1

THE FOURTH GRADE STUDENTS ERRORS IN

PRONOUNCING THE ENGLISH NUMBERS AT SD NEGERI 4
SRIKATON, TUGUMULYO
By
Mardi Juansyah*

Abstrak
Dalam pembelajaran bahasa Inggris sebagai bahasa asing, siswa
sering berhadapan dengan kesulitan dalam pengucapan.
Kesulitan ini merupakan hal yang disebabkan adanya perbedaan
sistem suara Bahasa Inggris dan sistem suara bahasa asli siswa.
Sebagai akibatnya, siswa cenderung menggunakan cara
pengucapan bahasa asli mereka ketika mereka mengucapkan
suara-suara bahasa Inggris. Dalam studi ini diteliti kesalahankesalahan siswa dalam mengucapkan suara-suara bahasa Inggris
khususnya dalam pengucapan cardinal number dan ordinal
number, dengan subjek penelitian siswa kelas IV di SD Negeri
4 Srikaton, Tugumulyo. Pengumpulan data dilakukan dengan
merekam suara siswa satu persatu ketika mereka mengucapkan
angka-angka tersebut. Dari data tersebut, didapat bahwa siswa
sulit untuk mengucapkan three, eight, eighth, ninth, nineteenth.
Spelling dan Pronunciation atau Sound System dari bahasa
Inggris merupakan kemungkinan penyebab kesalahan tersebut.

Keywords: error, pronouncing, English numbers

I.

INTRODUCTION
As a foreign language, English presents a lot of difficulties to both Indonesian

students and the teachers of English, in the process of learning and teaching it. One of
the common difficulties concerns with the pronunciation of English sounds. This
difficulty has something to do with the difference between the system of English

sounds and the sound system of the students mother tongue. Consequently, the
students tend to apply the sound system of their mother tongue when they pronounce
the English sounds. As Lado in Alamsyahril (1993:2) states that:
Individuals (students) tend to transfer the form and meaning of their
native language and culture to the foreign language and culture
productively when attempting to speak the language and to act in
culture receptively when attempting to grasp and understand the
language and culture as practiced by natives.

Because of this transfer, the students may have some errors in pronouncing the
English words that are not as the standard pronunciation of English.
For that reason above, we find it interesting and important to describe the
errors made by the students in pronouncing the English sounds due to interference of
their mother tongue. Since it is too broad to cover all English sounds, we focused
only on the pronunciation of English numbers. So, pronouncing the English sounds in
this study refers to students errors in pronouncing the English numbers, including
cardinal numbers from 1 to 20 and ordinal numbers from 1st to 20th, both in single
words and in sentences. It is hopefully that we can find the answers for the three
questions which were discussed in this study, namely: (1) Which English numbers are
easy and which are difficult for the students to pronounce correctly? (2) What are the
fourth grade students errors in pronouncing the English numbers at SD Negeri 4
Srikaton, Tugumulyo? And (3) What are possible causes of the errors?
To answer those questions above, we collected the data of students
pronunciation by recording their voice when they were pronouncing the English

numbers, both in single words and sentences. Then, we analyzed the data to describe
the students errors in pronouncing the English numbers.

II.

REVIEW OF THE LITERATURE

2.1 The Concept of Error

According to Brown (1987:170), in order to analyze the students errors, it is
crucial to make a distinction between mistake and error. Technically, they are two
different phenomena. Mistake refers to a performance error that is either a random
guess or a slip in that it is failure to utilize a known system correctly. And error is a
noticeable deviation from the adult grammar of a native speaker, reflecting the
interlanguage competence of the learner. Errors can be described as errors of
addition, omission, substitution, and ordering. Error refers to any deviations which
are systematic and consistent caused by the lack of knowledge of language
competence. Brown (1987:177-180) states that there are three sources of errors. They
are: (1) Interlingual Transfer, (2) Intralingual Transfer, and (3) Context of Learning.
1) Interlingual Transfer
Some errors are attributable to negative interlingual transfer. While it is not
always clear that an error is the result of transfer from the native language, many such
errors are detectable in learner speech.
2) Intralingual Transfer
Intralingual transfer (within the target language itself) is a major factor in
language learning. It is generalization within the target language. This of course

follows logically from the tenets of learning theory. As learners progress in the
second language, their previous experience and their existing subsumers begin to
include structure with in the target language itself.
3) Context of Learning
Context refers to the classroom with its teacher and its materials in the case of
school learning, or the social situation in the case of untutored second language
learning. In a classroom context the teacher or the textbook can lead the learner to
make faulty hypotheses about language. Students often make errors because of a
misleading explanation from the teacher, faulty presentation of a structure or word in
a textbook, or even because of pattern that was rotely memorized in a drill but not
properly contextualized.

