ERROR PRONUNCIATION OF ENGLISH CONSONANTS MADE BY THE THIRD SEMESTER STUDENTS AT ENGLISH DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH PAREPARE (Descriptive Qualitative Research) A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree of Education English Education Department LINDA PURWATI 105351100716 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2021
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ERROR PRONUNCIATION OF ENGLISH CONSONANTS MADE BY THE THIRD SEMESTER STUDENTS AT ENGLISH
DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH PAREPARE
(Descriptive Qualitative Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the
Degree of Education English Education Department
LINDA PURWATI 105351100716
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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iii
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UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS
KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin Telp. 866972 Kota Makassar
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : LINDA PURWATI
Stambuk : 105351100716
Jurusan : Pendidikan Bahasa Inggris
Dengan Judul : “ Error Pronunciation of English Consonants Made by the Third
Semester Students at English department of Universitas
Muhammadiyah Parepare”
Dengan ini menyatakan bahwa:
Skripsi/proposal yang dilakukan di depan tim penguji adalah hasil karya
saya, bukan jiplakan dan tidak dibuat oleh siapa pun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Maret 2021
Yang Membuat Pernyataan,
LINDA PURWATI
vii
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin Telp. 866972 Kota Makassar
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : LINDA PURWATI
Stambuk : 105351100716
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akan menyusun sendiri skripsi saya (tidak dibuat oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3, maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian saya buat dengan penuh kesadaran.
Makassar, Maret 2021
Yang Membuat Perjanjian,
LINDA PURWATI
viii
MOTTO
“ Success needs a process.”
“ A heart full of gratitude, not only the greatest virtue, but is also the parent of all other virtues.”
Dedication
This paper is dedicated to :
My beloved parents (Muh. Yunus and Lisnawati), with their love and effort who always pray and support me.
My best brother (Ilham sanubari) and sisters (Yuli Prianti and Nur Adiba), who never ending support motivation and attention.
My best friends, who never ending support me.
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ABSTRACT
Linda Purwati, 2021. Error Pronunciation of English Consonants made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare. (supervised by St. Asriati AM and Maharida)
The objectives of this research were: to find out the kinds of errors and
dominant errors in pronouncing English consonant made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare. The method used in this research was descriptive qualitative, that consisted of 19 students as a total sampling technique. Pronunciation test was used as the instrument, the researcher found that the kinds of errors in pronouncing English consonant made by students were omission and misformation. The dominant error in pronouncing English consonants was misformation. Based on the findings, it can be concluded there are still a lot of students made error in pronouncing English consonants in fricative and affricate sound, it indicated that most of them had not understood how to pronounce that sound correctly.
Keywords: Error, Pronunciation, English consonants.
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ABSTRAK
Linda Purwati, 2021. Kesalahan Pengucapan Konsonan Bahasa Inggris yang dilakukan oleh mahasiswa semester tiga Jurusan Bahasa Inggris Universitas Muhammadiyah Pare-pare. (dibimbing oleh St. Asriati AM dan Maharida).
Tujuan dari penelitian ini adalah: untuk mengetahui jenis kesalahan dan
kesalahan dominan dalam pengucapan konsonan Bahasa Inggris yang dilakukan oleh mahasiswa semester tiga Jurusan Bahasa Inggris Universitas Muhammadiyah Pare-pare. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif yang terdiri dari 19 siswa sebagai teknik total sampling. Tes pengucapan digunakan sebagai instrument, peneliti menemukan bahwa jenis kesalahan dalam pengucapan konsonan Bahasa Inggris yang dilakukan oleh siswa adalah omission dan misformation. Kesalahan dominan dalam mengucapkan konsonan bahasa Inggris adalah misformation. Berdasarkan hasil penelitian dapat disimpulkan bahwa masih banyak siswa yang melakukan kesalahan dalam mengucapkan konsonan bahasa Inggris pada bunyi fricative dan affricate, hal ini menunjukkan bahwa sebagian besar siswa belum memahami cara melafalkan bunyi tersebut dengan benar.
Kata kunci : Kesalahan, Pengucapan, Konsonan Bahasa Inggris.
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ACKNOWLEDGMENT
In the name of Allah, the most Gracious, the most Merciful.
First and foremost, all praises is due to the Almighty Allah, the Lord of the
universe who has given the writer mercy, strength, and blessing so the researcher
was able to finish this thesis entitled “ ERROR PRONUNCIATION OF
ENGLISH CONSONANTS MADE BY THE THIRD SEMESTER STUDENTS
AT ENGLISH DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH
PAREPARE.”,
Peace be upon Prophet Muhammad SAW, the great leader and good
inspiration of world revolution. The researcher is sure that this thesis would not be
completed without helps, supports, and suggestions from several sides. Thus the
researcher would like to express her deepest thanks to all those who had helped,
supported, and suggested, her during the process of writing this thesis. This goes
to :
1. Prof. Dr. H. Ambo Asse, M.Ag, the Rector of Muhammadiyah University
of Makassar.
