AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH VOWEL AT THE T HE EIGHTH GRADE STUDENT OF SMP NEGERI 2 KLANGENAN KAB. CIREBON
A PAPER
Submitted to the Department of English Faculty of Teaching and Educational Sciences University of Swadaya Gunung Jati in i n Partial Fulfillment of the Requirements for Sarjana Pendidikan (S1) Degree
by ELVERA MAYASARI NPM 109060090
DEPARTMENT DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHING AND EDUCATIONAL SCIENCES UNIVERSITY OF SWADAYA GUNUNG JATI CIREBON 2013
APPROVAL
AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH VOWEL AT THE T HE EIGHTH GRADE STUDENT OF SMP NEGERI 2 KLANGENAN KAB. CIREBON
By: ElveraMayasari NPM: 109060090
Approved by:
SUPERVISOR I,
SUPERVISOR II,
Herlina, M. Hum NIK: 31600157
Haris Budiana, S.Pd., M.Hum NIK. 31720267
Acknowledged Acknowledged by:
Dean of the Faculty of Teaching Sciences and Educational
Head of English Department
Prof. Dr. H. Abdul Rozak. M.Pd NIP: 19580603 198403 1 001
Jaufillaili, S.Pd. M.Hum NIK: 31780397
STATEMENT
I herewith, acknowledge that this paper
“An
Analysis of Error in
Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan Kab.Cirebon” is really my own writing with some quotations from
some sources by using the acceptable scientific method of writing. I make this statement according to the truth. I will responsible for any risk that will happen in the future if it is proved to offend the ethics of scientific writing.
Cirebon, December 2013 The Writer
Elvera Mayasari Mayasari
i
I came, my guidance, my exams, my revision and I won! ii
Be an individual who has high moral character provision for his right to the next generation
iii
ACKNOWLEDGEMENT
The writer would like to say thanks to Allah Swt. The most Gracious and Most Merciful. Because of his mercy, the writer can be able to finish this paper that entitled
“AN
ANALYSIS OF ERROR IN PRONOUNCING ENGLISH
VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 KLANGENAN KAB.CIREBON”. Intended to fulfill one of the requirements for
taking SarjanaPendidikan (S1) Degree. The writer realizes that this paper is express finished because of the help from all sides’ therefore, he would like to appropriate gratefully to all the people who dedicated suggestions, motivations, and knowledge for this paper. Especially the writer would like to express his gratitude to: 1. H.
Dr.
Djakaria
Mahmud
SE.
SH.
M.Si,
Rector
of
of
SwadayaGunungJati SwadayaGunungJati University Cirebon. 2. Prof. Dr. H. Abdul Rozak, M.Pd., Dean of Faculty of Teaching and Educational Sciences University SwadayaGunung Jati Ci rebon. 3. Jaufillaili, S.Pd., M.Hum., Head of English Department of FKIP of Unswagati Cirebon. 4. Dra. Herlina, M.Hum., the first supervisor, who has given the writer guidance, motivation and suggestion in completing c ompleting this paper. 5. Haris Budiana, S.Pd.,M.Hum., the second supervisor who has given the writer guidance, motivation, and suggestion to the writing this paper. iv
6. All lectures of English Department of UNSWAGATI for giving their Knowledge, experience, guidance, and support during his study. The staff of English Department Department for their help and kindness. kindness. 7. Sanuji,S.Pd., Headmaster of SMPN2 Klangenan, KabupatenCirebon, who has permitted the writer to do the research. 8. Lina Marlina, S.Pd., the English teacher of SMPN 2 Klangenan Kabupaten Cirebon, who has support, guidance, and help for the observation. 9. All teachers and staff of SMPN 2 Klangenan KabupatenCirebon for guiding, support and their motivation. 10. All the students of SMPN 2 Klangenan Kabupaten Cirebon, especially of eighth grade (class B) students who have contributed for observation and all people whose names cannot be mentioned one by one. Finally, the writer hopes that insights this paper has yielded will of benefit for the writer himself in particular and for the readers in general. The writer could only pray that Allah, Lord of the World World will bless us forever. Amen.
Cirebon, December2013 The Writer
(Elvera Mayasari)
v
ABSTRACT
Name : Elvera Mayasari Title : AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 KLANGENAN KAB.CIREBON
This paper is an analysis of errors in pronouncing vowels eighth grade English at SMP Negeri 2 Klangenan. Most of the students may have problems to pronounce English vowels, although they get get English lessons in i n their school and they can’t can’t master English pronunciation well. Therefore, students often make errors. The research was carried out with consideration pronounce English vowels play an important role. The problem in this study is what kind of errors that students faced in pronouncing English English diphthong? And the purpose of this study is to find out the error that the student faced in pronouncing the English diphthong. Population of this research is the eighth grade students of SMP Negeri 2 Klangenan kab. Cirebon of the academic year 2012/2013 with roommates Consist 7 classes total number 266 students are chosen as the population, but only 31 students were the subject of research. Instrument that is used by the writer is a test and recorder to record the pronunciation of students in conducting tests. In analyzing the data using descriptive desc riptive analysis to calculate the percentage of all errors and interpret the results of the data analysis. Finally , Of the three diphthongs a ɪ the error number is 63, 63%, while the number of aʊ 30.54%, 6.08% and then ɔ ɪ numbers. So the results of the analysis, the most diphthongs that students' errors in pronouncing diphthong is a ɪ . This can be seen from the total percentage error in pronouncing diphthongs vocals. To help students improve their pronunciation skills, the writer suggest that they should be given a lot of training and practice with regard to pronunciation so that they can acquire the habit of using the correct pronunciation of English words containing vowels English properly regardless of their language skills face.
vi
PREFACE
Alhamdulillahirabbil’alaamiin, Alhamdulillahirabbil’ala amiin, by the Grace of Allah Swt. The writer finally succeeded in accomplishing writing this paper entitled
“AN
ANALYSIS OF
ERROR IN PRONOUNCING ENGLISH VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 KLANGENAN KAB.CIREBON”.
This paper is submitted in partial of requirements for Sarjana Examination of English Department of UNSWAGATI CIREBON. The writer realizes that this paper is far from being perfect. So, all the mistake and error in this paper will be her responsibility and every suggestion or ideas of any kinds to make it more perfect will be gladly welcome. Finally, the writer hopes that this paper would be useful to those who interested in this field of study.
The writer
vii
TABLE OF CONTENTS
STATEMENT ………………………………………………………..…….…
i
ACKNOWLEDGEMENT …………………………………………………...
iii
ABSTRACT ………………………………………………………………..…
v
PREFACE ….……………………………………………………………..…...
