ABSTRACT
Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University. Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This study deals with pronunciation error produced by a Papuan ELESP Student, especially Pegunungan Bintang region from Ketengban Ethnic Race. This topic is selected because the writer realizes that, pronunciation is important in building the speaking skill on every English learner and user. Since pronunciation is a part of speaking skill. This study focuses on two problems, which are: (1) What are the pronunciation errors made by the ELESP student from Papua? (2) What efforts can be done to improve the pronunciation of the ELESP student from Papua?
This research is a qualitative research; the methodology is used in this research is case study. The reason of selecting this method is because the number of the ELESP student from Papua as the subject in this study is very limited. The data is taken by using observation and analyzed by using library study.
Based on the research, the subject produced both mistakes and errors. These occured in the different phoneme which given in the Consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ),Vowels (iː, ɪ , e, æ, ɜː, ə, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthongs (eɪ, aɪ, ɪə, ɔɪ, əʊ, eə, əʊ, aʊ, ʊə).The writer will focus on the error. The error occured when the subject pronounced the word as it is written and has lack of understanding in pronouncing the silent letter.
Finally, the writer gives the suggestion to all English learners to do the drilling by peer practice reading aloud; therefore the English learner will get feedback from their partner in order to improve their English pronunciation skill.
ABSTRAK
Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University.Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Penelitian ini berhubungan dengan kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan bahasa inggris Universitas Sanata Dharma yang berasal dari Papua daerah Pegunungan Bintang Suku Ketengban. Topik ini dipilih karena penulis mengamati bahwa, pelafalan adalah hal yang penting dalam mengembangkan kemampuan berbicara pada para pengguna atau para pelajar Bahasa Inggris. Penelitian ini berfokus pada dua permasalahan, yaitu: (1) Apa saja kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan Bahasa Inggris asal Papua ? (2) Apa saja upaya yang dapat dilakukan guna memperbaiki pelafalan oleh Mahasiswa pendidikan bahsa inggris asal Papua ?
Penelitian ini merupakan penelitian kualitatif. Metodologi yang dipergunakan merupakan metode studi kasus. Alasan penggunaan metode studi kasus pada penelitian ini dikarena jumlah dari subjek penelitiannya terbatas. Data yang diperloeh didapatkan dari observasi dan dianalisa menggunakan kajian perpustakaan.
Berdasarkan penelitian ini, subjek penelitian melakukan baik error dan kesalahan pada Consonants(p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ), Vowel ( (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthong (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).Kesalahan terjadi karena ketidak telitian subjek saat membaca kata kata, sehingga subject terkadang melafalkan kata dengan tidak lengkap. Eror terjadi ketika subjek melafalkan kata seperti bahasa tulisan dan subjek juga kurang paham tentang “silent letters".
Akhirnya, penulis memberikan saran kepada seluruh pembelajar Bahasa Inggris untuk melakukan drilling dan praktik membaca bersuara secara berpasangan atau berkelompok. Dengan cara seperti ini maka para pembelajar Bahasa Inggris akan mendapatkan masukan dari teman belajar guna mengembangkan kemampuan melafalkan kata- kata dalam Bahasa Inggris.
i
A CASE STUDY OF PRONUNCIATION ERRORS PRODUCED BY A PAPUAN ELESP STUDENT OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
By
Angela Derosario Daho Student Number : 091214073
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
ABSTRACT
Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University. Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This study deals with pronunciation error produced by a Papuan ELESP Student, especially Pegunungan Bintang region from Ketengban Ethnic Race. This topic is selected because the writer realizes that, pronunciation is important in building the speaking skill on every English learner and user. Since pronunciation is a part of speaking skill. This study focuses on two problems, which are: (1) What are the pronunciation errors made by the ELESP student from Papua? (2) What efforts can be done to improve the pronunciation of the ELESP student from Papua?
This research is a qualitative research; the methodology is used in this research is case study. The reason of selecting this method is because the number of the ELESP student from Papua as the subject in this study is very limited. The data is taken by using observation and analyzed by using library study.
Based on the research, the subject produced both mistakes and errors. These occured in the different phoneme which given in the Consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ),Vowels (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).The writer will focus on the error. The error occured when the subject pronounced the word as it is written and has lack of understanding in pronouncing the silent letter.