2. Erwin Akib, M.Pd., Ph.D., The Dean of Faculty of Teacher Training and
Education Muhammadiyah University of Makassar.
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3. Ummi Khaerati Syam, S.Pd., M.Pd., The head of Teacher Training and
Education Muhammadiyah University of Makassar.
4. Dr. St. Asriati AM, S.Pd., M.Hum., as my first consultant who has given
me correction, suggestions, support, advice and guidance in accomplishing
this thesis to be better.
5. Maharida, S.Pd., M.Pd., as my second consultant who has given
correction, suggestions, support, advice and guidance in accomplishing
this thesis to be better.
6. Dr. H. Bahrun Amin, M.Hum., as my PA who has given advice and
motivation.
7. All lecturers and staffs of English Education Department. Thank you for
suggestions, motivations and knowladge during the courses.
8. Nasrullah, S.Pd., M.Pd., The head of Teacher Training and Education in
Universitas Muhammadiyah Parepare who let me did my research in the
third semester classes.
9. The students of Universitas Muhammadiyah Parepare, especially the third
semester students at English Department, who have participated in this
research.
10. My beloved parents, sisters and brother. Who always pray in everydays for
the best, and always give support, motivation to finish this research.
11. Best classmates ( Awesome class). Always support me in completing this
thesis.
xiii
Finally, the researcher realizes that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very
much. May Allah Almighty the lord of universe blesses them all. Aamiin.
March 2021, Makassar
The researcher
Linda Purwati
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................ i
LEMBAR PENGESAHAN ......................................................................... ii
APPROVAL SHEET .................................................................................. iii
COUNSELLING SHEET ........................................................................... iv
SURAT PERNYATAAN ........................................................................... vii
SURAT PERJANJIAN ............................................................................. viii
MOTTO ....................................................................................................... ix
ABSTRACT .................................................................................................. x
ACKNOWLEDGMENT............................................................................ xii
TABLE OF CONTENTS ........................................................................... xv
LIST OF APPENDICES......................................................................... xviii
CHAPTER I INTRODUCTION
A. Background ....................................................................................... 1
B. Problem Statement ............................................................................. 4
C. Objective of The Research ................................................................. 4
D. Significance of The Research............................................................. 5
E. Scope of The Research ...................................................................... 6
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CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Research Findings ............................................................... 7
B. Some Basic Concept .......................................................................... 9
Twelve students pronounced the term incorrectly. The word
vehicle supposed to be pronounce as ˈ/vi:әkl/ but students
pronounced it as /felhis/, fikel/, fehisel/, fihaisel/, /fihil/,
/feisel/, /feicel/, /fizel/, /fiekl/, faisikl/. Students changing
Sound /v/ become /f/. There were misformation in the
initial position of the word.
In sentence:
a. I love food very much
/veri/ : correct
b. I love food /feri/ much : incorrect
Ten students pronounced the term incorrectly . The word
very supposed to be pronounce as /veri/ but students
pronounced it as /feri/. Students changing Sound /v/
32
became /f/. There were misformation in the initial position
of the word.
In sentence :
a. It smells like cherries and vanilla.
/vә’nɪlә/ : correct
b. It smells like cherries and /fanila/ : incorrect
fourteen students pronounced the term incorrectly. The
word vanilla supposed to be pronounced as /vә’nɪlә/ but
students pronounced it as /fanila/. Students changing sound
/v/ became /f/. There were misformation in the initial
position of the word.
In sentence ;
a. My vine leaf.
/vaɪn/ : correct
b. My /fain/ leaf : incorrect
Fourteen students pronounced the term incorrectly. The
word vine supposed to be pronounced as /vaɪn/ but
students pronounced it as /fain/. Students changing sound
/v/ became /f/. There were misformation in the initial
position of the word.
Middle Position
In sentence :
a. I’m going to invest money in this business.
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/ɪn’vest/ : correct
b. I’m going to /ɪnˈfәst /, /in fes/, /in fest/ money in
this business : incorrect
Fourteen students pronounced the term incorrectly. The
word invest supposed to be pronounced as /ɪn’vest/ but
students pronounced it as /ɪnˈfәst /, /in fes/, /in fest/.
Students changing sound /v/ become /f/. There were
misformation in the middle position of the word.