2.2 The Concept of Pronunciation

According to Hornby (2000:1015), pronunciation is a way in which a
language is spoken; persons way of speaking a language; way in which a word
pronounced. In addition, Jones (1992:3) states, not two people pronounce exactly
alike. The differences arise from a variety of causes, such as locality, early influences,
and social surroundings; there are also individual peculiarities for which it is difficult
or impossible to account. According to him, good speech may be defined as a way
of speaking which is clearly intelligible to all ordinary people. Bad speech is a way
of talking which is difficult for most people to understand.

2.3 The Concept of English Numbers

Hornby (2000:869), number is a word or symbol that represent an amount or a
quantity. So, the pronunciation of English numbers is way in which a word or symbol
that represents an amount or quantity is spoken or a persons way of pronouncing
word or symbol that represents an amount or quantity.
According to Hornby (2000:894), ordinal number is a number that refers to
the position of something in a series. Manser (1995:290) states that ordinal number is
number, for example first, second, and third, showing order in a series.
According to Hornby (2000:176), cardinal number is used to show quantity
rather than order. Manser (1995: 57) states that cardinal number refers to whole
number representing quantity, for example one, two, or five.

III.

DISCUSSION
After analyzing the data by counting the facility value, we found the English

numbers which are easy and the ones which are difficult for the students to
pronounce. As presented in the Table 1 (see Table 1 and 2 on page6-7).
It also can be seen that the average facility value or index of difficulty of
words in isolation test items of English numbers was 0.73. This fact indicates that the
tests items of words in isolation test were easy for the fourth grade students to
pronounce. And the average facility value or index of difficulty of words in context
test items of English numbers was 0.60 which indicates that the test items of words in
context test were mediocre for the fourth grade students to pronounce.

6
TABLE 1
THE RESULT OF WORDS IN ISOLATION TEST
Te st Ite ms
Stude nts
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
C orre ct
Fv

Mean Fv
Fv

C ardinal Numbe rs
O rdinal Numbe rs
8 9 10 11 12 13 14 15 16 17 18 19 20 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th 13 th 14 th 15 th 16 th 17 th 18 th 19 th 20 th

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

P
P
P
O
O
O
O
O
O
O
O
P
O
O
O
P
O
O
O
P
O
P
O
O
O
O
O
O
P
P
P
P

P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

P
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
O

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

O
O
O
O
O
O
O
O
O
O
O
P
O
O
O
O
O
O
O
O
O
O
O
O
O
P
P
P
P
P
P
P

O
O
P
O
O
P
P
P
P
P
O
P
P
O
O
O
P
P
P
O
O
O
P
O
O
P
O
P
P
P
P
P

18 32 26 28 24 29 27 30 29 17 21 28 26 23 15 26 25 25 23 20 17 27 16 19 18 23 22 24 24 20 18 15

32 32 11 31 28 32 32

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

P
P
P
O
P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
O
O
O
P
P
P
P
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
O
O
P
P
P
P
P
P

O
O
P
O
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
O
O
P
P
O
P
O
P
P
P
P
P

O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
O
P
P
P
P
P
P
P

P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
O
P
O
P
P
O
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
O
P
O
P
P
O
P
P

P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
O
P
P
P
O
P
P
P
P
P
P
P

P
P
P
P
O
P
O
O
P
P
O
P
P
O
O
P
O
O
O
O
O
O
P
O
O
P
P
P
P
O
P
P

P
O
P
O
O
P
P
P
P
P
O
P
O
O
P
P
P
P
O
O
O
P
P
P
O
P
O
P
P
P
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
O
P
P
P
P
O
P
P
P
P
P
O

O
P
P
O
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
O
O
P
P
P
O
P
P
P
P
P
P