vi
TABLE OF CONTENT…………………………………………………......... CHAPTER I
CHAPTER II
vii
INTRODUCTION INTRODUCTION
1.1. Background of the Study ……………………………….
1
1.2. Statement of the Problem …………………………….....
2
1.3. Aim of the Study ….………………………………….…
2
1.4. Scope and Limitation of the study……...……………….
2
1.5. Significance of the Study …………..…………………...
3
REVIEW OF RELATED LITERATURE
2.1. The Previous Researches ….…..……………………..…..
4
2.2 Pronunciation ……………….…………………………….
6
2.2.1. Definition of Pronunciation ……………………….
6
2.2.2. The importance of Pronunciation ………………….
7
2.2.3. Factors that Effect pronunciation learning ………...
8
2.2.4. Aspect of Pronunciation …………………………...
9
2.3 Phonemes ………………………………………………….. 10 2.3.1. Definition of Phonemes ……………………………. 10 viii
2.4 Vowel ……………………………………………..……….. 11 2.4.1. Definition of Vowel ……………………………….
11
2.4.2. The pure Vowel sounds ……………………………
14
2.4.3. Difficulties in a nalyzing Vowel sounds …………...
14
2.4.4. Reading aloud ……………………………………..
16
2.4.5. Increasing Pronunciation through Reading aloud …
19
2.5 Diphthongs ………...………………….…………………… 22 2.6 Analysis …………………………………………………..... 23 2.6.1 Definition of Analysis ……………………………….. 23 2.6.2 Definition of Error Analysis …………………………. 24 …………………………. 24 2.6.3 Step of Error Analysis Analysi s ……………………………….. 24 27. Phonetic Symbols Symbols ………………………………………….. 25 2.8 Definition of Errors and Mistakes …………………………. 25 2.9 Categories of Error ………………………………………… 27 CHAPTER III RESEARCH METHODOLOGY
3.1. Method of the Study …………..…………………………
28
3.2. Subject of the Researches …………….……..…………… 28 3.2.1 Population ………………………....……………….. 28 3.2.2 Sample ………...……………………………..…….. 28 3.3. The procedure of the Research …………………..……….. 29 3.4 Instruments ………………………………….……..…….. 29 3.4.1 Observation ……………….……………………….. 29 3.4.2 Test ………………………..………………….……. 30 ix
3.5 Data Analysis ………………….………………………...
30
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1. General Description of the t he Problem .……………………... 32 4.2 Reading Aloud Test to analyze pronunciation errors ……..
32
4.2.1 The student errors in pronouncing word …………..
33
4.2.2. The Percentage Frequency in student pronunciation error ………………………………………………..
42
4.3 Discussion …………………………………………….…... 46 CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion ………………………………………………... 49 5.2. Suggestion ……………………………………………….... 49 BIBLIOGRAPHY ………………………………………………………………. 50 APPENDIX CURRICULUM VITAE
x
ABSTRACT
Name : Elvera Mayasari Title : AN ANALYSIS OF ERROR IN PRONOUNCING PRONOUNCIN G ENGLISH VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 KLANGENAN KAB. CIREBON
This paper is an analysis of errors in pronouncing vowels eighth grade English at SMP Negeri 2 Klangenan. Most of the students may have problems to pronounce English vowels, although they t hey get English lessons l essons in their school and they can’t mater English pronunciation well. Therefore, student oftn make errors. The research was carried out with consideration pronounce English vowels play an important role. The problem in this study is what kind of errors that students faced in pronouncing English diphthong? And the purpose f this study is To find out the error that the student faced in pronouncing the English diphthong. Population of the research is the eight grade students of SMP NEGERI 2 Klangenan Kabupaten Cirebon of the academic year 2012/2013 which consist 7 classes with total number 266 students are chosen as the population, but only 31 students were the subject of research. Instrument that is used by the writer is a test and recorder to record the pronunciation of students in conducting tests. In analyzing the data using descriptive analysis to calculate the percentage of all errors and interpret the result of the data analysis. Finally, the analysis of the data showed often makae erors in pronouncing diphthong are a amount of 63,63% and a and are not you that So the result from the analysis, the most diphthongs that the students error in pronouncing diphthong is a amount of 63,63%. This can be seen from the total percentage error in pronouncing diphthongs vocals. To help students improve their pronunciation skill,the writer suggests that they should be given a lot of drills and practices relating to the pronunciation so that they can acquire the habit of using the correct pronunciation of English words containing English vowels correctly regardless of language skills they are dealing with.
Vi
CHAPTER 1 INTRODUCTION
1.1 Background of the Study
English becomes the most essential language in the world. Almost all the people from many different countries around the world use it to communicate. The area of English has always become a special interest. It is because of the importance of English in any scope of our lives. But in speaking English we often find difficulty in pronouncing one of its vowels. Pronunciation is an important form of communication especially for those who study at the elementary school. However, most students cannot most students' difficulty in pronouncing the English language, as one of the important pronunciation pronunciation in speaking skills. By conducting conducting this study, it would give a chance even for the writer herself to find out how the students speak ability in pronunciation. According to the above reasons, the researcher is interested to discuss about ”An Analysis of Error in Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan Kab.Cirebon. The writer choose the school because because most of students at the school are still many who have problem to pronounce English Vowels, although
they get English English lessons in their school but but still many of them who can’t master the English language la nguage with good pronunciation.
1.2 Statement of Problem
The statement of the research is conducted into the following question: What kind of errors that students faced in pronouncing English diphthong?
1.3 The Aim of the Study
The purpose of this study is to find out the error that the student faced in pronouncing the English diphthong. diphthong. 1.4 Scope and Limitation of the Study
The scope of the research is vowels. vowels. There are many kinds of vowel, simple vowel, diphthong, monophthongs but the write limitation the scope only diphthong. The writer will analyze what error the students faced in pronouncing the English diphthong limitation, the study only is Vowel diphthong for the limitation. For all Diphthong is a, ea, e ) a
a
1.5 Significance of the Research
The write hopes this research can help students improve their pronunciation skills, and suggest suggest that they should be given a lot of training and practice with regard to pronunciation so that they can acquire the habit of using the correct pronunciation of English words containing vowels English properly regard less of ability language they encounter.
CHAPTER II LITERATURE OF REVIEW
This chapter elaborates several theories that are relevant on this study. In detail, this chapter explains the historical background of using the method, the definition of Pronunciation, Phonemes, Vowels, Diphthongs, Diphthongs, Analysis. Anal ysis. 2.1 The Previous Researches
The first, the research YusiWidianto (The student of Unswagati 2009/2010 academic year) takes a title An Analysis of pronunciation errors made by male and female of the eighth year students Of SMP Negeri 11 Cirebon. Description of Yuni‟s paper, the aim of the study to find out how much male and female students errors at the eight year of SMP Negeri11 Cirebon master to pronounce the vowel / Ə/and the research methodology The limitation of this research is focusing on errors in pronouncing mid vowel /
Ə
/ in reading text which are
categorized male and female student and their comparison. The research method that is used in his research is descriptive method. The population of his research is the eighth grade students of SMP Negeri 11 Cirebon 2007/2008 academic year. There are 110 students (divided in 4 classes). He took 34% of the whole population. It means he took 38 students. The number of sample is divided into two groups, male (19) and students. Instrument Yusi uses reading aloud test and questioner for collecting the data, and then the result the found 282 errors in pronouncing mid vowel /
Ə
/ in reading text with frequency errors of male
student is 154 errors and the frequency errors of female is 128 errors. After he found frequency errors of the students, he calculated the result of data by using the percentages by AnasSudijiono (1987). And then he looked for the percentages of male errors are 55% and
the female error in 45%. Based on the result of calculation, he concluded female students have less error than male students. And he drew the conclusion based on the questioners who he gave after the test, students who like speak English have less errors in pronouncing especially in mid vowel / Ə / errors. The second research Asmi Melyani (the student of UNJ (Jakarta University) 2009/2010 academic year).The research takes a title of Asmi‟s paper is an analysis of the errors of using pronunciation in speaking skill made by the eighth grade students of SMP Negeri 26 Jakarta. Description of Asmi‟s Paper is The aim aim of the student to find out how much the errors made by the students in pronouncing vowel / Ə /, and the Research Methodology is The limitation of the research is focusing on errors in pronouncing mid vowel / Ə / in speaking. The research method that is used in her research is descriptive method. The population of her research is the eighth grade students of SMP Negeri 26 Jakarta 2007/2008 academic year. There are 360 students (divided in 9 classes). He took 25% of the whole population: it means she took 80 students. Instrument Asmi uses speaking test and tape recorder for collecting the data, and then the result she found the students d0 302 errors from 310 words in pronouncing mid vowel / Ə /. After she found frequency errors of the students, she calculated the result of data by using the percentages by Anas Sudijiono (1987). And then she found the students do almost of students have difficulty in pronouncing mid vowel. Based on the research above, the writer can conclude that most of student has difficulty difficulty in pronouncing mid vowel / Ə /, not only in reading aloud activity but also in speaking skill. So we don't ignore pronunciation in learning English especially mid vowel sound / Ə /.