In sentence :
a. Don’t judge the book by its cover
/ ’kʌvәr/ : correct
b. Don’t judge the book by its /kofәr/ : incorrect
There was 1 students made error in pronouncing the word
cover. The word of cover supposed to be pronounce as
’kʌvәr/ but students pronounced it as /kofәr/. Students
changing sound /v/ become /f/. There were misformation in
the middle position of the word.
In sentence:
a. Let’s divide this money between you and me.
/dɪˈvaɪd/ : correct
b. Let’s /dɪˈ faɪd/, /di fided/, defaid/, /defid/ this
money between you and me : incorrect
34
Fourteen students pronounced the term incorrectly. The
word divide supposed to be pronounced as /dɪˈvaɪd/ but
students pronounced it as /dɪˈ faɪd/, /di fided/, defaid/,
/defid/ . students changing sound /v/ become /f/. There
were misformation in the middle position of the word.
In sentence :
a. Fill every jug and jar
/evri/ : correct
b. Fill /eferi/ jug and jar : incorrect
Six students pronounced the term incorrectly. The word
every supposed to be pronounced as /evri/ but students
pronounced it as /efery/ . students changing sound /v/
become /f/. There were misformation in the middle position
of the word.
In sentence :
a. Clover is gone forever.
/’kloʊvәr/ : correct
b. /’kloʊfәr /is gone forever : incorrect
Six students pronounced the term incorrectly. The word
clover supposed to be pronounced as /’kloʊvәr/ but
students pronounced it as /’kloʊfәr/. Students changing
sound /v/ become /f/. There were misformation in the
middle position of the word.
35
Final Position
In sentence :
a. You have a chance to save yourself.
/seɪv/ : correct
b. You have a chance to /sef/ yourself : incorrect
Seventeen students pronounced the term incorrectly. The
word save supposed to be pronounce as /seɪv/ but students
pronounced it as /sef/. Students changing sound /v/ become
/f/. There were misformation in the final position of the
word.
In sentence :
a. The second wave is coming.
/weɪv/ : correct
b. The second /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/. is
coming : incorrect
Thirteen students pronounced the term incorrectly. The
word of wave supposed to be pronounced as /weɪv/ but
students pronounced it as /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/.
Students changing sound /v/ become /f/. There were
misformation in the final position of the word.
In sentence :
a. I leave my handphone in home.
/li:v/ : correct
36
b. I /li:f/, /lef my handphone in home : incorrect
Eighteen students pronounced the term incorrectly The
word leave supposed to be pronounced as /li:v/ but
students pronounced it as /li:f/, /lef/ . Students changing
sound /v/ become /f/. There were misformation in the final
position of the word.
In sentence :
a. I love food very much.
/lʌv/ : correct
b. I /lof/ food very much : incorrect
Fourteen students pronounced the term incorrectly. The
word of love supposed to be pronounce as /lʌv/ but
students pronounced it as /lof/. Students changing sound /v/
become /f/. There were misformation in the final position of
the word.
In sentence :
a. I have urgent information.
/hәv/ : correct
b. I /hәf/, /hәp urgent information : incorrect
Fifteen students pronounced the term incorrectly. The word
of have supposed to be pronounce as /hәv/ but students
pronounced it as /hәf/, /hәp/. Students changing sound /v/
37
became /f/ and /p/. There were misformation in the final
position of the word.
In sentence :
a. I prefer to live on the edge.
/lɪv/ : correct
b. I prefer to /laɪf/ on the edge : incorrect
Twelve students pronounced the term incorrectly. The word
live supposed to be pronounce as /lɪv/ but students
pronounced it as /laɪf/. Students changing sound /v/ became
/f/. There were misformation in the final position of the
word.
2) Kinds of error in pronouncing English consonant of affricate :
/ʧ/, /ʤ/.
There were two errors in this consonant namely: omission and
misformation .
a. Error omission
Omission is characterized by the absence of one more
elements, which are needed in a phrase or a sentence.
a) Error omission in affricate sound /ʤ/
Initial Position
In the sentence:
a. Jump in the water
/ʤʌmp/ : correct
38
b. /ʌmp/ in the water : incorrect
From there 19 students, there was 1 student made error in
pronouncing the word "Jump”. The word of Jump is
supposed to be pronounced as /ʤʌmp/ but students
pronounce it as /ʌmp/. The students pronounced the word
by omitting the fricative sound /ʤ/ at the initial position of
the word.
Final position
In the sentence:
a. I managed to cadge some money off my dad.
/kæʤ/ : correct
b. I managed to /kæ/ some money off my dad
: incorrect
There was 1 student who made error in pronouncing the
word “cadge”. The word cadge is supposed to be
pronounced as /kæʤ/ but students pronounce it as /kæ/.