Finally, the writer gives the suggestion to all English learners to do the drilling by peer practice reading aloud; therefore the English learner will get feedback from their partner in order to improve their English pronunciation skill.
ABSTRAK
Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University.Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Penelitian ini berhubungan dengan kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan bahasa inggris Universitas Sanata Dharma yang berasal dari Papua daerah Pegunungan Bintang Suku Ketengban. Topik ini dipilih karena penulis mengamati bahwa, pelafalan adalah hal yang penting dalam mengembangkan kemampuan berbicara pada para pengguna atau para pelajar Bahasa Inggris. Penelitian ini berfokus pada dua permasalahan, yaitu: (1) Apa saja kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan Bahasa Inggris asal Papua ? (2) Apa saja upaya yang dapat dilakukan guna memperbaiki pelafalan oleh Mahasiswa pendidikan bahsa inggris asal Papua ?
Penelitian ini merupakan penelitian kualitatif. Metodologi yang dipergunakan merupakan metode studi kasus. Alasan penggunaan metode studi kasus pada penelitian ini dikarena jumlah dari subjek penelitiannya terbatas. Data yang diperloeh didapatkan dari observasi dan dianalisa menggunakan kajian perpustakaan.
Berdasarkan penelitian ini, subjek penelitian melakukan baik error dan kesalahan pada Consonants(p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ), Vowel ( (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthong (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).Kesalahan terjadi karena ketidak telitian subjek saat membaca kata kata, sehingga subject terkadang melafalkan kata dengan tidak lengkap. Eror terjadi ketika subjek melafalkan kata seperti bahasa tulisan dan subjek juga kurang paham tentang “silent letters".
Akhirnya, penulis memberikan saran kepada seluruh pembelajar Bahasa Inggris untuk melakukan drilling dan praktik membaca bersuara secara berpasangan atau berkelompok. Dengan cara seperti ini maka para pembelajar Bahasa Inggris akan mendapatkan masukan dari teman belajar guna mengembangkan kemampuan melafalkan kata- kata dalam Bahasa Inggris.
viii
PAGE OF DEDICATION
"
Achieving big things acting is not enough but must be dreaming;
not only planning, but also believing.
"
-Anatole France-
“
Then let us come near to the seat of grace without fear, so that
mercy may be given to us, and we may get grace for our help in
time of need
.”
-Hebrew 4:16-
I dedicate this work to: - My self
- My beloved parents and two younger brothers.
ix
ACKNOWLEDGEMENTS
First and foremost I would like to express my great gratitude to my Lord Jesus Christ for His love and grace due to the accomplishment of this final paper. There was confusion before I started to write this final paper, but with His guidance finally I found a way to finish this.
Moreover, I would like to take this opportunity to thank the following people who supported me in finishing my final paper. In writing and completing this final paper, my thanks go to Carla Sih Prabandari, S.Pd., M.Hum. as my academic advisor and my major sponsor of my final paper , for her patience, advice and corrections during completion of my final paper. My special thanks then go to Paulus Kuswandono, Ph.D, Drs. Barli Bram, M.Ed., Ph.D. Henny Herawati, S.Pd., M.Hum., Patricia Angelina., S.Pd., M.Hum. as the board examiners and to all lecturers in the English Language Education Study Program who had given their knowledge and helped me during my study in Sanata Dharma University.
I also would like to express my sincere gratitude to my beloved parents Tephiana Agustin and Tarsisius Nurdahlan Daho , my younger brothers Kevin Avelino Dehenu Daho and Joan Phillip Xerafim Daho, my cousin Vera Moktaningrum, my besties Christina Rasma Prasanti and my fiancé Dento Budi Jaya Putra, for their love, attention and support during finishing my study.
x
academic year, and all my friend from the July 2015 defense for being my friends. I thank them for their support. Neither will I forget the SPD team, the Dove Traveler’s member Sr. Lusia Uskono, Sr.Ratna Amunnutur, Elias Duyala, Elip Lepi, and Agustina “Ustyn” Asa.
My next gratitude expressions go to PPA Domby Kid’s Hope I (Kak Nita, Kak Indri, Kak Hana, Kak Dori, Kak Wawan and all the tutors also the mentors), SMA BOPKRI 2 Yogyakarta and SMA Santa Maria Yogyakarta especially Bapak Drs. Sabas Pudyantoro (Alm). Thanks for giving me support and opportunity to get a valuable teaching experience while working on my final paper.