P
P
P
P
P
O
P
P
O
P
P
P
P
P
O
P
P
P
O
P
O
O
P
O
O
O
P
P
P
P
P
P

O
O
O
O
P
O
P
P
P
O
O
P
P
P
O
P
O
P
P
P
O
O
O
O
O
O
O
P
P
P
P
O

O
P
P
O
O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
O
P
P
P
P

P
P
O
P
P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
O
O
O
P
P
P

P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
O
O
O
P
O

P
P
O
P
P
O
O
P
P
P
P
P
P
O
O
P
P
P
P
P
O
O
P
P
P
P
P
O
P
P
P
O

P
P
O
P
P
O
P
P
P
O
P
O
O
O
P
P
O
O
P
P
O
P
O
P
P
P
P
O
P
P
P
O

O
P
O
P
P
O
P
P
P
P
P
P
O
O
O
P
P
O
P
O
O
P
O
P
O
O
O
O
P
P
P
O

P
O
O
P
P
O
P
O
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
P
P
P

O
P
P
O
O
O
O
P
P
P
O
P
P
P
O
P
P
P
P
P
O
O
O
O
O
O
P
O
P
O
P
O

O
P
O
P
O
O
O
P
P
P
P
P
P
P
O
P
P
P
P
P
O
O
O
P
O
O
P
O
P
P
P
O

O
P
P
O
O
O
P
P
P
P
P
P
O
O
O
P
P
P
P
P
O
O
O
P
O
P
O
P
P
O
P
O

O
P
P
P
O
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
O
O
O
P
O
P
P
P
P
P
P
O

O
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
O
O
O
O
P
O
P
O
P
P
P
P
O

O
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
O
O
O
P
O
P
P
P
P
P
P
O

O
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
O
O
O
P
O
P
P
P
P
P
P
O

O
P
O
O
P
O
P
P
P
P
P
P
P
O
O
P
P
P
P
O
O
O
O
P
O
P
P
P
P
P
P
O

O
P
P
O
O
O
P
P
P
P
P
P
P
O
O
P
P
P
O
O
O
O
O
P
O
O
P
P
P
P
P
O

O
P
O
P
O
O
O
O
P
O
O
P
P
P
O
P
O
P
O
P
O
O
O
O
P
O
P
P
P
P
P
O

1 .0 0 1 .0 0 0 .3 4 0 .9 7 0 .8 8 1 .0 0 1 .0 0 0 .2 5 0 .5 6 1 .0 0 0 .8 1 0 .8 8 0 .7 5 0 .9 1 0 .8 4 0 .9 4 0 .9 1 0 .5 3 0 .6 6 0 .8 8 0 .8 1 0 .7 2 0 .4 7 0 .8 1 0 .7 8 0 .7 8 0 .7 2 0 .6 3 0 .5 3 0 .8 4 0 .5 0 0 .5 9 0 .5 6 0 .7 2 0 .6 9 0 .7 5 0 .7 5 0 .6 3 0 .5 6 0 .4 7

13 .31
= 0 .67
20

16 . 09
= 0 . 80
20

29.41
= 0.73
40

7
TABLE 2
THE RESULT OF WORDS IN CONTEXT TEST
Te st Ite ms
Stude nts
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
C orre ct
Fv

Mean Fv
Fv

C ardinal Numbe rs
O rdinal Numbe rs
8 9 10 11 12 13 14 15 16 17 18 19 20 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th 13 th 14 th 15 th 16 th 17 th 18 th 19 th 20 th

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P

P
P
P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
P
P
P

O
O
O
O
O
O
O
O
O
O
O
O
P
O
O
O
O
O
P
P
O
O
O
O
P
O
O
O
P
P
O
O

P
O
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
P

O
P
O
O
O
O
P
O
P
P
P
P
P
O
O
O
O
P
O
O
O
O
O
O
P
O
O
P
P
P
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
O
P
P
P
P
P
P
P
P
O
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