The students pronounced the word by omitting the affricate
sound /ʤ/ at the final position of the word.
b. Error Misformation
Misformation is characterized by use the wrong form of
elements in a phrase or sentence.
a) Error Misformation in affricate sound /ʧ/
39
Initial Position
In sentence :
a. She will choke it with her strong arms.
/ʧәʊk/ : correct
b. She will /kok/, /kuk/, /shoke it with her strong
arms. Incorrect
Five students pronounced the term incorrectly. The word
choke supposed to be pronounce as /ʧәʊk/ but students
pronounced it as /kok/, /kuk/, /shoke/ . Students changing
sound /ʧ/ became /k/. There were misformation in the initial
position of the word.
In sentence :
a. Chief harris needs to speak to you.
/ʧi:f/ : correct
b. /si:f/ harris needs to speak to you : incorrect
Twelve students pronounced the term incorrectly. The word
Chief supposed to be pronounce as / ʧi:f/. but students
pronounced it as /si:f/ . Students changing sound /ʧ/ became
/s/. There were misformation in the initial position of the
word.
In sentence :
a. It smells like cherries and vanilla
40
. /ʧeri:z/ : correct
b. It smells like /seri:s/ and vanila : incorrect
There was 1 students made error in pronouncing the word
cherries. The word of Cherries supposed to be pronounce
as /ʧeri:z/. but students pronounced it as /seri:s/ . Students
changing sound /ʧ/ became /s/. There were misformation in
the initial position of the word.
In sentence :
a. I like cheese but you like chocolate.
/’ʧᴐ:klәt/ : correct
b. I like cheese but you like /’kᴐ:klәt/ : incorrect
There was 1 students made error in pronouncing the word
chocolate. The word of Chocolate supposed to be
pronounce as /’ʧᴐ:klәt//. but students pronounced it as
/’kᴐ:klәt/ . Students changing sound /ʧ/ became /k/. There
were misformation in the initial position of the word.
Middle Position
In sentence:
a. There is no greater riches than health
/rɪʧɪz/ : correct
41
b. There is no greater /rices than health :
incorrect
Seven students pronounced the term incorrectly. The word
riches supposed to be pronounce as /rɪʧɪz/. but students
pronounced it as /rices/ . Students changing sound /ʧ/
became /s/. There were misformation in the middle position
of the word.
In sentence :
a. I cook in the kitchen.
/ˈkɪʧɪn/ : correct
b. I cook in the /kicen/ : incorrect
Fifteen students pronounced the term incorrectly. The word
kitchen supposed to be pronounce as /ˈkɪʧɪn/. but students
pronounced it as /kicen/ . Students changing sound /ʧ/
became /c/. There were misformation in the middle position
of the word.
In sentence :
a. Even our butcher is fine women. /ˈbʊʧә(r)/ : correct
b. Even our bather/, /baher/ is fine women :
incorrect
42
Two students pronounced the term incorrectly. The word
butcher supposed to be pronounce as /ˈbʊʧә(r) /. but
students pronounced it as /bather/, /baher/. Students
changing sound /ʧ/ became /t/,/h/. There were misformation
in the middle position of the word.
In sentence :
a. French fries and ketchup.
/’keʧәp/ : correct
b. French fries and /kekәp/ : incorrect
There was 1 students made error in pronouncing the word
ketchup. The word ketchup supposed to be pronounce as
/’keʧәp/. but students pronounced it as ’/kekәp/. Students
changing Sound /ʧ/ became /k/. There were misformation in
the middle position of the word.
Final Position:
In sentence :
a. See a keeper catch a ball.
/kæʧ/ : correct
b. See a keeper /kats/, /keʤ/, /kæʤ a ball :
incorrect
43
Four students pronounced the term incorrectly. The word
catch supposed to be pronounce as /kæʧ/. but students
pronounced it as /kats/, /keʤ/, /kæʤ/. Students changing
sound /ʧ/ became /t/,/s/. There were misformation in the
final position of the word.
b) Error Misformation affricate sound /ʤ/
Initial Position :
In sentence :
a. I love ginger
/ʤɪnʤәr/ : correct
b. I love /gingәr/ : incorrect
Four students pronounced the term incorrectly. The word
ginger. supposed to be pronounce /ʤɪnʤәr/, but students
pronounced it as /gingәr/. Students changing sound /ʤ/
became /g/.There were misformation in the initial position
of the word.
Middle position
In sentence :
a. I’m vegetarian because i like vegetable.