This final paper is dedicated to all of them with the hope that this final paper will give them some benefits. I thank them all and may God bless them.
Yogyakarta, 31 July 2015
xi
TABLE OF CONTENTS
PAGE OF TITLE..………... i
PAGES OF APPROVAL ……… ii
STATEMENT OF WORK’S ORIGINALITY ……….………...….….... iv
PERNYATAAN PERSETUJUAN PUBLIKASI………... v
ABSTRACT ………. vi
ABSTRAK ……… vii
PAGE OF DEDICATION ……….…... viii
ACKNOWLEDGEMENTS ………... ix
TABLE OF CONTENTS ………... xi
LIST OF TABLE………... xiii
CHAPTER I INTRODUCTION ……… 1
A. Research Background ………..… 1
B. Research Method ………... 5
CHAPTER II DISCUSSION ………... 9
A. Review of the Related Literature ………..….. 9
1. Error ………..… 9
2. Pronunciation Error ……….. 10
3. English Phonology ……….. 11
B. Data Presentation ………..……… 13
C. Analysis and Discussions ……….……. 30
1. The Pronunciation Errors Made by ELESP Student from Papua 31 2. The Efforts to improve the Pronunciation of the ELESP student from Papua ……….. 33
CHAPTER III CONCLUSIONS AND RECOMMENDATIONS….…….... 35
A. Conclusions ………... 35
xii
REFERENCES … ……….………. 38 APPENDICES ………...……. 40 Appendix 1 ……….…….. 40
Table 1 . The Subject’s Mispronunciation of Consonants’ Table
Appendix 2 ……….……. 46 Table 2 . The Subject’s Mispronunciation of Vowels’ Table
Appendix 3……….…….. 49 Table 3 . The Subject’s Mispronunciation of Diphthongs’ Table
xiii
LIST OF TABLES
1
CHAPTER I
INTRODUCTION
This chapter consists of the research background and the research method. The research background consists of the background of the study and the reasons of choosing the topic of the study. The research background discusses about the benefit of this study, the research problem, and the objective of the study. The research method discusses about the methodology used in this study and the research procedure.
A.Research Background
English is one of many international languages used in the international communication. Therefore people learn and even use English as their communication media. Unfortunately, not all English learners can pronounce the English words correctly. They often neglect their pronunciations. Pronunciation understanding according to Nunan (2003) is the sounds that we produced when we speak. It is used as the media communication (p.112).
of the target language. According to Otlowski’s (2001) opinion about the importance of pronunciation “....without adequate pronunciation skills the learner's ability to communicate is severely limited.” The fact is that the native speaker of English will get difficulty in grabbing the information when you speak with unclear pronunciation. Of course, it clearly shows that the native speaker will easily understand what the speakers say when they pronounce the words correctly and clearly. According to Celce-Murcia (1987) “ a bad pronunciation is a communication that cannot be understood by the listener”. Pronunciation is one of the most important language skills. However, pronouncing the words correctly is not an easy thing to do.
the new academic year in ELESP. The second reason is that since the subject studies in this ELESP, the subject is expected to be a teacher. Being a teacher means being a role model for his future students, so he is also expected to teach English and the pronunciation. As a consequence, he has to master at least reading the phonetic symbols. Richards and Rogers (1988) say that “Phonetic symbol is important to learn in order to speak accurately” (p.52). These two reasons encourage the researcher to conduct this research.
Since the subject of this research is very limited, the researcher decides to use Case Study as the research method. The objective of using this kind of research is to maximize the data collection from the subject of this research. The participant comes from the seventh semester student in ELESP Sanata Dharma University. The subject of the research comes from Papua especially from Pegunungan Bintang region and uses Ketengban language as his mother tongue.
There are two research questions made by the researcher:
1. What are the pronunciation errors made by the ELESP student from Papua? 2. What efforts can be done to improve the pronunciation of the ELESP student
from Papua?
From the research problems above the researcher has some objectives, they are;
2. To give him some feedbacks in order to improve the pronunciation of the ELESP student from Papua.
The research has some beneficial aspects for the students from Papua, for the learning strategy in English Language Education Study Program, as well as the future researcher.