2.2 Pronunciation Pronunciation 2.2.1. Definition of Pronunciation Pronunciation
In many English language classrooms, teaching pronunciation is granted the least attention, because there are many students who have not been able to pronounce English vowels properly. properly. There are many definition of pronunciation, pronunciation, one of the definition definition is proposed by Nordiques Nordiques ( 2003 ) State that “ Pronunciation is the act or manner of speaking a word. For a variety of reasons, many words in English are not pronounced the way they are spelled, and some sounds can be created by more than one combinations of latter”. Pronunciation is the production of sound by using our speech organs for communication. According to Mahuda M. and Endang Sri. S (2011:1) says that “Pronunciation is the production of speech sound for communication”. English pronunciation has problem also, al so, for example a native speaker speake r of English most often oft en have to grapple with the spelling system of the language as writer, words whose meaning and pronunciation are well-know have to be writer down, and it is this situation that native speakers become very conscious of the intricacies of the English spelling system. Only occasionally do we have attempted to write an unknown word. With non-native learners of English the predominant problem is usually how to pronounce an unknown word in a written text. According to Kenworthy Kenw orthy Joanne, et.al (2002:97) says that “The English spelling system is rich in both regularities and irregularities which present problems to non-native learners (and to English – speaking – speaking children learning to write their language)”. General observation suggests that it is those who start to learn English after their school years are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age.
Pronunciation ronunciation 2.2.2 The Importance of P
There are some reasons why pronunciation is important; improved, pronunciation shows that students have become more native-like their categories perception of sounds. This means that they are more likely not only to sound like native when they speak, but also to understand which sound that in words that native to them (i.e. improved reading aloud). In addition, they are more likely to have improved phonetic spelling skill, and improved abilities to correctly sound out new words they read. Thus, more native-like speech sounds can lead to better listening skill, reading skill, and spelling skill. Pronunciation is generally much easier to learn at early age. The longer a teacher ignores the subject, the less his/her students will ever be able to learn about it. Thus, ignoring pronunciation skills until grammar and vocabulary have improved will often mean pronunciation together. Ignoring pronunciation means that for f or the most part, students will always have a foreign sounding accent. Granted, understanding what the students mean to communicate is much more important than the accent they use when communicating. As what Jones says: “However, the unfortunate is fact that when laypeople (non -language educators) listen to someone with a foreign accent speak, they tend to focus on HOW the message is expressed as much even more than on WHAT is expressed. Communication suffers, because of the accent and the listeners. So, we can conclude that pronunciation is very important to improve communication skill, and it makes easily e asily communication.” (Charles Jones, 2006:269)
2.2.3 Factors that Effect pronunciation learning
Many students have difficulty in pronunciation of the English Language, most likely due to many factors and specific effects that many students became difficult in pronunciation. There are several factors and the effect on student learning pronunciation is among them.
According to Joanne Kenworthy (2002: 4) factors that affect pronunciation learning as follow: 1. The native language: the native language is an important factor in learning to pronounce. 2. The age factor: someone pronounces a second language like a native, they probably started learning it as a child. 3. Amount of exposure: it is tempting to view this simply as a matter of whether the learner is living in English – English – speaking speaking country or not. 4. Phonetic ability: it is commonly view that some people have a „better ear‟ for foreign languages than others. This skill has been variously termed aptitude for oral mimicry „phonetic coding ability‟ or auditory discrimination auditory discrimination ability. 5. Attitude and identity: it has been claimed that factors such as a person‟s „sense of identity‟ and feelings of group affiliation are strong determiners of the acquisition of accurate pronunciation of a foreign language. 6. Motivation and concern for good pronunciation some learners seem to be concerned about their pronunciation than others. From the above statement states that the language factor will increase and pronunciation will change with age, because the more we mature, increasing increasi ng the ability that we have.
2.2.4 Aspect of Pronunciation
Of the theory that I developed according to the reference of the experts that the pronunciation has several aspects, among others, one of them my quoting Joanne Kenworthy. According to Joanne Ken worthy (2002: 9) the aspects of pronunciation are:
1. Combinations of sounds: sometimes sounds occur in groups, two consonants occur at the end of the word „ salt „ salt „. „. When this happens within a word it is called a consonant cluster . 2. Linkage sounds: when English people speak generally do not pause between each word, but move smoothly from one word to the t he next. 3. Word stress: when an English word has more than one syllable (a „polysyllabic‟ word) one of these is made to stand out more than the other(s). 4. Rhythm: English speech resembles music in that it has a beat. 5. Weak forms: when a word with only one syllable is unstressed in a sentence, its pronunciation is often quite different from when when it is stressed. 6. Sentences stress 7.
Intonation: Speech also likes music in that it uses changes in pitch; speakers can change the pitch of their voice as they speak, making in higher or lower in pitch at will. From the statements above that the voice has a different character. Moreover, when we speak English it would sound with a kind word to follow what the Word.
2.3. Phonemes 2.3.1. Definition of Phonemes
According to Gerald Kelly, et.al ( 2001 : 1 ) “ Phonemes are the different sounds within a language. Although there are slight differences in how individuals articulate sounds, we can still describe reasonably accurately how each sound is produced”. When considering meaning, we see how using one sound rather than another can change the meaning of the word. It is this principle which gives us the total number of phonemes in a particular Language. Language. For example, example, the word rat has the phonemes /ræt/. (Refer to the
sounds chart on the next page if you are not familiar with the symbol use here.) If we change the middle phoneme, we get /r ɒ t/ rot, a different word. If you or I pronounce / r / in in a slightly different way, the word doesn't change, and we still understand that we mean the same thing. To make an analogy, our individuals reception of colors may theoretically vary (i.e. your nation of 'green' may not be the same as mine), but intuitively we know that we are likely to be thinking about more or less the same thing. We can both look at green traffic light and understand its significance, and how it differs from a red one. According to Adrian Underhill, et.al (2005:viii) “ A phoneme is the smallest sound that can make a difference in meaning “. So if you change one phoneme for another you change the word. The word mine change mine change to pine to pine and and to shine to shine if you change the phoneme /m/ to / p/ to / ʃ /. There are forty – forty – four four such significant sounds, or phonemes, in English Received Pronunciation Pronunciation (RP).Other varieties varieties differ slightly. slightly. Each phoneme phoneme has a variety variety of allophones, slightly different and acceptable ways of saying the sound without changing the meaning. In this sense allophones are not significant. For example, /p/ has spread lips in peel and rounded lips in pool, but pool, but both varieties are regarded as a s being the same phoneme. According to Richards, et.al (2002: 432) “the “ the smallest unit of sound in a language which can distinguish two words “. For example: ain English, the words pan and ban differ only in their initial sound: pan begins pan begins with /p/ and ban with /b/ b ban and bin differ only in their vowels: /æ/ and /i/. Therefore, /p/, /b/, /æ/, and /i/ are phonemes of English. The number of phonemes varies from one language to another. Based on the statement above the writer concludes that we can still describe reasonably accurately how each sound is produced. The following diagram shows a breakdown of the Phonemes of pronunciation. pronunciation.
