in Indonesia, concentrated on the island of Java and numbering about 85 million in the early 21st century. The Javanese language divides into several regional dialects. A speaker of Javanese must adjust his or her "speech level" according to the status of the person addressed. There lly two "speech levels":Nikko and Nikko. Nike promo is the language in which a person thinks. It is only appropriate to use Nikko with people of equal status whom one knows intimately and with social inferiors. Kromo is spoken to older people, people of higher status, and those whose status is not yet known by the speaker. Many of the most basic sentences differ markedly at the two levels. In Nikko, "Where [are you] coming from?" is Soko’s agenda. In kromo, it is Saking pundi. Mastering promo is an acquired skill. So, this study will provide a description of the consonants and vowels production of Javanese speakers with Javanese native language in a descriptive qualitative phonetic method to the villagers of Karangtapen village Lamongan. LITERATUR REVIEW Phonetics is concerned with the physical qualities of speech sounds, whereas phonology is concerned with the abstract, or psychological, level of sounds, where speech sounds are stored in our minds. The sound of speech is studied. 1 The term "phonetics" relates to studying the two syllables (Kelly, 2000). As a result, phonology is the study of language's sound structure. 3 The way to arrange and pronounce words of [W o r k] and [W o r d], known as phonology, is an example of the explanation above. The sounds produced by those words' communication organs are phonetic. Phonetic symbols are also used to depict the various sounds that make up a word. The phonetic symbols for the two words above, /w3:k/ for work and /w3:d/ for word, are shown below. Phonetic transcription is the method of representing spoken sounds with written characters. Because transcriptions are an examination of the sounds we can 2022. Linguistics, English Education and Art (LEEA) Journal 5 (2):224-230 226 hear, they frequently have a linguistic standing. The International Phonetic Association's alphabet, also known as IPA, is the most widely used instrument for phonetic transcription (International Phonetic Alphabet) (Siqoyah & Latifah, 2021). As previously stated, the study of pronunciation is divided into two fields: phonetics and phonology. The production of sounds humans utilize to make meaning is called pronunciation (Yannuar et al., 2022). Brown (in Yannuar et al., 2022) claims that pronunciation, also known as "psychomotor abilities," is one element that makes up communicative competence, which is claimed to be the ideal goal of all language training. A whole chain of operations is engaged in sound- based communication. To begin with, meaning is encoded into sounds made by the speaker with the mouth, tongue, lips, and other articulatory organs. As previously stated, the study of pronunciation is divided into two fields: phonetics and phonology. The production of sounds that humans utilize to make meaning is referred to as pronunciation Brown claims that pronunciation, also known as "psychomotor abilities," is one of the elements that make up communicative competence, which is claimed to be the ideal goal of all language training. A whole chain of operations is engaged in sound-based communication (Ambalegin, 2021). To begin with, meaning is encoded into sounds made by the speaker with the mouth, tongue, lips, and other articulatory organs. Indonesia is a country with a diverse population of tribes, sub-tribes, and races (Papua, Malay, Javanese, and so forth). In this situation, an accent or dialect serves as a channel for reciting a language because dialect names are inextricably linked to history. For example, the Java tribe has various dialects in Central Java, including Mataraman dialect, Pekalongan dialect, Kedu dialect, Bagelen dialect, Semarang dialect, Blora dialect, and Madiunan dialect. Consonants are characterized by their position, method, and place of articulation, according to Ogden (2009:12). The way a sound is created is referred to as articulation style. Two articulators are used to modify the flow of air to form a sound. Plosive, fricative, nasal, and approximant are amount ples of articulation styles. The location of articulation is the following categorization. The position where a sound is made, such as bilabial, labiodental, alveolar, and velar, is referred to as the place of articulation. RESEARCH METHOD Karangtapen village, Karanglangit, Lamongan, was the site of this study. The descriptive qualitative approach was used for this study's research design. This technique centered on describing a phenomenon that occurs in social life and assisting others in learning about it. Furthermore, this method can elicit detailed information from participants and accurately describe a phenomenon that occurred. 2022. Linguistics, English Education and Art (LEEA) Journal 5 (2):224-230 227 The researchers set up an interview by having three people read 200 different vocabulary. Participants in this study must meet the following requirements: a. Adult between the ages of 20 and 60; b. The informant, as well as his/her husband/wife and parents, were born in that area; c. Relatively low education; d. Middle to lower social status with the expectation of limited mobility; e. Informants are preferably farm laborers/fishermen; f. The informant can speak Indonesian; g. The informant is proud of his regional isolate; h. The informant is mentally There are several methods for gathering data, including observation, interview, documentation, and a test procedure. The researchers conduct interviews to get data for this study. The interview is a common data collection approach that involves the researcher and the subject communicating verbally (Mathers, et al., 2000). By asking for an interview, the researchers could learn more about the teaching and learning process. They listened to a recording of the informants' pronunciation, transcribed it, and classified the information. The data collection technique is also carried out in audio files of informants' recordings. The informants use a smartphone to record their voices, and the researchers evaluate