1. For the ELESP Sanata Dharma University
From this research, the ELESP Sanata Dharma University can make various activities in Pronunciation class; therefore the students will be interested in joining this class.
2. For the ELESP Students From Papua
a. From this research, the students from Papua especially those who are learning in ELESP can be aware with the difficulties that they will find in pronouncing words in English
b. They will be more confident in speaking and keeping on trying to cover all their difficulties in pronouncing the words in English.
3. For the Future Researchers
To give inspiration or idea for the next researcher in developing or continuing this kind of research.
language acquisition, we can give them considerate feedback, so they can achieve the
successful learning.
Pronunciation according to Nunan (2003), is the sounds that we produced
when we speak. It is used as the communication media (p.112). In this research,
Pronunciation is defined as the ability to have the good English speaking ability.
Pronunciation is related to the sounds production of the target language.
Phonetics according to Franklin and Rodman mean the study of speech sounds
that is utilized by all human languages to represent meaning. In this research, speech
sounds can be classified into 24 consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð,
m, n, ŋ, l, h, r, w, j ), 12 vowels (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and 9 diphthongs
(eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).
Phonetics symbol according to Forel and Genoveva (2005) is the sounds of
language by means of symbols that have one value (p.3). In this research, phonetics
symbol means conventional sign used in writing to represent speech sounds. For
example, the word “pump”, is represented into /pʌmp/ as the phonetics symbol or
B.Research Method
This research was conducted by using qualitative research. This research aims
to understand the pronunciation errors made by the ELESP student coming from
Papua. According to Norman (2005), qualitative data means “A non numeric data
collection or explanation based on the tributes of the graph or source data.”
The purpose of qualitative research was to gather the data in depth understanding,
rather than the numeric one. The researcher used descriptive qualitative research to
describe the data and characteristics of the issue being researched, and deals with
everything that can be studied.
To gain the data the researcher conducted the case study. According to Yin
(1984), he defines the case study research method as an empirical inquiry that
investigates a contemporary phenomenon within its real-life context; when the
boundaries between phenomenon and context are not clearly evident; and in which
multiple sources of evidence are used (p. 23). Through case study, the researcher
collected the data, and then the data were analyzed, called as document analysis. Data
analysis is a process of gathering, modeling, and transforming the data with the goal
by giving the information, suggesting the conclusion, and supporting the decision,
(Heffernan, 2001). The researcher analyzed the data gathered in research for gaining
the answer to the question formulated in problem formulation.
These are some procedures of the research; first of all, the researcher had a
classroom observation during the course. The reason of conducting classroom
pronouncing words when he spoke English naturally. In this case, the researcher
observed the subject of the study only. Thus, the researcher joined to the course that
developed the speaking skills of the subject. Fortunately, the researcher and the
subject took the same SPD class and joined in the same group; therefore the
researcher could easily do the observation. Second, from the note taken, the
researcher found the problem that is produced by the subject research.
In this case the subject research was a Papuan ELESP Sanata Dharma who comes
from Ketengban ethnic race. When the researcher conducted this research, the subject
was in the 8th semester. After that, the researcher made a list of word as the oral
instrument for the subject. Next, in weekly meeting the researcher asked the subject
research to pronounce the list of words. The first turn, the subject pronounced the
words himself. The second turn, the subject pronounced the word after the researcher
gave the example how to pronounce the word. The third turn, the subject pronounced
the word himself again just like in the first turn. Then the result of the voice recording
was analyzed by the researcher to compare each word with the phonetic transcription
and sound from the Cambridge Advanced Learner Digital Dictionary 3rd edition.
During the research, the researcher gave the subject three attempts to
pronounce each section. The first turn, the subject pronounced the words himself. The
second turn, the subject pronounced the words after the researcher gave him the
example of pronouncing words by using interactive or digital dictionary. The third
turn, the subject pronounced the word himself again just like in the first turn. Then,
word with the phonetic transcription from the Cambridge digital dictionary. In order
to prove the researcher’s argument, the researcher consulted to the related literature.
The reason of making the three attempts in pronouncing the words was used to differ
whether the subject made the error or the subject did not know how to pronounce the
words.