/vɜʤәtәbl/ : correct
b. I’m vegetarian because i like /vɜgәtәbl/ :
incorrect
44
Six students pronounced the term incorrectly. The word
vegetable supposed to be pronounce’/vɜʤәtәbl/ but
students pronounced it as /vɜgәtәbl/. Students changing
sound /ʤ/ became /g/.There were misformation in the
middle position of the word.
In sentence :
a. I’m vegetarian because i like vegetable
/veʤә’teriәn/
b. I’m /,vegә’teriәn/ because i like vegetable :
incorrect
Five students pronounced the term incorrectly. The word
vegetarian supposed to be pronounce /veʤә’teriәn/ but
students pronounced it as /,veg ә’teriәn/. Students changing
sound /ʤ/ became /g/.There were misformation in the
middle position of the word.
Final position:
In sentence :
a. I managed to cadge some money off my dad
/kæʤ/ : correct
b. I managed to /kæʧ/, /caʧ/ some money off my
dad : incorrect
45
Sixteen students pronounced the term incorrectly. The
word cadge supposed to be pronounce /kæʤ/.but students
pronounced it as /kæʧ/, /caʧ/. Students changing sound /ʤ/
became /ʧ/, There were misformation in the final position
of the word.
In sentence :
a. That is a long message
/’mesɪʤ/ : correct
b. That is a long /messeʧ/, /messes/ : incorrect
Seven students pronounced the term incorrectly. The word
message supposed to be pronounce /’mesɪʤ/ .but students
pronounced it as /messeʧ/, /messes/. Students changing
sound /ʤ/ became /ʧ/ and /s/, There were misformation in
the final position of the word.
In sentence :
a. He is very large.
/lɑ:rʤ/ : correct
b. He is very /lɑ:rʧ/ : incorrect
Five students pronounced the term incorrectly. The word
large supposed to be pronounce /lɑ:rʤ/ .but students
pronounced it as /lɑ:rʧ/. Students changing sound /ʤ/
46
became /ʧ/, There were misformation in the final position
of the word.
In sentence:
a. I prefer to live on the edge.
/eʤ/
b. I prefer to live on the /eʧ/ : incorrect
Seven students pronounced the term incorrectly. The word
edge supposed to be pronounce /eʤ/ .but students
pronounced it as /eʧ/. Students changing sound /ʤ/ became
/ʧ/, There were misformation in the final position of the
word.
3) The Dominant Error in Pronouncing English Consonants
fricative : /f/, /v/ and affricate : /ʧ/, /ʤ/.
The researcher also found the dominant errors made by
student in pronouncing English consonant namely error
misformation in fricative sound /v/ and error misformation in
affricate sound /ʤ/. Error misformation in fricative sound /v/, They
made errors in all position (initial, middle and final) the words are
as follows: vast, veal, vehicle, very, vanila, vine, invest, divide,
every, save, wave, leave, love, have, live. Students changing sound
v became sound /f/ . While error misformation in affricate sound
/ʤ/, they made errors in all position (initial,middle,final) the words
47
are as follows jug, vegetable, Ginger, vegetarian, cadge, edge,
large, Message. Students changing sound /ʤ/ became sound /g/
and /ʧ/.
B. Discussion.
This chapter deals with some discussion of the kinds of errors and
the dominant errors made by the third semester students at English
department of Universitas Muhammadiyah pare-pare.
1. Kinds of Error in pronouncing English consonant of fricative:
/f/, /v/ and affricate /ʧ/, /ʤ/.
Dulay in Putri (2019:11) has distributed pronouncing errors
into omission, addition, misformation, and misordering. Beginning
with the idea, researchers had discovered various kinds of
pronunciation errors made by the third semester students at English
Department of Universitas Muhammadiyah Pare-pare. The data
were obtained from students that had been as the sample. Then,
those were distributed the same way into those four types of errors.
As one of the objectives of this research was to find out the
kinds error in pronouncing English consonants made by the third
semester students at English Department of Universitas
Muhammadiyah Pare-pare, the findings of errors that were found
were explained from omission and misformation.
Omission is one kind of error which deals with removing
the sound of the word. The researcher found that there are still
48
errors made by the students in this research and the students made
omissions in the initial and final of the word. Students do not pay
attention to the word and just say it, they forget how it is
pronounced so that letters that are in the initial and final of the
word not pronounced and it happens to the error omission in
affricate sound /ʤ/. Error misformation is the wrong form of
elements when mentioning the word, from the analysis, the
researcher found that there were some errors made by students that
were error misformation in fricative sound /f/, /v/, error
misformation in affricate sound /ʤ/ and /ʧ/. All the sound /f/
became /v/ or sound /v/ become /f/ in affricate sound ʤ/ and /ʧ/ did
the same too. The students tend to made errors in the initial,
middle, and final of the word. In line with the previous study Putra
(2019) that students still make errors in pronouncing the words in
fricative sounds. The students were still not able to pronounce
correct words. They pronounced using their feeling and they didn't
know how to correct them right pronunciation in line with
Rahmawati (2017) that students made error in pronouncing
consonant nevertheless don't understand to articulate that word
either the pupils nevermore listen the word earlier.