2.4. Vowel 2.4.1. Definition of Vowel
In English it must be true vocal pronunciation and accordingly, should not pronounce the letter was wrong. Letters were divided into three such as: Vowel, consonant, semi-vowel. Below I will outline the definition of vowel of refere nce experts. According to Gerald Kelly, et.al (2000: 3) “Vowels are produced when the airstream is voiced through the vibration of the vocal cords in the larynx, and then shaped using the tongue and the lips to modify modify the overall shape of the mouth”. mouth”. Some vowels vowels tend to be characteristically longer or shorter than others, and other factors such as speed of speech, phonemic context, stress, etc further modify vowel length. If you try saying li:l Id /æ/ lolfo:l /u:/ /u:/ out loud, you should be able to feel that your tongue changes position in your mouth, yet it doesn't actually obstruct their airflow. Try moving smoothly from one sound to the next, without stopping. You will also be aware of the shape of your lips changing, and your lower jaw moving. It is thes th esee basi ba si c movement movement which give give vowels vowels their their chief chief charact characterist eristics. ics. It is important to keep in mind what it is exactly which makes a phoneme valid as a unit for analysis; analysis; the the distinctio distinctions ns between phonemes ho ld,
in that they are
units which differentiate between word meanings. According to Richards, et.al (2002: 632) state that “ a speech sound produced without significant constriction of the air flowing through the mouth”. Vowel sounds can be divided into sets in a number of different ways: ways:
1. In terms of voicing. In English, all vowels are voiced (except when whispering), but some languages, such as Japanese, have voice less vowels as well. 2. In terms of which part of the tongue is raised, distinguishing between front vowels (as in eat ), ), in which the tongue t ongue is positioned forward in the mouth, central vowels (as in cup), cup), and back vowels (as in coop), coop), in which the tongue is positioned towards the back of the mouth. 3. In terms of how high the tongue is raised, distinguishing between high vowels(or
close vowels) as in beat , mid vowels (or half-close vowels) as in bait , and low vowels (or open vowels) as in bat . 4. In terms of whether or not the vowel is tense or lax (see tense/lax). 5. In terms of whether or not the lips are rounded (as in shoe in shoe)) or unrounded (as in she in she). ).
In English, rounding is allophonic (back vowels are rounded; front vowels are not), but some languages (such as French) contain c ontain front rounded vowels and some others (such as Turkish) contain c ontain back unrounded vowels. From the statement above some continuous voice sounds are produced without obstruction in the mouth, unaccompanied by any frictional noises, they are called vowels. In prediction of vowels, the tongue is held as such a distance from the roof of the mouth that there is no predictable noise. When ours tongue takes up a vowels position, a resonance chamber in formed which modifies the quality of the tone produce by the vocal cord and give give raise to distance quality or timber.
2.4.2The Pure Vowel Sounds
The word pure here is used to differentiate single vowel sounds from diphthongs, which we will consider later The sounds sounds have been divided divided up into categories, categories, according to
the characteristics of their articulation, and each category begins with a brief outline. All of the t he sounds, s ounds, together togeth er with w ith the t he example example words, words, are on on the CD. The tables in the following pages give the following information. A diagram of the 'vowel space'(or the part of the mouth, and throat which is used in the production of vowels) is shown. The phonemic symbol is shown. The characteristics of the sound. Tongue and lips positions are referred to Example words are given, illustrate the spelling / sounds relationship.
2.4.3 Difficulties in Analyzing Vowel Sounds
Aside from the articulation differences, the length of short and long vowels (the long vowel phonemes being followed by the lengthening symbol /:/), is best seen as relative. For example, consider the sound /æ/in the word bid /bid/ and bit /bit/ if you say the two words over to t o yourself a few t imes it becomes apparen apparentt that that the the /æ/ in bid is longer than the / the / I / in bit. The same phenomenon is noticed in the minimal pair badge /bæd/ and batch /bætƒ/. Essentially, the rule in operation here is that a short vowel is longer before a voiced consonant. Taking the investigation further would reveal that they are actually more likely to be longer before certain types of voiced consonant too interestin interestingly gly this is not true of all languages, languages, yet it is distinctive distinctive feature of English. English . Why is vowel I æl very often pronounced by the students incorrectly and as an error? In many countries English has a particular role as the language of communications between people people who are speakers speakers of the differen differentt i nd i ge n ou s l an gu a ge . The multilingual multili ngual nations of Indonesia are good example of this. These speakers of English as a second language may have restricted audience; they will be using English only with other non-
native speakers and therefore a pronunciation which is native-like is totally inappropriate. However it must be accepted that, if there is occasion to speak with natives, the divergences in pronunciation may lead to communication breakdown. As what Kenworthy says:
The native language is an important factor in learning to pronounce English; this is clearly demonstrated by the fact that a foreign accent has some of the sound characteristics of the learner's native language. These are often obvious enough to make person's origins identifiable by untrained as well as trained people. One or two features are enough to suggest a particular language 'showing through' their spoken English. (Joanne Kenworthy, 2002; 4) Pronunciation in English differs from pronunciation in Indonesian. There are some sounds in English that is not exists in Indonesian; one of those sounds is vowel / ә / in the word about / ә bo:t /, banana / bаnanә /. In Indonesian it will produces sound /about/ and /banana/. This native language influences the sounds that are spoken. So it makes the students do errors error s in pronouncing pronouncing English English sounds.
2.4.4 Reading Aloud
Reading aloud is a classroom activity which has fallen in and out of favors with teachers at various times. The main argument against it is that it can interfere with successful succes sful pronunciation; pronuncia tion; spellin gs can clearly affect pronun pronunciati ciation on performan performance ce adversely. adversely. But reading aloud offers opportunities for the study of the links between spelling and pronunciatio pronunc iation, n, of stress stre ss and intonat ion, and of the th e linking linkin g of sounds between words in connected speech; all of these can be highlighted and investigated further in fun and interesting ways through reading rea ding aloud. As what Kelly says: says:
"In reading activities, although the medium is the written word, work on pron pr onun unci ciat at ion io n ca n be suc cess ce ss full fu ll y integrated here too. Like listening, reading is receptive activity (i.e. students receive the language rather than produce it),
and so it provides a suitable means of bringing language features to students' attention". (Gerald Kelly, 2002: 22)
Teachers need, however, to be clear as to the appropriacy of a text for pronunciation work. Reading aloud encyclopedia texts, for example, might lead to a rather mechanical and monotone recitation of the words. A final thought on pronunciation activities is that it is important to make sure that some are light - hearted. A fun way of practicing the production of difficult sounds is through the use of tongue - twisters and rhymes. rhymes. This certainly has its place when it comes to working on any aspect of pronunciation, and is particularly useful for working on stress (and intonation). It can be used in combination with taping, as explained above, and can obviously be used to deal with pronunciation alongside the study of particular lexis and areas of grammar. Whatever is being read out, students should be encouraged to pay attention to the ways in which stress (and intonation) affect the message overall and how variations in stress can change, or indeed confuse, the meaning of utterances. There are two main difficulties with reading aloud, however. Firstly, reading aloud can be stilted and unnatural, particularly particularl y if a learner lear ner is having problems proble ms recognizing reco gnizing words within the text. This will have obvious effects upon stresses within the utterances. The second difficulty is slightly more theoretical, but relevant nonetheless: there are important differences between spoken and written language, and this may be a problem in that the teacher might be asking students to speak sentences which were not designed to be read out. Written sentences are often longer than spoken ones and more grammatically complex giving students unnecessary problems with identifying stress and tonic syllable placement.