In order to make the data feasible to analyze, the data was presented in a form
of the raw data of pronunciation test. The format of the table was according to
Widiarti (2002), we can see the example of the table below:
Words Pronunciation Number
of Cases
Intended Actual
The researcher provided the list of words taken from the Pronunciation 1 handbook
English Pronunciation. The English Speech Sounds Theory & Practice. The
researcher chose this book because the subject had passed the Pronunciation 1 course.
The reason of making the table was to present the raw data and to show the difference
9
CHAPTER II
DISCUSSION
This chapter is divided into three parts, namely the review of the related
literature, the data presentation and the analysis. In review of the related literature,
the researcher will discuss the theories concerning the pronunciation. Then, in
data analysis, the researcher will discuss the data analysis result and the discussion
on each table in order to answer the research questions.
A.Review of the Related Literature
In this part, the researcher provides some theories related to conduct this
research. The theories are taken from books and academic journals. These theories
are used to support the idea of the researcher’s arguments scientifically.
1. Error
Error and mistake are usually made by students in second language
acquisition. According to Brown (2000), error occurs because the lack of
competence, while mistake occurs because of the lack in performance. Based on
Brown’s theory the researcher concludes that error and mistake are two different
things, error occurs because of the lack of understanding of the students while
mistake occurs because of missing or slipping of the tongue.
According to Chiang (1981), students’ errors are thus treated as the surface
systems of the target language (p.10). Through the information of the student’s
second language acquisition errors, the teacher can give them considerate
feedback. The feedback helps the students in achieving successful in learning.
After the teacher find the errors, the teacher needs to analyze them, to make sure
whether they are is included in error or mistake. Error analysis is the systematic
study of learners’ errors. Corder (1967) states that the use of error analysis in three
respects: to the linguistics researcher, to the teachers and to the learners
themselves. Thus, it is necessary to point out those errors. Analysis exclusively
concerns with “systematic error”, not with mistakes and lapses.
2. Pronunciation Error
Pronunciation, according to Nunan (2003: 112), is sounds that we produce
when we speak. It is used as the communication media. In this research,
pronunciation is defined as the ability to have a good English spelling.
Pronunciation is related to sound production of the target language. Pronunciation
error, according to the researcher, is a sound mistake made by students when
speaking. According to Dulay, Burt and Krashen (1982),”second Language
acquisition is the process of learning another language after the basic of the first
has been acquired (p.74).” Pronunciation error can occur during student is
3. English Phonology
a. Phoneme
According to Bright (1970) ”a phoneme is the smallest contrastive unit
that may bring about a change of meaning, because bit and pit mean different
things [b] and [p] are different phonemes in English” (p.179). Phonemes can be
distinguished one word of language to another word of the same language. The
distinctive feature of languages means the element, which serves to distinguish
one word to another phoneme.
b. Phonetics
Boyanova (2002) defines phonetic as an independent branch of linguistics
which studies the sound matter of the language, its semantic function and the
lines. In this research, phonetics is a study of a speech sounds; speech sounds can
be classified into 24 consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l,
h, r, w, j ); consonant’s Figure Table is available on the appendix, there are 12
vowels (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ); vowel’s Figure Table is available on
the appendix, and 9 diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә); diphthong’s
Figure Table is available on the appendix.
Phonetics symbols represents the sounds of the speech Webster’s
Collegiate Dictionary,Woolf (1980 :855) defines phonetics as representing speech
sounds by means of symbols that have one value only (p.855). In this research,
phonetic symbol means conventional sign used in writing to represent speech
sounds. For example in the word “pump” represented into /pʌmp/ as the phonetic
c. Dialect
Elfenbein et al., defines dialect as the variant or variety of language used
by different speakers who are separated by geographic or social boundaries (as
cited in Francis, 1992 pp349-355). In this thesis, the researcher talked about
Papuan dialect from Pegunungan Bintang region especially about Ketengban Language from Ketengban ethnic group.
d. Stress Pattern
According to Allan (1997), there are two functions of stress pattern.
