Siti Ayu Masthuroh, Masruroh

Menembus Batas Fonetik : Perbandingan Pelafalan Vokal /ɛ/ dan /y/ Antara Mahasiswa Indonesia dan Penutur Asli Bahasa Prancis Melalui PRAAT

Introduction

Menembus batas fonetik : perbandingan pelafalan vokal /ɛ/ dan /y/ antara mahasiswa indonesia dan penutur asli bahasa prancis melalui praat. Analisis pelafalan vokal /ɛ/ & /y/ Prancis oleh mahasiswa Indonesia vs. penutur asli via PRAAT. Ungkap deviasi /y/ signifikan akibat interferensi L1. Tekankan pelatihan fonetik teknologi.

Abstract

The present study examines the differences in pronunciation of the vowels /ɛ/ and /y/ in French between Indonesian students as foreign speakers and native French speakers. The necessity to explore this topic arises from the fact that the Indonesian vowel system does not accommodate some vowels in French, which causes phonetic deviations in the process of foreign language acquisition. This current study focuses on describing the quality of pronunciation of the two vowels based on acoustic parameters using Praat software, and to recognize the forms of phonetic deviations that occur. The method used is a quantitative descriptive approach by analyzing acoustic data in the form of formant frequencies F1, F2 and F3 from the pronunciation recordings of ten participants. The results of the analysis show that the pronunciation of the vowel /y/ by Indonesian students experiences significant deviations, particularly in terms of lip rounding and articulatory position. This is reflected in the lower average F2 (1638.6 Hz) compared to native speakers (1975.6 Hz), and a much higher F3 (3183.2 Hz for non-native speakers versus 2416 Hz for natives). Meanwhile the vowel /ɛ/ shows more moderate differences, with an average F1 of 612 Hz for non-native speakers and 533 Hz for native speakers. These findings indicate the influence of phonological interference from the mother tongue on the production of French vowels. The findings of this research underscore the importance of technology-based phonetic teaching and intensive articulation training in learning French as a foreign language.

Review

This study, "Menembus Batas Fonetik: Perbandingan Pelafalan Vokal /ɛ/ dan /y/ Antara Mahasiswa Indonesia dan Penutur Asli Bahasa Prancis Melalui PRAAT," presents a timely and significant investigation into the phonetic challenges faced by Indonesian learners of French. By meticulously comparing the pronunciation of two crucial French vowels, /ɛ/ and /y/, between Indonesian students and native French speakers, the research directly addresses a known area of difficulty stemming from phonological interference from the learners' mother tongue. The abstract clearly articulates the necessity of this exploration, grounding it in the structural differences between the Indonesian and French vowel systems. The premise is sound and holds considerable relevance for foreign language acquisition research and pedagogical practices. The methodology employed, a quantitative descriptive approach utilizing Praat software for acoustic analysis, is well-suited to the research questions. The focus on specific acoustic parameters—formant frequencies F1, F2, and F3—provides a robust empirical basis for describing pronunciation quality and identifying phonetic deviations. The findings are presented with clear quantitative data, notably the significant deviations observed in the pronunciation of /y/ by Indonesian students, characterized by a lower average F2 and a much higher F3 compared to native speakers. This data specifically points to challenges in lip rounding and articulatory position. While the differences for /ɛ/ were more moderate, the study effectively demonstrates how acoustic metrics can precisely diagnose the nature and extent of phonological interference. The practical implications derived from these findings are particularly valuable. The study effectively underscores the critical role of technology-based phonetic teaching and intensive articulation training in French as a foreign language. This conclusion is well-supported by the detailed acoustic analysis, which not only identifies the problems but also implicitly suggests targeted intervention strategies. This research serves as a strong foundation for developing more effective instructional materials and methodologies tailored to Indonesian learners, ultimately contributing meaningfully to both applied linguistics and second language pedagogy.

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