THE EFFECTS OF FORMAL INSTRUCTION ON THE ACQUISITION OF ENGLISH FRICATIVE CONSONANTS OF INDONESIAN EFL LEARNERS
Keywords:
Formal instruction, fricative consonants, English, Indonesian learners of EnglishAbstract
Indonesian and English fricative consonants reveal different phonetic classification and symbols in the International Phonetic Alphabet (IPA). English has voiceless labiodental /f/, voiceless dental /θ/, voiceless alveolar /s/, voiceless palato-alveolar (post-alveolar) /ʃ/, voiced labiodental /v/, voiced dental /ð/, voiced alveolar /z/, and voiced palato-alveolar (post-alveolar) /ʒ/. Indonesian has voiceless labiodental /f/, voiceless alveolar /s/, voiced labiodental /v/, and voiced alveolar /z/. Indonesian does not have voiceless dental /θ/, voiced dental /ð/, voiceless palato-alveolar (post-alveolar) /ʃ/, and palato-alveolar (post-alveolar) /ʒ/. The difference in phonetic classification and symbol overlooks subsegmental difference in aspiration that exists between the two. In English there are many sounds symbolized by palato alveolar /ʃ/ and /ʒ/, and dental /θ/ and /ð/, which are absent in Indonesian. These sounds make difficulties to Indonesian speakers of English. This study therefore aims to find out whether formal instruction improve the acquisition of English fricative consonants by Indonesian learners of English. The population of this study is students of English Literature Study Program Faculty of Languges and Literature Universitas Negeri Makassar Indonesia. The study reveals that formal instruction improved the acquisition of English fricative consonants by Indonesian learners of English.
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