Firstly, it is used to refer to the syllable which is marked as stress if it is marked in
lexicon or dictionary. Secondly, it has been suggested that the rhythm of certain
language is dependent on the regular occurrence of stressed syllable connected in
speech.
e. Sounds
Errors in individual sounds may affect how strong a student’s accent is
perceived, rather than how far they are accurately understood (Munro and
Derwing, 1999). In this research, the researcher would like to see how deep the
Ketengban’s dialect affects to the subject’s accent in pronouncing English words.
f. Silent Letters
According to Locke (1978) “Words with silent letters have been used in
efforts to discover phonological involvement in visual word recognition.” In this
research, silent letters are letters that appear in the spelling of words but do not
B.Data Presentation
These are the procedures of the research. First of all, the researcher
observed the subject in classroom during the teaching and learning process.
Therefore, the researcher joined the course that developed speaking skills of the
subject. In this occasion, the researcher joined the SPD class. Fortunately, the
researcher and the subject joined in the same group during this class. Therefore,
the researcher had enough time to observe the subject and jotted down when the
subject had the difficulty in pronouncing the words. Second, from the field note,
the researcher analyzed the mistakes that were made by the subject of the
research. After the observation, the researcher’s job was to make a wordlist as the
oral instrument for the subject. The wordlist was taken from the Pronunciation 1
handbook. The reason of choosing this book was because the subject had passed
the Pronunciation 1 course. Then, form of the oral instrument was a list of words.
Third, in weekly meeting, the researcher asked the subject research to pronounce
the list of words. The weekly meeting consisted of 6 meetings. The first two
meetings were used to pronounce the consonants list, the second two meeting
were used to pronounce the vowel list, and the last two meetings were used to
pronounce the diphthong list. The researcher gave the subject three times to
pronounce each section of the wordlist. The first turn, the subject pronounced the
words himself. The second turn, the subject pronounced the words after the
researcher gave him the example pronouncing words by using interactive or
digital dictionary. The third turn the subject pronounced the word himself once
data by listening to the every detail of the pronunciations such as the stress and the
number of syllable after being consulted with the Cambridge Advanced Learner
Digital Dictionary 3rd edition about the phonetics transcription and the sounds.
The reason of choosing Cambridge Advanced Learner Digital Dictionary 3rd
edition is because the digital version will help the researcher a lot in comparing
the intended and actual pronunciation.
This chapter presents the results of the research, including the data analysis
and the answers to the research questions. These are the research questions, the
first one is “What are the pronunciation errors made by the ELESP student from
Papua?” and the second one is “What efforts can be done to improve
pronunciation of ELESP student from Papua?”
After conducting the research, the researcher found out that the subject of
this study used Ketengban language as his daily conversation when the subject
met his friends who came from the same ethnic race. He used Bahasa Indonesia
when he had an interaction with people who were not come from the same race.
He also spoke in English when he needs to speak at the campus and he uses
passive English when he had chats with foreigners via email.
This ELESP student from Papua had difficulties in pronouncing
consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ), vowels
(iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ,
ʊә). The researcher used digital dictionary Cambridge Advanced Learner Digital
Dictionary 3rd edition and Pronunciation 1 handbook English Pronunciation. The
pronunciation. The procedures of this analysis were: First, the student’s results of the recording were collected and compared with the actual pronunciation based on the dictionary of the English pronunciation. Second, the student’s pronunciation recordings were analyzed whether they was correct or not. Third, the researcher analyzed the error and the mistake in pronunciations produced.
The goal of this final paper is to answer the two research questions which are, “What are the pronunciation errors made by the ELESP student from Papua?” and “ What efforts can be done to improve the pronunciation of the ELESP student from Papua?”.
Table 2.1. The Subject’s Mispronunciation of Consonants’ Sounds
Consonants No Words
Pronunciation Number
of Case
Intended Actual
/p/ 1 Cupboard /ˈkʌb.әd/ /ˈkʌb.әrd/ 2 2 Pneumonia /nuːˈmoʊ.njә/ /pnuːˈmoʊ.njә/ 2
/b/ 1 Doubt /daʊt/ /daʊbt/ 2
/ d/
1 Raised /reɪzd/ /reɪsed/ 1
2 Riddance /ˈrɪd. ә nts/ /ˈrɪnd. a nts/ 1
/g/ 1 Gnaw /nɔː/ /gnɔː/ 2
/f/ 1 Sphere /sfɪәr / /spɪәr / 1
2 Cough /kɒf/ /koug/ 2
3 Tougher /tʌfә r / /tougә r / 2
4 Nymph /nɪm pf / /nɪm/ 2
/s/
1 Wrestler /ˈres.lә r / /ˈrets.lә r / 2 2 Adjacent/
әˈ
d
ʒ
e
ɪ
. s ә
nt/
/
әˈ
d
ʒ
e
ɪ
.