Conversely, the teacher might mistakenly try to gloss over the differences, leaving the students with a false impression of the spoken language. language. Clearly the teacher needs to choose the text very carefully, and, if the above factors are allowed for, reading aloud can still be a very useful classroom activity. A text needs to be long enough to make the 'public' reading of it worthwhile, but not so long or complex that the task becomes daunting. Teachers also need to provide enough opportunity for rehearsal, focusing on the relevant pronunciation features. It is important to keep in mind that the task should be achievable, and that the aim is to give students a chance to perform the reading successfully and meaningfully, they should be able to benefit from and enjoy the reading. If possible, text should be chosen which can be divided up so that all the students can have a go at reading. One text divided up among (for example) sixteen students might not give each participant a big enough section to read out. Instead, a small selection of similar texts might be used, so that groups of students can rehearse them before the reading. It is clearly useful if students can reads texts that they have written themselves and humors is always helpful, tough it is important to be aware of the risk of using culturally bound or obscure jokes which students simply won't get. Example of the types of text which might be used includes: a) Short biographies of well - known people b) Texts about students' own countries or home towns c) Accounts of places that students have visited d) Short 'sketches' or dramatic pieces (see below for more ideas on using these) e) Poetry
The letter can be particularly useful for dealing with stressed syllables and weak forms; most poetry is written to be read, and writers often have in mind how the pieces will sound when read out loud. Well - known poems can be used and students can of course write their own. 2.4.5. Increasing Pronunciation through Reading aloud
At school we often encounter many students who have difficulty in pronouncing his vowel not only in the reading activity, but also in their speaking skill. According to Gerald Kelly et.al (2002:22) (2002:22) says that “ Many teachers state reading activities either by having an initial exercise to allow students to get the gist of the text they are reading, or by establishing the type of text being used, followed by some more detailed work to focus on specific details when the text is read again. At some stage, when a text is read aloud either by the teacher or the students, pronunciation work can be integrated. Such text as poems, poems , rhymes, extracts extra cts from plays pl ays,, song so ng lyri ly rics cs etc. et c. can ca n be use d acti ac tivel vely y in the th e classroom and can offer plenty of scope for pronunciation work. Depending on preference, anything a nything from fr om Shakespear Shake spearee to Dr Seuss, Seuss , from Longfell Longf ellow ow to limericks can be used to good advantage". The statement above explains that pronunciation can be increased by reading aloud. At some stage, when a text is read aloud either by the teacher or the students, pronunciation work can be integrated. inte grated. What is mean by 'integrated 'inte grated pronunciation pronunci ation teaching?' many teachers will have slightly different criteria, but most would agree about what it is not. If you decided 'not-integrated' you would give lessons, or slots of lessons, in which work is done on sounds, rhythm, intonation, for example. Then, assuming that your points point s had been made, sound has been practiced, and so on, you would pay no more attention to matters of pronunciation in any other lessons or learning activity. activity.
Most teachers would reject this way of working because it is clearly artificial and unworkable. It is impossible to restrict pronunciation work to particular lessons or slots. Whenever a new word is met in a text, learners will ask how it is pronounced; when a learner says something and the teacher and/or class members don't understand, the intended word has to be discovered and its correct pronunciation presented; when learner are listening to taped material and misinterpret a speaker's intentions because they have missed some feature of stress or intonation, the teacher must draw their attention to it. There is, therefore, inevitability about pronunciation work and there is an argument that if pronunciation is so ofte of ten n a part pa rt man y langua la ngua ge lear le arni ning ng acti ac tivit vitie iess the n it is automatically 'integrated'. It is impossible to state the case even more extremely; whenever learners hear English or try speak themselves they are 'doing pronunciation work'; every lesson is a pronunciation lesson; every time the teacher speaks he or she is presenting a spoken model. Clearly we must discount this last claim because of what we know about sounds as the medium for the expression of meanings. When we speak, our very conscious concern is to get our message across - we don't pay consci c onscious ous attention attent ion to t o what wha t our lips, tongue and jaw ja w are doing or the way w ay we are using voice pitch. The same is true when we listen. Unless the speaker has a speech impediment or a strange voice quality, we don't pay conscious attention to the way they are making sounds. If we start to do so we may even e ven 'tune out' enough to miss parts parts of their message. But even if we reject the extreme argument, doesn't the fact that pronunciation will so often be a part of language learning activities mean that we really don't have to worry about integration? integration? In one limited sense, yes. It is simply impossible to avoid pronunciation work, unless learners are only learning to read English (silently). But if the goal integration is set
because it is believed that this leads to more effective and efficient learning (and this is commonly held assumption) then two vital factors are missing from this definition of 'integration'. The first factor is to do with the consistency and planning that is associated with integration. If the teacher, for example, corrects mispronunciation whenever they occur, then he or she still can't be sure that correction will cumulatively lead to 'better pronunciation pronunci ation'.'. The teacher teac her may up standing stan ding just as much time correc cor recti ting ng featur fea tures es which whi ch are not crucial for intelligibility as correcting those that are. Also, the teacher may end up working only on those points that lend themselves to on-the-spot treatment. If it seem that a point on, say, linkage or rhythm will take too much time to treat and will disrupt the course of the lesson, then the teacher may let these pass. These may be the very features which affect the learner‟s intelligibility.
2.5. Diphthongs 2.5.1. Definition of Diphthong
A slightly closer analysis shows us that there is a glide or movement of the tongue, lips and jaws. From the pure vowel sound to another, the first sound in each phoneme is longer and louder than the second in English, but not I all language. Subject Pronunciation,speaking about the correct pronunciation of the word. Often the result of misunderstanding the wrong pronunciation. Learn pronunciation will focus on vowels, diphthong and consonants. Bellow I will outline the definition of diphthong of reference experts by According to Andrian Underhill ( 2005: 22 ) “ A diphthongs is perceived as one phoneme not two, and therefore as one syllable not two, so each diphthongs occupies a
single box on the chart ”. Thus say / sei/ is one diphth ong and syllable, whereas seeing / si:in/ is a sequence of two monophthongs occupying two syllable. As for monophthongs the distinguishing quality is produced by the tongue, lips and jaw. The difference is that there is one mouth posture at the beginning of the vowel sound, and another at the end. There slusting glide between these two tongue and lip positions give the diphthong its characteristic „two – sound‟ quality. According to Richards, et.al (2002: 172) “Diphthong “ Diphthong a vowel in which there is a change in quality during a single syllable, as in the English words boy, boy, buy, buy, bow. bow. Diphthongs can be analyzed as a sequence of two vowels or as vowel + glide”. Diphthong contrast with monophthongs monophthongs , where the tongue doesn‟t move and only one vowel sound is heard in a syllable. Where two adjacent vowel sounds occur in different syllables, for examples in the English word reelect the result is described as hiatus, not as a diphthong. Diphthong often forms when separate vowels are run together in rapid speech during a conversation. However, there is also unitary diphthong, as in the English examples above, which are heard by listeners as singles-vowel sounds phonemes.
2.6. Analysis 2.6.1. Definition of Analysis
According to Meduna (2005:1) “analysis is an intellectual or material whole into its constituent parts for individual study. In other word, it is the study of such constituent parts and their interrelationships in making up a whole”. According to Richards, et.al (2002: 25 ) “ in qualitative research, the process of taking one case of data, developing a working hypothesis to explain it, examining additional cases to see if the hypothesis explains them, revising the hypothesis as appropriate, and searching for
negative cases to disprove the hypothesis”. Although not all qualitative research follows this approach, this inductive cyclical approach to data analysis and theory building has been highly influential. 2.6.2 Definition of Error Analysis
In language study phases, students will not always use correct English. They will make mistakes, too, when writing or speaking more freely. According to Ellis et,al (1986: 296) state that “ Error analysis is a procedure used by both researcher and t eachers: it involves data collection identification, description, classification, and evaluation of error”. From the statement above, Ellis suggested that the procedure of error analysis follows several steps: collecting data, identifying the error, describing those bases on their causes and evaluating the errors. 2.6.3 Step of Error Analysis Error analysis has methodology involving some procedure to do. There are number of
steps taken in conducting an error analysis: - Collect data: Although this is typically done with written data, oral data data can also serve as a base. - Identify Error: What is the error (e.g. incorrect sequences of tenses, wrong verb form, or singular verb form with plural subject)? - Classify Error: it is an error of agreement? Is it an error in irregular verbs? - Quantify error: How How many errors of of agreement occur? How How many irregular verb form error occur?