O
O
O
O
O
P
O
O
O
P
O
P
O
O
O
P
O
O
P
P
O
P
O
P
O
P
O
P
P
O
P
P

P
P
O
O
P
P
P
P
P
P
P
P
P
O
O
P
P
P
P
P
O
O
O
O
P
P
P
O
P
P
P
P

O
O
O
O
O
O
O
P
O
O
O
P
O
O
O
P
O
O
O
O
O
P
O
P
P
O
P
P
O
O
O
P

O
P
O
O
O
O
O
O
O
P
P
P
O
O
O
O
P
O
O
O
P
O
O
O
O
O
P
P
O
O
O
P

P
P
P
O
O
P
P
P
P
P
P
P
O
O
P
P
P
P
P
P
P
O
O
P
P
P
P
P
P
P
P
O

O
O
O
O
P
O
O
P
O
O
O
P
P
O
O
P
O
P
P
P
O
O
O
O
O
O
P
O
O
P
P
P

O
O
O
O
P
O
O
O
O
O
O
O
P
O
O
P
O
P
P
O
O
O
O
O
O
O
P
O
P
O
P
O

O
P
O
O
P
P
O
P
P
P
P
P
P
O
O
P
O
P
O
O
O
O
O
P
O
P
P
O
P
P
P
P

31 29

30 14 30 32 13 20 32 19 26 17 21 24 27 28 14 14 26 20 15 15 25 18 23 23

24 14 19 11 13 11 15 14 12

18

O
P
P
O
O
P
O
P
P
P
O
P
P
O
P
P
P
P
P
P
O
P
O
O
P
O
O
P
P
P
P
P

P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

P
P
P
O
O
O
O
O
O
P
O
P
P
P
O
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0 .9 7 0 .9 1 0 .1 9 0 .9 4 0 .4 4 0 .9 4 1 .0 0 0 .4 1 0 .6 3 1 .0 0 0 .5 9 0 .8 1 0 .5 3 0 .6 6 0 .7 5 0 .8 4 0 .8 8 0 .4 4 0 .4 4 0 .8 1 0 .6 3 0 .4 7 0 .4 7 0 .7 8 0 .5 6 0 .7 2 0 .7 2 0 .2 8 0 .2 5 0 .7 5 0 .4 4 0 .5 9 0 .3 4 0 .4 1 0 .3 4 0 .4 7 0 .4 4 0 .3 8 0 .2 5 0 .5 6

9 .84
= 0 .49
20

14 . 16
= 0 . 71
20
24.00
= 0.60
40

And after analyzing the students analysis record, we found the fourth grade
students errors in pronouncing the English numbers both cardinal and ordinal
numbers, in words in isolation test and words in context test. The description of their
ability in pronouncing English numbers is presented in two sections below.
3.1 The Students Errors in Pronouncing Cardinal Numbers
In words in isolation test in which the students were asked to pronounce the
English cardinal numbers in single word, many students still mispronounced some
English numbers. Most of the students could not pronounce the word three which
consists of pronunciation //. They pronounced /t/ instead of //. The students
pronounced /it/, /eig/, /eg/,/ig/, or /aig/ in stead of /eIt/ as the pronunciation of eight.
In words in context test in which the students were asked to read sentences
containing English cardinal numbers, many students still mispronounced some
numbers. The students pronounced /tri:/, /te:/, /:/, or /t/ instead of / ri: / as the
pronunciation of three. They pronounced /fIf/ or /faI/ instead of / faIv / in
pronouncing five. They pronounced /eIg/, /Ig/, /eg/, or /aIg/ instead of /eIt / as the
pronunciation of eight.
3.2 The Students Errors in Pronouncing Ordinal Numbers
In words in isolation test, the students still mispronounced some numbers.
Most of them pronounced /trId/, /tIrd/, tri:/, /Id/, /ti:d/, and / tri: / instead of / :d /
in pronouncing third. The students pronounced /eleven/, /eleven/, /elev/, /ileve/,
ileven/, /eleventi:n/, and /elevezI/ instead of /Ilevn/ when pronouncing eleventh.