49
2. The dominant error in pronouncing English consonants.
Based on the findings, the dominant error made by the students in
pronouncing English consonant were error misformation in fricative
/v/ and affricate /ʤ/ sound. The results of this research in line with
Hidayati (2017) have shown that the total of kinds of pronunciation
errors is 40 data. Misformation as the dominance error. The students
were still unfamiliar with the words which made errors in
pronunciation. They still had an error in fricative and affricate sound.
The students also had pronunciation problems because of a lack of
consciousness rising. The students were still lazy to read the dictionary
to check the correct pronunciation. Alzainadi and latief (2019) state
that lack of consciousness made students lazy to check the appropriate
pronouncing words in the dictionary in fact pronunciation errors.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The first objective conducted was what kinds of error are made by
the third semester students at English Department of Universitas
Muhammadiyah Parepare. The revealed that the kinds of error made by the
students were the omission and misformation.
The dominant errors made by the third semester students in
pronouncing English consonants were dominant error of misformation in
fricative /v/ and affricate/ʤ/ sound.
B. Suggestion
Based on the conclusion above, there are some suggestions given by the
researcher as follows:
1. For the lecturer
The lecturers have an important role to upgrade the output
of the English Education Study Program. They ought to remember
pupils' weaknesses, expertise also the skill of English consonants.
The exposure of phonology content in terms of duty, matter, and
erudition to those learners depend upon however the lecturers
profoundly apprehend their student's inclination. Any
enhancements ought to be utilized to show concerning English
consonants. Additionally demanded to relinquish a lot of
probabilities.
50
51
2. For the students
English consonants are extremely vital to obtain
discovered and also bought so as to possess some decent
pronunciation and desist misunderstanding. The students, it should
possess a good pronunciation as a result of that means learners
pronounce English can explain the standard of however great
English Education Program in Universitas Muhammadiyah Pare-
pare. The learners obtain suggestions to study deeper, exercise
further or can always consult the dictionary if they do not know the
correct pronunciation and concentrate additional concerning
English consonants properly.
3. For further researchers
This research still includes a lot of weaknesses that
hopefully future research will teach or show the correct
pronunciation of the errors that have been said or made by students
and also the next researcher hopefully may conduct a far better
research regarding English consonants.
BIBLIOGRAPHY
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Alzainadi, M.H & Latief, A. M (2019). Diagnosing Saudi Students’ English Consonants Pronunciation Errors. Arab World English Journal (AWEJ), 10, 4, 180-193.
Ba’dulu, A. M. (2009). Introduction To Linguistics, Makassar :
Universitas Negeri Makassar.
Brown, H. D. (2000). Principles of language learning and teaching. New Jersey, NJ: Prentice-Hall Inc.
Brown, J.D. (2007). Principles of language learning and teaching. San Francisco State University. New York: Longman.
Crystal, David. (1985). A Dictionary of Linguistics and Phonetics (2nd ed.).New York: Basil Blackwell.
Dale and Poms at al. (2005). English Pronunciation Made Simple. New York:Pearson Education Inc..
Fauziati, Endang. (2000). Reading on Applied Linguistics: A Handbook for Language Teacher and Teacher Researcher. Surakarta: Era Pustaka Utama.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra: Department of Education, Training and Youth Affairs (Australian National Training Authority Adult Literacy National Project).
Hidayati, A. (2017). PRONUNCIATION ERRORS IN SPEAKING PERFORMANCE OF GRADE 11 STUDENTS AT SMA NEGERI 20 MEDAN (Doctoral dissertation, UNIMED).
Ihsan Rahmi. (2015). The Error Analysis of Suprasegmental Sounds in The Third Semester Students of English Department. Makassar: Universitas Muhammadiyah Makassar (UMM).
Kartyastuti. L. N (2017). An Error Analysis in pronunciation of English vowels on the first semester students of English Education Department in IAN Surakarta in the Academic year 2015/2016. Surakarta: IAN Surakarta.
Kelly, Gerald. (2001) . How to Teach Pronunciation. England: Longman.
Kristina, Diah and Rarasteja, Zita. (2006). Pronunciation 1. Surakarta : Sebelas maret University Press.