- Analyze source: Interlingua or intralingua transfer. 2.7 Phonetic Symbols
Every spoken language has its own set of sounds. A characteristic of this set is that all the sounds within it exist in some sort of relationship to each other, each sound helping to shape the contours and boundaries of its neighbors. Most of the students are still many who do not know what it is phonetic and the like where to pronounce English correctly. According to Kelly Gerald et.al ( 2002:9 ) say that” Phonetics is a wide -ranging field, and it does not necessarily have a direct connection with the study of language itself”. While the phonetic disciplines listed above can studied independently of one another, they are clearly connected: speech organs move to produce sounds, which travel in sounds waves, which are received by the ears and transmitted to the brain. Phonetic are the symbols used by most learner dictionaries, so working with them will also help learners develop the skills of finding for themselves the pronunciation and stress of any word in a learner dictionary. 2.8 Definition of Errors and Mistakes
In this term the write wants to make a clear meaning of errors mistakes, this is to avoid misunderstanding between the words. An
errors
is
a
deviation
from
accuracy
or
correctness
( available
onhttp.en.wikipedia.org/wiki/Error – 48k/). The statement explains that errors are not
correctness and accuracy. A mistake is an error caused by a fault: the fault being misjudgment, carelessness or forgetfulness (available onhttp.en.wikipedia.org/wiki/Error – 48k/). The statement explains that mistakes are error which is caused by misjudgment, carelessness or forgetfulness.
The write concludes that a mistakes and an error are different, an error is not correctness and a mistake is an error caused by forgetfulness.
2.9 Categories of Error
Error analysis is the study of kind and quantity of error that occurs, particularly in the fields of applied mathematics(particularly numerical analysis), appliedlinguistics and statistics (avail avail able onhttp.en.wik onhttp.en.wik ipedi ipedi a.org/wi a.org/wi ki /Er r or_analysis29 or_analysis29k/). k/). In this case the write analysis in linguistics.
CHAPTER III RESEARCH METHODOLOGY METHODOLOGY
This chapter describes the procedure of study in order to find the answer of the question previously stated in chapter one and explain briefly method of study, Subject of the Research, The Procedure of the Research, Researc h, Data Analysis.
3.1
Method of the Study
This research uses a descriptive qualitative research since the problems which will be analyzed that needs a deep observation. The researcher describes the linguistic phenomenon happened by using words rather than numbers. Qualitative research is to show the meaning, description of the data in its contexts and often use words rather than numbers. According to Richards, et.al (2002: 475) “Qualitative research is where the data, such as a written account of what happened during a lesson or an interview, but not in numerical form. Data collected in qualitative form can often be converted into quantitative form.” According to Fraenkel and Wallent, et.al (2003 : 422, 423) “Many different types of qualitative methodologies exist, but there are certain general features that characterize most qualitative research studies. Not all qualitative studies will necessarily display all of these characteristics with equal strength”. The qualitative research is the method that is used by the writer write r to Analysis of Error in Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan Kab.Cirebon.
3.2Subject of the Research 3.2.1 Population
According to Fraenkel and Wallent, et.al (2003 : 96) “The larger group of to which one hopes to apply the results is called population”. They also say, “in educational research the population of interest is usually a group of persons (students, teacher or other individuals) who possess certain characteristic. The eight grade students of SMP NEGERI 2 Klangenan Kabupaten Cirebon of the academic year 2012/2013 which consist 7 classes with total number 266 students are chosen as the population.
3.2.2 Sample
While, Jack R.Fraenkel& Norman E. Wallen (2003) says, “Sample is any group on which information is obtained”. According to them, there them, there are two main types of sampling. Random Sampling and Nonrandom Sampling. In this study, the researcher obtainers one way of Nonrandom Sampling, it is cluster Non random sampling. It means, the selection of groups or clusters of subjects as a number of intact classes” Jack R. Fraenkel& Norman E. Wallen (2003). Therefore, the sample in this study will be class 8B with number of the students is 31. During the experiment, the group of sample is given several treatments tre atments in a period of three meetings.
3.3 The Procedure of the Research
This research specifically specifical ly focuses on the An Analysis of Error in i n Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan. The writer has some steps to collects the data in this qualitative research: 1. Telling students have a reading text. 2. Observing students in student readingtext using recorder.
3. After getting the recording reading in every student and analyzed the errors of his students in a vowel. 4. Describe the students in a vowel error in the translation of research to be through.
3.4. Instruments 3.4.1 Observation Observation
According to the above reasons, the researcher is interested to discuss about”An Analysis of Error in Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan Kab.Cirebon. The writer choose the school because most of students at the school are still many who have problem to pronounce English Vowels, although they get English lessons in their their school but still many of them them who can’t master the English language with good pronunciation.
3.4.2
Test
The instruments used by the writer in this research is a test, that is the way to create questions for students in the form of sentences sentences and tables that will be used student test. Fraenkel Wallen (2006:129) state that “achievement test or ability test is intended to measure an individual knowledge or skill in a given area or subject; they are mostly used in schools to measure learning or the effectiveness of instruction”. After getting the recording reading in every student and analyzed the errors of his students in a vowel. Describe the students in a vowel error in the translation of research to be thorough.
3.5. Data Analysis
This research is carried out in a qualitative descriptive as it attempted to know the students’ Errors Vowels to Pronunciation The writer uses some steps in analyzing data. According to Richards, et.al (2002: 632) Vowel is a speech sound produced without significant constriction of the air flowing through the mouth. (1) The writer identifies and separates separates types types of Diphthong On their speak pronunciation pronunciation
paragraph based on their categories (2) The writer explores and describes those data in the Pronunciation. In this step, the writer tells about types of mistakes and types of Diphthong.
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 General Description of the Problem
In this research the write uses test to obtain the data. The test is reading test, the students must read aloud a paragraph to pronounce vowel diphthong well. Reading is one of the important factor with determine the successful of student in learning English. Reading test conducted to the eight grade students of SMP Negeri 2 Klangenan to show the students ability a bility to develop pronunciation in reading aloud activity. After the write observed the result, it is found that the students have not understood pronunciation well. They often make errors in pronounce a paragraph, such as vowel diphthong.
4.2 Reading Aloud Test to analyze pronunciation errors made by the eight year students of SMP Negeri 2 Klangenan Kab. Cirebon
The writer uses reading text for reading aloud to analyze how students pronounce the word in the bold. bold. The writer intends to check their pronouncing pronouncing diphthongs which are contained in the words.
The Eyes and Voice of a House
The brown house looked dark in the night. An owl hooted somewhere nearby. John had doubts about anyone living in such an old building. He began to walk past it, when he heard a loud shout.
The boy thought about running, but what if someone was in trouble? That was no shout of joy. The voice sounded scared. Surely help was needed. Should he go get an adult to join him? No. He had to act fast. Listen. Bang! Another noise.
John climbed the stairs to the front door and began to knock. No answer. When he began to knock a second time, there was a cry from an open window above. John stepped back and tried to see who was there. He saw a pair of yellow eyes in the window. They belonged to a big black cat. Did the cat need help? No. Didn‟t they say all cats have nine lives? So when John heard a man angrily shout, “Go away!” he did just that. He did not need
to find out who lived in that old house.