The students pronounced /twentI/, /twenti:n/, /twentin/, /twentin/, /twentI/, and

/twenti:s/ instead of /twentI/ in pronouncing twentieth.
In words in context test, the students still mispronounced some numbers. The
students pronounced /scn/, /skun/, / sekn/, /scond/, /skn/, /skul/, /secn/, instead of
/seknd/ in pronouncing second. They pronounced /tris/, /tird/, /:d/, /:rs/, /tri:d/,
/td/, /trI/, /tIrd/, /tri:/, and /trs/ instead of / :d /. Most of them pronounced /eIgs/,
/eid/, / et/, /et/, /eg/, /eg/, /eig/, /eIg/, and /it/ instead of /eIt/ in pronouncing
eight. Most of them pronounced /naIn/, /naI/, /nIn/, /nIn/, /nI/, and /naI/ instead of
/naIn/ in pronouncing ninth. They pronounced /Ilevn/, /eleven/, /Ilevend/,
/eleven/, and /elepen/ instead of /Ilevn/ in pronouncing eleventh. They
pronounced /tri:ti:n/, /trIti:n/, /:ten/, /:tain/, /tIrti:n/, /:tI/, /rIsten/, /tIrten/,
/tIrtn/, /tIrten/, /:tIn/, and /trIti:n/ instead of /,:ti:n/ in pronouncing thirteenth.
They pronounced /f:ten/, /f:ti:n/, /:tain/, /serti:n/, /:tI/, /risten/, /tIrten/,
/:tis/, /:tIn/, / :ten/, / :ti:n/, /tIrtn/, and /seti:n/ instead of /,:ti:n/ in
pronouncing thirteenth. They pronounced /f:ten/, /frti:n/, /frtain/, /f:ti:n/,
/frte/, /frtan/, /ftien/, and /f:te/ instead of /,f:ti:n/ in pronouncing
fourteenth. They pronounced /fIftIs/, /fIften/, /fifti:n/, /fIftain/, /faIvti:n/, /fIfte/,
/fIftn/, /faif/, /faIti:n/, and /fIfti: In/ instead of /,fifti:n/ in pronouncing fifteenth.
They pronounced /seventi:s/, /seventin/, /seventi:n/, /seves/, /seveti:n/, /sevtIs/,
/seventen/, and /seventain/ instead of /,sevnti:n/ in pronouncing seventeenth. They
pronounced /eIgti:n/, /egten/, /eidti:n/, /agti:n/, /aIgti:n/, /eIgti:/, /Ig/, /ei/, /et/, /aIg/,

10

and /eg/ instead of /,eiti:n/ in pronouncing eighteen. Most of the students

pronounced /nIs/, /naInti:n/, /naInten/, /nIn/, /naIsti:n/, /nIgti:n/, /nIgten/, /naIn/,
/naIti:n/, /nineti:n/, /naIntI/, /nIne/, /nIg/, /nInti:n/, /nInten/, and /naItI/ instead of
/,naInti:n/ in pronouncing ninteenth.

IV.

INTERPRETATION

4.1 Easy and Difficult Numbers for the Students

From the result of words in isolation and words in context tests, it can be
interpreted that there are some English numbers which were easy and difficult for the
fourth grade students to pronounce. Those English numbers are as follows:
1) The English cardinal numbers which are easy for the fourth grade students to
pronounce in words in isolation test are one, two, four, five, six, seven,
ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
and twenty.
2) The English cardinal numbers which are difficult for the fourth grade students to
pronounce in words in isolation test is eight.
3) The English ordinal numbers which are easy for the fourth grade students to
pronounce in words in isolation test are first, second, fourth, fifth, sixth,
seventh, tenth, fourteenth, sixteenth, and seventeenth.
4) The English cardinal numbers which are easy for the fourth grade students to
pronounce in words in context test are one, two, four, six, seven, ten,
twelve, fifteenth, sixteen, seventeen, and twenty.

11

5) The English cardinal numbers which are difficult for the fourth grade students to
pronounce in words in context test is three.
6) The English ordinal numbers which are easy for the fourth grade students to
pronounce in words in context test are fourth, sixth, seventh, and tenth.
7) The English ordinal numbers which are difficult for the fourth grade students to
pronounce in words in context test are eighth, ninth, and nineteenth.
4.2 The Possible Causes of Pronunciation Errors
Generally, the possible causes of pronunciation errors in pronouncing English
numbers were the spelling of the English numbers and the pronunciation or the sound
system of the English numbers which were difficult for the fourth grade students to
pronounce. In certain English numbers, the students tended to read the spelling of the
word as they read the Indonesian words, for example in pronouncing /nIn/ instead of
/naIn/ as in the spelling of the word. Besides, they also found it difficult to pronounce
the English numbers in which consisted of the sounds that did not exist in Indonesian
language, for example //. The students found it difficult to pronounce // sound
when it was an initial sound, and in some ordinal numbers. But for most ordinal
numbers which had // sound, the students could pronounce them correctly. The
possible causes of pronunciation errors for each difficult numbers are as follows.
1) English Cardinal Number Eight
The English cardinal number eight was difficult for the fourth grade students
to pronounce for two possible causes. First, the students might have difficulty to
pronounce the sound /eI/ that occurs in the pronunciation of eight. The students