the consonants and vowels detected in the recordings. The researchers identify (a) the types of consonants and vowels that are distinct, (b) the typical characteristics of pronunciation, and (c) the influence of staying in the village and frequently moving outside of the village based on the background of the problem outlined above. The data was analyzed using a pronunciation test. There are three methods for examining data. First of all, coding is converting data into symbols, such as letters or numbers. In this approach, the researchers record the villagers' pronunciation of English consonants and vowel sounds. They then use the International Phonetic Alphabet to transcribe the villagers' pronunciation phonetically into English consonants and vowel sounds (IPA). The identification results were utilized to define the characteristics of the consonants and vowels that the participants said. The second is organizing data. The noises were then correctly grouped by the researcher. The researchers then use IPA to identify and classify the villagers' consonants and vowels and then place the sound based on the group. The last one is counting. The researchers count the villagers' English consonants and vowels. The researchers then used the percentage of each type of consonant and vowel. FINDING The subjects in this research are the recordings of villagers. The researchers analyze three informants from one village. In this research, the researcher took about 200 samples from each person. The research is done by analyzing how 2022. Linguistics, English Education and Art (LEEA) Journal 5 (2):224-230 228 pronouncing some words was done by Karangtapen villagers. Based on the analysis, the researchers requested the villagers to pronounce 200 words one by one because the point is to analyze how they pronounce consonants and vowels. Native speakers, while living in the same place, it is very likely that they will have several differences. This is because of the contamination of the speakers from other people. The differences include between these the consonants and the vowels. Table 4.1 Words Villagers’ sounds Note Abu who a:u 1st villager 2nd villager 3rd villager Air ba~nu bha~nu bha:~nu 1st villager 2nd villager 3rd villager The table above shows villagers’ pronunciation in producing one word differently. Most of the sounds have an aspirated voice (h). This voice was found in 5.5% of all the total samples. Table 4.2 Words Villagers’ sounds Note Binatang kɛwwan kɛwan kɛ`wan 1st villager 2nd villager 3rd villager Burung mannɔk mannɔk ma:nɔk 1st villager 2nd villager 3rd villager The table above shows villagers’ pronunciation in producing one word differently. Some sounds have a double voice, such as b b, dd, gg, JJ, kk, ll, mm, nn, RRr, ss, and WW. These voices were found in 2.6% for (bb), 1.16% for (dd), 4%for (gg), 1.16% for (JJ), 2% for (kk), 3.8% for (ll), 2.5% for (mm), 3.16% for (nn), 2% for (RR), 1.5% for (ss), 1.3% for (WW). The total is 25.3% proof of the total samples. 2022. Linguistics, English Education and Art (LEEA) Journal 5 (2):224-230 229 Table 4.3 Words Villagers’sounds Note Sayap `swim swiwwi su:wiwi 1st villager 2nd villager 3rd villager Sempit `cyut c'yut Cyut 1st villager 2nd villager 3rd villager The table above shows villagers’ pronunciation in producing one word differently. Some of the sounds have the stressed (`) on consonant voice. This voice was found in 9.3% of all the total samples. Table 4.4 Words Villagers’sounds Note Suami bɔjɔ bɔjjɔ bɔ:jɔ 1st villager 2nd villager 3rd villager Siang Awan away a:wa:n 1st villager 2nd villager 3rd villager The table above shows villagers’ pronunciation in producing one word differently. Some sounds have the long sound (:) after the vowel. This voice was found in 30.6% of all the total samples. DISCUSSION The finding above shows that the Karang Tapen people's phonetics are influenced by the length of time the informant lived, the people around him, and the circumstances around the source. The speaker and the language spoken might both be indicators of lingual interference. Suandi (2014) discusses aspects that might be considered the upbringing of generally interferential indicators, as described by Weinreich (1970). The elements are 1) the speaker's bilingualism, 2) the speaker's disloyalty to the language spoken, 3) a vocabulary insufficient for coping with revolution and innovation, and 4) a word that is rarely spoken. 5) the demand for synonyms, 6) the source language's prominence, and 7) the native language's habituation. The habitual factor dominates phonological interference in this study. The Javanese 2022. Linguistics, English Education and Art (LEEA) Journal 5 (2):224-230 230 language of Karang Tapen dialect is influenced by the speaker's habit of communicating in Indonesian. CONCLUSION From the analysis, it can be seen that most of the Javanese people in Karangtapen village use four ways to spell words. These are using aspirated (h) sound, double voice (bb, dd, gg, JJ, kk, ll, mm, nn, RR, ss, and WW), stressed (`) consonant, and long sound (:). REFERENCES Al-Rubaat, A. M., & Alshammari, H. A. (2020). English Language Teaching. 13(1). https://doi.org/10.5539/elt.v13n1p62 Ambalegin. (2021). Phonological analysis of English consonant pronunciation. In Journal of Applied Studies in Language (Vol. 5, Issue 1). http://ojs.pnb.ac.id/index.php/JASLhttp://ojs.pnb.ac.id/index.php/JASL Kelly, G. (2000). how-to-teach-pronunciation-kelly-Gerald. Mathers, N., Fox, N.J., & Hunn, A. (2000). Using Interviews in a Research Project. In Research approaches in Primary Care (pp. 113-134). UK: Radcliffe Medical Press. Nugraheni, Y., & Ellyawati, H. C. (2013). Phonology Analysis of Acehnese. Ogden, R. (2009). An Introduction to English Phonetics. Edinburgh: Edinburgh University. Siqoyah, S., & Latifah, N. (2021). Javanese phonological interference in English pronunciation of English literature department students. Suandi, I. N. (2014). Sosiolinguistik. Yogyakarta: Graha Ilmu. Weinreich, U. (1970). Languages in contact. Paris: The Hague. Yannuar, N., Hoogervorst, T., & Klamer, M. (2022). Examining Javanese Phonology through Word Reversal Practices. Oceanic Linguistics. https://doi.org/10.1353/ol.2021.0029