4.2.1
The student errors in pronouncing word
Data I: The brown house looked dark in the night. 1. Word: Brown The word brown is supposed to be pronounced pronounced / bra n / but there are 10 students students who make errors in pronouncing it such as: Student 13, 18, 22, 23, 26, 28, 30: / br ɔ n / Student 11, 15: / br ɔ w / 2. Word : House
The word house is house is supposed to be pronounced / ha s / but there are 5 students who make errors in pronouncing it such as: Student 3 : / h Ɔ sǝ / Student 11:/ ho:s / Student 19, 22, and 30: /h ɔ s/ 3. Word : Night The word night is is supposed to be pronounced / Na t / but there are 27 students who make errors in pronouncing it such as: Student 1, 3, 4, 7, 8, 9, 10, 12, 12, 13, 14, 19, 20, 21, 22, 23, 23, 24, 25, 25, 26, 27, 29, 31 :
/ næg /,
Student 2, 5, 6, 11, 15, 17, 30 : / n ɛ g /
Data II: An owl hooted somewhere nearby. 4. Word : Owl The word owl is is supposed to be pronounced / a l/ but there are 17 students who make errors in pronouncing it such as: Student 6, 29, 31: / əwel / Student 7, 9, 12, 20, 25: / ɔ wʌ l / Student 8, 11, 14, 16, 17, 24, 30: / ɒ w /
Student 23, 27: / αl / Data III: John had doubts about anyone living in such an old building . 1. Word : Doubts The word doubts is supposed to be pronounced / da ts/ but there are 27 students who make errors in pronouncing it such as: Student 5, 7, 8, 12, 13, 14, 17 : /d a b/
Student 9 and 11: /d a bs/ Student 10, 28, 29, 30, 31: /d ɑ :/ Student 6, 19, 20, 21, 23, 24,25, 26: /b ɔ b / Student 2, 15, 16, 18, 27: / d a bə bəs /
Data IV: He began to walk past it, when when he he heard a loud shout. 2. Word : Loud The word loud is is supposed to be pronounced / la d/ but there are 13 students who make errors in pronouncing it such as: Student 5, 6, 13, 25 : / L ʌ d/ Student 2, 10, 15, 17, 26, 30: / l ɑ d / Student 21: /Lɔ t/ Student 29 and 31 : / əlαd/
3. Word : Shout The word shout word shout is is supposed to be pronounced / sya t/ but there are 13 students who make errors in pronouncing it such as: Student 2, 5: /s ʌ d / Student 7, 11, 15, 18, 19, 23, 29, 30, 31: / s ɑ t / Student 21: / so:t / Data V : The boy thought about running, but what if someone was i n trouble? That was no shout of joy. 4. Word : Boy The word boy is boy is supposed supposed to be pronounced / B
/ but there are 2 students who make
errors in pronouncing it such as: Student 3 : / bαt / Student 2: /bαw/ 5. Word : Joy The word joy word joy is supposed to be pronounced / J
/ but there are 0 students who make
errors in pronouncing it such as: Incorrect: Data VI: The voice sounded scared. Surely help was needed. 6. Word : Voice The word voice is supposed to be pronounced / V voice is supposed make errors in pronouncing it such as:
students who z / but there are 4 students
Student 22: /vosə /vos ə / Student 6, 11, 30: / v as /
Data VII: Should he go get an adult to join him? No. He had to act fast . 7. Word : Join The word join is join is supposed to be pronounced / J
n / but but there are 3 students students who make
errors in pronouncing it such as: Student 2 and 7: /j ɔ n / Student 16: /j ɔ wɩ n/
Data VIII: Listen, Bang! Another noise.
8. Word : Noise The word noise is noise is supposed to be pronounced / N
z / but there are 8 students who
make errors in pronouncing it such as: Student 2, 17, 18, 19, 25, 26, 27, 28, 29, 30, 31: /n ǝ uz / Student 5, 11, 13, 23, 24: /n ɔ z/ Data IX: John climbed the stairs to the front door and began to knock. 9. Word : Climbed The word climbed is is supposed to be pronounced / ‘Klaim d / but there are a re 29 students who make errors in pronouncing it such as: Student 1, 3, 4, 9, 10, 12, 13, 15, 16, 18, 24: /klib ǝ d /
Student 2, 11, 19, 20, 21, 23, 25: / clib c lib ǝ d / Data X: No answer. When he began to knock a second time, there was a cry from an open window above. 10. Word : Time The word time is time is supposed to be pronounced / Ta m / but there are 13 students who who make errors in pronouncing it such as: Student 3, 8, 17, 28: / T əm / Student 2, 5, 6, 8, 11, 29, 30, 31: / t ɩ m / Student 19: / t ɩ mə / 11. Word : Cry The word Cry is Cry is supposed supposed to be pronounced / Kra / but there are 15 students who make errors in pronouncing it such as: Student 2, 6, 7, 11, 17: / c:i / Student 3, 7, 8, 15, 16, 18, 19, 23, 29, 30, 31: / K: ɛ y / Data XI: stepped back and tried to see who was there. 12. Word : Tried The word tried is is supposed to be pronounced / Tra d / but there are 26 students who make errors in pronouncing it such as: Student 1, 2, 4, 5, 8, 11, 13, 15, 23, 25, 26, 28, 29, 30, 31 : / t : ɩ d / Student 21 and 24: / t:æd/
Student 16: / t:iyǝ d /, Student 3, 6, 7, 9, 17, 19, 20, 27: / t: ɛ d / Data XII: He saw a pair pai r of yellow eyes in the window. 13. Word : Eyes The word eyes is eyes is supposed to be pronounced / a s/ but there are 23 23 students who make errors in pronouncing it such as: Student 1, 2, 7, 17, 21, 26, 30: / y əs / Student 5, 6, 8, 10, 11, 13, 15, 16, 18, 19, 20, 23, 24, 25, 27, 28: / ǝ yes / Data XIII: They belonged to a big black cat. Did the cat need help? No. Didn‟t they say all cats have nine lives? So when John heard a man angrily shout, “Go away!” he did just that. 14. Word : Nine The word nine is nine is supposed to be pronounced / Na n / but there are 9 students who make errors in pronouncing it such as: Student 2 : / N ɩ nə / Student 11, 15, 17, 27: / N ɩ n / Student 19, 23, 28, 30: /Nə /N ən/ 15. Word : Lives The word lives is lives is supposed to be pronounced / La make errors in pronouncing it such as: Student 1, 2, 8, 16, 17, 19, 22: /Lа ɩ f‟s/
v’s /
but there are 19 students who
Student 25, 26, 26, 27, 28, 30: / l ǝ yves/ Student 3, 4, 5, 10, 11, 15, 23: /L əf/
Data XIIII: He did not need to find out who lived in that old house.