McMahon. A. (2002). An Introduction to English Phonology. Edinburgh UniversityPress.
Moleong, J. L. (2009). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT Remaja Rosdakarya.
Pourhosein Gilakjani, A. (2016). What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326.
Putra, F. P. (2019). An Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools. Wanastra: Jurnal Bahasa dan Sastra, 11(2), 141-150.
Putri, I. P. (2019). An Error Analysis on English Labiodental Sounds. Makassar: Universitas Muhammadiyah Makassar.
Rahmawati, L. E. (2017). Pronunciation Error Analysis Of The Tenth Grade Students Of Sma N 1 Nalumsari Jepara In Academic Year 2016/2017 (Doctoral dissertation, Universitas Muria Kudus).
Rustipa, Katharina. (2009). “ ENGLISH SPEECH SOUNDS [θ, ð], [ʃ, ʒ], [ʧ, ʤ]: HOW ARE THEY REALIZED?”
Sugiyono. (2007). Metode Penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: ALFABETA
Yates, L., & Zielinski, B. (2009). Give it a Go: Teaching Pronunciation to Adults. Sydney, Australia: AMEPRC. Available:
Zimmerman, L. (2004). Teaching pronunciation: A specialist approach. In Davidson, P., AL-Hamly, M. Khan, M. Aydelott, J., Bird, K. & Coombe, C. Proceeding of the 9th TESOL Arabia Conference: English Language Teaching in an IT Age, vol. 8, Dubai: Tesol Arabia.
A P P E N D I C E S
APPENDIX A :
INSTRUMENT TEST
(THE PRONUNCIATION TEST)
This pronunciation test sentences related English consonants fricative and
affricate sounds aims to collect data about what kinds of errors are made by the
third semester students at English Department of Universitas Muhammadiyah
Parepare in pronouncing English Consonant and also to collect data about the
dominant error made by the student. For this reason researcher expect you to can
read the sentence loud and carefully. So the results of the study can be obtained as
objectively as possible. For your participation, thank you.
Instruction:
The researcher give some sentences related to English Consonant (fricative and affricate sound) to the students via whatsapp , after that the researcher asks students to pronounce and records their pronunciation and send it to the researcher. The sentences are as follows:
1. I love food very much. 2. I like cheese but you like chocolate. 3. It smells like cherries and vanilla. 4. I want to be a teacher and you want to be an engineer. 5. French fries and ketchup. 6. Even our butcher is fine women. 7. Exchange rings for now. 8. She is very rich. 9. Come an join us for lunch. 10. Fill every jug and jar. 11. I’m vegetarian because i like vegetable. 12. I prefer to live on the edge. 13. It’s the final fig leaf. 14. That is a long message. 15. The cage is mine. 16. He is very large. 17. That’s a beautiful scarf. 18. Jump in the water. 19. I love ginger.
20. The switch over there. 21. My vine leaf. 22. Clover is gone forever. 23. Veal is meat from a calf. 24. The decanted infant howls. 25. It’s like a starfish. 26. I have urgent information. 27. I stand before you. 28. It’s a good roof. 29. I will come to your home as fast as i can. 30. Fatalism is can excuse of the weak-willed. 31. He has a vast amount of knowledge about science. 32. She will choke it with her strong arms. 33. His broad chest and shoulders looked powerful. 34. Don’t judge the book by its cover. 35. We have a vehicle for controlled detonation. 36. Chief Harris needs to speak to you. 37. Shark infest the estuaries. 38. I tried to defy them once. 39. I’m going to invest money in this business. 40. There is no greater riches than health. 41. They want to talk about religion. 42. Check the register downstairs. 43. I cook in the kitchen. 44. Let’s divide this money between you and me. 45. You are supposed to laugh at that joke. 46. I don’t feel safe in this neighborhood. 47. You have a chance to save yourself. 48. See a keeper catch a ball. 49. I watch football alone in the television. 50. I managed to cadge some money off my dad. 51. Like an energy surge 52. The second wave is coming. 53. I will go to france so that i can learn french. 54. I leave my handphone in home.