12

tended to pronounce /e/, /aI/, /or /I/ instead of /eI/ when pronouncing /eIt/. Second, the
students might have mishearing of the pronunciation of eight when their teacher
pronounced it in learning teaching process, so they pronounced the number as they
read the spelling of the number. The sound /t/ that must occur in /eIt/, was replaced by
the sound /g/ as the students see in the spelling of eight.
2) English Cardinal Number Three
The fourth grade students found it difficult to pronounce English cardinal
number three, possibly this was because the pronunciation of this number had initial
sound // that did not exist in Indonesian language. So in pronouncing the number,
the students tended to pronounce as they read the spelling of three, by pronouncing
/t/ instead of //. And some other students also pronounced /e/ instead of the sound
/i:/.
3) English Ordinal Number Eighth
The English ordinal number eighth was difficult for the fourth grade
students to pronounce for some possible causes. First, the students might have
difficulty to pronounce the sound /eI/ that occurs in the pronunciation of eighth. So,
when pronouncing eighth, the students tended to pronounce the sound /eI/ as /e/, /a/,
/or /I/. Second, the students might have mishearing the pronunciation of the sound /t/
in eighth, so they pronounced the sound as /g/, /d/, or /t/. Third, the students might
not understand the pronunciation of th at the end of ordinal number. So, th that
must be pronounced as // was pronounced as the sound /s/ or was not pronounced at
all by the students.

13

4) English Ordinal Number Ninth

This ordinal number was difficult for the fourth grade students to pronounce,
possibly because the pronunciation of this number ended in the sound // that did not
found in Indonesian language. So, the students pronounced this number almost the
same as when they pronounced nine in cardinal number. Or, when they tried to
pronounce //, they made mistakes and mispronunciation. Some students pronounced
// correctly, but they missed the second sound /n/ of /naIn/ or pronounced /I/ instead
of /aI/. The other student pronounced // as /s/.
5) English Ordinal Number Nineteenth
The possible causes of students errors in pronouncing this ordinal number
were almost the same with the ordinal number ninth. The students might have
difficulty to pronounce // at the end of the pronunciation. So they just pronounced
this ordinal number as same as in cardinal number without the sound //. And, when
they tried to pronounce the sound // correctly, they made mistake by eliminating
some other sounds (second sound of /n/) or mispronounced some other sounds (/I/
instead of /aI/, and /ten/ instead of /ti:n/). For example: they pronounced /naIti:n/ and
/naIten/.

V.

Conclusions
According to the result of analyzing the data, the conclusions can be drawn

below.

14

The English numbers which are easy for the students to pronounce are the
English numbers which are familiar to the students, have almost the same
pronunciation with the spelling, and consist of the sounds which exist in Indonesian
sound system. The numbers are: one, two, four, six, seven, ten, twelve,
fourteen, sixteen, seventeen, twenty, first, fourth, sixth, seventh, tenth,
and twelfth. And the English numbers which are difficult for the students to
pronounce are eight, three, eighth, ninth, and nineteenth.
The spelling and the pronunciation or sound system of the English numbers
are believed as possible causes of the errors when pronouncing the English numbers.
When the pronunciation of English numbers is so different from spelling, such as /ai/
in pronouncing letter i in five, nine, ninth; /i:/ in pronouncing -ee- in teen; and
/I/ in pronouncing e in eleven and eleventh, the students tend to read the spelling
as it is. And when the pronunciation has English sounds that do not exist in
Indonesian language such as / / more ever when it is as initial sound such as in
three, third, and some ordinal numbers, the students tend to pronounce / t / instead
of / / or eliminate it. And the other possible cause of the errors is mishearing of the
correct pronunciation of the English numbers made by the students. It occurs in the
pronunciation of eight, eighth, eighteen, and eighteenth.

REFERENCES
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Pronouncing the English Vowels: A Case Study at SMP Negeri 2 Tanjung

15

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