16. Word : Find The word find word find is is supposed to be pronounced /f a nd/ but there are 16 students who make errors in pronouncing it such as: Student 1, 2, 3, 6, 7, 11, 16, 17, 19, 22, 23, 25, 26, 29, 30, 31: / fin /
4.2.2. The Percentage Frequency in student pronunciation error
From the calculating of the data, the write use calculation percentage by Sudijiono (2000) in “Pengantar Statistika Statistika Pendidikan”, Pendidikan”, formula are as follow:
=
F
x 100%
Where : F
= Frequency of error
N
= Total number of error
100%
= Round number
P
= Percentage of error
From the data above, the write looks for the percentage of each error as follow:
1. Percentage of error in word “ / br br an/ “ 10 280
x 100%
= 3,57% 2. Percentage of error in word “ /h /has/ “ 5 280
x 100%
=1, 78 % 3. Percentage of error in word “ / N Nat/ “ 28 280
x 100%
= 10 % 4. Percentage of error in word “ / al/ “ 17 280
x 100%
=6, 07 % 5. Percentage of error in word “ /d / dats/ “ 27 280
x 100%
=9, 64% 6. Percentage of error in word “ /l / lad/ “ 13 280
=4, 64% 7. Percentage of error in word “ /sy / syat/ “
x 100%
13 280
x 100%
=4, 64% 8. Percentage of error in word “ / b bɔ “ 2 280
x 100%
=0, 71% 9. Percentage of error in word “ /j ɔ / “ o 280
x 100%
=0 % 10. Percentage of error in word “ /v / vɔ s/ “ 4 278
x 100%
=1, 43% 11. Percentage of error in word “ / j jɔ n/ “ 3 280
x 100%
= 1, 07% 12. Percentage of error in word “ /n / nɔ z/ “ 8 280
x 100%
= 2, 85% 13. Percentage of error in word “ /„klaimǝ d/ “ 29 280
= 10, 35%
x 100%
14. Percentage of error in word “ /t / tam/ “ 13 280
x 100%
= 4, 64% 15. Percentage of error in word “ /kr / kr a “ 15 280
x 100%
= 5, 35% 16. Percentage of error in word “/tr “/ tr ad/ “ 26 280
x 100%
= 9, 28% 17. Percentage of error in word “ / as/ “ 23 280
x 100%
= 8, 27% 18. Percentage of error in word “ /n / nan/ “ 9 280
x 100%
= 3, 21% 19. Percentage Percentage of error in word “ /l / lav‟s/ “ 19 280
x 100%
= 6, 78 %
20. Percentage of error in word “ /f / f and/ “ 16 280
x 100%
= 5, 71% Based on the result above, the write finds out that the student made in pronouncing diphthong are word Brown / bra n / ( there are 3,25% students pronounce / br ɔ n /, / br ɔ w / ); house / ha s /(there are 1,79% student pronounce / h Ɔ sǝ /, / ho:s /, /h ɔ s/ ); Night / Na t / ( there are 9, 71% students pronounce / /næg /, / n ɛ g / ); owl / a l / ( there are 6, 11% students pronounce / əwel /, / ɔ wʌ l/, / ɒ w /, / αl / ); doubts / da ts / ( there are 9, 71% students pronounce /d a b/, /da bs/, /dɑ :/, /bɔ b /, / da bə bəs / ); loud / la d / ( there are 5, 03% student pronounce / L ʌ d/, / lɑ d /, /Lɔ t/, /əlαd/ /əlαd/ ); Shout / sya t / ( there are 5, 03% students pronounce / s ʌ d /, / s ɑ t /, / so:t / ); voice / V pronounce /vosə /vos ə /, / vas / ); noise / N
z / (there are 1, 43%students
z / ( there are 2,87% students pronounce /n ǝ uz /,
/nɔ z/ ) ; climbed /„klaimǝ d/ ( there are 10, 43% students pronounce /klib ǝ d /, / clib ǝ d / ); time / Ta m / ( there are 4,67% student pronounce / T əm /, / t ɩ m /, / t ɩ mə / ); cry / Kr a /
(there are 5, 59% student pronounce / c:i /, / K: ɛ y / ); tried / Tra d / (there are 9, 71% students pronounce / t:ɩ d /, / t:æd/, / t:iy ǝ d /, / t:ɛ d / ); eyes / a s / (there are 8,27% student pronounce / yə y əs /, / ǝ yes / ); Nine / Na n / ( there are 3, 35% students pronounce / N ɩ nə /, / Nɩ n /, /Nə /Nən/ ); lives / La
v’s /
(there are 7, 08% students pronounce /Lаɩ f‟s/, f‟s/, / lǝ yves/,
/Lə /Ləf/ ); find / f a nd / (there are 5,97% students pronounce / fin /).
So the result from the analysis, of all the errors taken three diphthongs are a amount of 63,63% and a and are not you that
4.3 Discussion
Learning Pronunciation Pronunciation is one of the most important tasks in any. Language learning. learning. Learning to use English Pronunciation correct will be one of the most difficult tasks for the students in learning English. After the write knows the result of the tests that have given to the students, the difficulties faced by them is they have not understood how to pronounce vowel diphthong. In the reading aloud test that the write gives to the students, the write learns that the students make errors many words, such as: night , doubts, climbed, tried. They make errors in these words because most of these sounds are not exist in Indonesian. For example vowel diphthong sound of word eyes/ eyes/ ais /, in Indonesian they usually read eyes / eyes /. Furthermore, some students read night / nait /, because they are influenced by the alphabet word “i“
/ei /. The other other sample in word house / haws /, in Indonesian they usually speak
house / hos /. In word brown / brawn /, in Indonesian they read brown / bron /. But in this reading aloud test, there are three words that the students can read them well, such as boy / boi /, joy / joi /, join /join /. They can read them well because these words have same sounds with Indonesian. The write tries to make some efforts that may help the students to improve the pronunciation. First the teacher must give more examples for practice their knowledge in learning pronunciation and he/she should give more explanation about pronunciation especially vowel diphthong. The teacher can give examples of vowel diphthong as follow: 1. Boy 2. House 3. Nine Second, the teacher should give more motivation to the students in order to make seriously in learning English. An important part of being a good learner is to feel confident. If
the students have good confidence, they will study effectively, so they can remember what they have learned.
CHAPTER V CONCLUSION AND SUGGESTION
5.1 `Conclusion
Based on the analysis of the data, the write concluded that the students at grade eighth students of SMP Negeri 2 Klangenan still often make errors in pronouncing diphthong are a
amount of 63,63% and a and are not you that
So the result from the
analysis, show that percentage of errors (63, 63%) that the students made in pronouncing diphthong is . This can be seen from total percentage perc entage error in pronouncing vocal diphthong.
5.2 `Suggestion
The writer would like to purpose suggestion for the readers who are interested in analyzing pronunciation errors in reading aloud. Pronunciation can be analyzed not only in reading aloud but also in speaking skill. Pronunciation can be used by using short reading text and recorder. To help the students improve their pronunciation proficiency, the writer suggests that they should be given a lot of drills and practices relating to the pronunciation so that they can acquire the habit of using the correct pronunciation of English words containing English vowels correctly regardless of language skills they are dealing with.
Bibliography
Akdon, Prof., Dr., M.Pd. (2007) Rumus dan Data Dalam Analysis Statistika. Bandung: Statistika. Bandung: Alfabeta Andrian Underhill.2005.Sound Underhill.2005. Sound Foundations Learning and Teaching pronunciation.Macmillan pronunciation.Macmillan Books for Teachers Available on.http.en.wikipedia.org/wiki/ on.http.en.wikipedia.org/wiki/ Error_analysis 29k) Available on.http.en.wikipedia.org/wiki/ on.http.en.wikipedia.org/wiki/ Error_analysis48k) Departemen Pendidikan Nasional (2003) Standard Kompetensi Pelajaran Bahasa Inggris SMP dan Madrasah Tsanawiyah. Jakarta : Balitung Depdiknas. Fraenkel and Wallen.2003. How How to Design and and Evaluate Research in Education. Education . Jones Charles (2006), English (2006), English pronunciation in the eighteenth and Nineteenth centuries. centuries. London Palgrave macmillan Kelly Gerald.(2000). How Gerald.(2000). How to teach pronunciation. pronunciation . England Longman Group Ken worthy, Joanne ( 2002 ) Teaching English Pronunciation. Pronunciation . New York Longman group Mahuda M. and Endang Sri.( 1986). Pronunciation Practice. Jakarta: Jakarta: PT. Gramedia Jakarta McMillan, J.H.1992. J .H.1992. Educational Educational Research. New New York: Harper Collins Meduna Alexander. 2005 Grammar With Context Conditions and their Applications . London: Wiley Publications Richards, Jack; John Platt and Heidi Weber. 2002 2002 Longman Dictionary of Applied Linguistics..Harlaw, Linguistics..Harlaw, New New York :Mc.Graw-Hill Inc Richard , Jack C. (2005) Error Analysis Perspective on second Language Acquisition Acquisition.. Cambridge University Press Sudijiono.Anas (2004) PengantarStatistikaPendidikan (2004) PengantarStatistikaPendidikan Jakarta. Jakarta. PT GrafindoPersada Sujana, Nana Bandung
(2011)
TuntutanPenyusunanKaryaIlmiah.
Bandung:
Trelease, Jim (2006). Read Aloud Handbook – bandbook.com/06th2006/html bandbook.com/06th2 006/html)) (Accessed on May. 24 TH2011)
PenerbitSinarBaru (http://readingaloud-
CURRICULUM VITAE
The writer’s name is
Elvera Mayasari. She was born
in Cirebon, October 6 th 1991. She lives at Jl. Merdeka. She began her formal education at SD Negeri 1 Pekantingan and graduated in 2003. She continued her studies to SMP Negeri 1 Klangenan and graduated in 2006. 2006.
After that, she entered SMA PGRI Palimanan and graduated in 2009. Then, in 2009/2010 she joined English Department, Teaching and Education Sciences Faculty of Unswagati Cirebon .