APPENDIX B :
THE KEY OF THE PRONUNCIATION TEST
Transcription
Fricative sound /f/, /v/
Affricate sound /ʧ/, /ʤ/
Fricative sound /f/
No Initial position Transcription Middle position Transcription
1. Food /fu:d/ Infest / ɪnˈfest /
2. Fries /fraiz/ Defy /dɪˈfaɪ /
3. Fine /faɪn/ starfish /stɑ:rfɪʃ /
4. French /frenʧ/ before /bɪfᴐ:r/
5. Fatalism /ˈfeɪtәlɪzәm/ infant /’ɪnfәnt/
6. Fast / fɑ:st/ Information /ɪnfәr’meɪʃn/
Final position Transcription
Laugh /lɑ:f/
Safe / seɪf /
Leaf /li:f/
Calf /kæf/
Scarf /skɑ:rf/
Roof /ru:f/
Fricative sound /v/
No Initial Position Transcription Middle Position Transcription
1. Vast /vɑ:st / Invest /ɪn’vest/
2. Veal /vi:l / Cover /’kʌvәr/
3. Vehicle /ˈvi:әkl / Divide /dɪˈvaɪd /
4. Very /veri/ every /evri/
5. Vanila /vә’nɪlә/ clover /’kloʊvәr/
6. Vine /vaɪn/ forever /fәr’evә (r)/
Final position transcription
Save / seɪv /
Wave / weɪv /
Leave / li:v /
Love /lʌv/
Have /hәv/
Live /laɪv/
Affricate sound /ʧ/
No Initial Position Transcription Middle Position Transcription
1. Choke / ʧәʊk/ Riches / rɪʧɪz /
2. Chest / ʧest/ Kitchen /ˈkɪʧɪn
3. Chief / ʧi:f/ Butcher ˈbʊʧә (r) /
4. Cherries /ʧeri:z/ Ketchup /’keʧәp/
5. Cheese /ʧi:z/ Teacher /‘ti:ʧәr/
6. Chocolate /’ʧᴐ:klәt/ Exchange /ɪksʧeɪnʤ/
Final position Transcription
Catch / kæʧ /
Watch / wɑʧ/
Much /mʌʧ/
Rich /rɪʧ/
Lunch /lʌnʧ/
Switch /swɪʧ/
Affricate sound /ʤ/
No Initial Position Transcription Middle Position Transcription
1. Judge /ʤʌʤ / Register /ˈreʤɪstә (r)
2. Jar /ʤɑ:(r)/ Religion /rɪˈlɪʤәn /
3. Jug /ʤag/ Engineer /enʤɪ’nɪr/
4. Join ʤoɪn/ Vegetable /’vɜʤәtәbl/
5. Jump /ʤʌmp/ ginger /ʤɪnʤәr/
6. Joke /ʤoʊk/ Vegetarian /,veʤә’teriәn/
Final position Transcription
Cadge / kæʤ /
Surge / sɜ:ʤ /
Edge /eʤ/
Cage /keɪʤ/
Large /lɑ:rʤ/
Message /’mesɪʤ/
APPENDIX C :
TABLE OF PRONUNCIATION ERROR ANALYSIS
Pronunciation Error Analysis
No Words Transcription
Respondent Description of Error
Dictionary Recorded Fricative
Sound /f/
Initial Position
1 Food /fu:d/ /vu:d/ 12,16 Misformation in initial position of fricative sounds (f).
2 Fries /fraiz/ /fraiz/ - -
3 Fine /faɪn/ /faɪn/ - -
4 French /frenʧ/ /frenʧ/ - -
5 Fatalism /feɪtәlɪzәm/ /feɪtәlɪzәm/ - -
6 Fast /fɑ:st/ fɑ:st/ - -
Middle position
7 Infest / ɪnˈfest / /ɪnˈfest/ - -
8 Defy /dɪˈfaɪ / /devaɪ/ 11,19 Misformation in middle position of fricative sounds (f).
9 Starfish /stɑ:rfɪʃ / /stɑ:rfɪʃ / - -
10 Before /bɪfᴐ:r/ /bɪvᴐ:r/ 6,12,16 Misformation in middle
position of fricative sounds (f).
11 infant /’ɪnfәnt/ /ɪnfәnt/ - -
12 Information /ɪnfәr’meɪʃn/ /ɪnfәr’meɪʃn/ - -
Final
Position
13 Laugh /lɑ:f/ /lɑ:g/ 5,7,9,13,19 Misformation in final position of fricative sounds (f).
/laugh/ 2,3,6,10,15,17
Misformation in final position of fricative sounds (f).
/lauʧ/ 8 Misformation in final position of fricative sounds (f).
14 Safe / seɪf / /seɪf/ - -
15 Leaf /li:f/ /li:f/ - -
16 Calf /kæf/ /kæf/ - -
17 Scarf /skɑ:rf/ /skɑ:rf/ - -
18 Roof /ru:f/ /ru:f/ - -
Fricative
Sound /v/
Initial position
19 Vast /vɑ:st/ /fest/ 13,14,17,18,19
Misformation in initial position of fricative sounds /v/
/fɑ:st/ 2,3,4,6,9,10
Misformation in initial position of fricative sounds /v/