tʃ әnt/
2 /z/ 1 Dizzy /ˈdɪz.i/ /dɪz.zi/ 1 / ʃ / 1 Douche /duːʃ/ /dauːtʃ/ 2 2 Charade /ʃәˈrɑːd/ /tʃˈrɑːd/ 2 /ʒ/ 1 Measure /ˈmeʒ.ә r / /ˈmes.ә r / 2 2 Leisure /ˈleʒ.ә r / /ˈles.ә r / 2 3 Prestige /presˈtiː d ʒ/ /presˈtiːd / 1 4 Seizure/
ˈ
si
ː
.
ʒә
r/
/
ˈ
si
ː
.s
ә
r/
1/dʒ/ 1 Hinge /hɪndʒ/ /hɪŋ/ 2
/θ/ 1 Thought /θɔːt/ /tɔːt/ 2
2 Throw /θrәʊ/ /trәʊ/ 1
/ð/ 1 Though /ðәʊ/ /tәʊ/ 2
/n/ 1 Hinge /hɪndʒ/ /hɪŋ/ 2
Here is the detail analysis on each consonant’s sections as follows:
a. Mispronouncing of Consonant /p/ with Silent Letter
In the word Cupboard “Cupboard”, in this word the subject was not understands how to pronounce the silent letter /p/.
The error occurred when the subject pronounced the phoneme /r/ as /ˈkʌb.әrd/, it
should be pronounced as /ˈkʌb.әd/. The subject made the error by pronounced /r/
in the first attempt; it means that the subject did not know that the /r/ sound should
not be pronounced. In the second attempt, the researcher and the subject
pronounced the word together after listening to the interactive dictionary and the
subject pronounced it well. When the researcher asked him to pronounce it alone
in the third attempt, the subject repeated the error.
b. Mispronouncing of Consonant /p/ with Silent Letter
In the word “Pneumonia”, the subject pronounced the phoneme /p/ as /pnuːˈmoʊ.njә/. It should be pronounced as /nuːˈmoʊ.njә/. The error occurred
when the phoneme /p/ in the word Pneumonia functioned as the silent letter,
pronounced by the subject. It means that the subject did not know that the /p/
sound should not be pronounced. In the second attempt we pronounced the word
together after listening to the interactive dictionary and the subject pronounced it
well. When the researcher asked him to pronounce it alone in the third attempt,
the subject repeated the error.
c. Mispronouncing of Consonants /b/ with Silent Letter
The subject makes the error by pronounced /b/ in the first attempt. It means that
the subject did not know that the /b/ sound should not be pronounced because the
phoneme /b/ here is functioned as the silent letter. In the second attempt the
researcher and the subject pronounced the word together after listening to the
interactive dictionary and the subject can pronounce it well. When the researcher
asked him to pronounce it alone in the third attempt, the subject repeated the error.
d. Mispronouncing of Consonant /d/
In the word “Raised”, the subject pronounced the phoneme /d/ very well,
but the mistake occurred when the subject did not pay enough attention in
pronouncing the ending of the word. In this case the subject pronounced as /ed/,
while it should be pronounced /d/.The mistake occurred in the first attempt.
In the word “Riddance”, the subject pronunced the phoneme /s/ very well
The mistake happens because the subject pronounced the phoneme /n/ as /ˈrɪnd. a
nts/ while it should be /ˈrɪd. ә nts/. In this case the subject was not careful in
reading before pronouncing the word.This mistake occurred in the first attempt of
pronouncing words.
e. Mispronouncing of Consonant /g/ with Silent Letter
In the word “Gnaw”, the error occurred because of the subject pronounced
/g/ while it should be silence. The subject made the error by pronouncing /g/
sounds in the first attempt. It means that the subject did not know that the /g/
sounds should not be pronounced because the phoneme /g/ here is functioned as
the silent letter. In the second attempt the researcher and the subject pronounce the
pronounced it well. When the researcher asked him to pronounce it alone in the
third attempt, the subject repeated the error.
f. Mispronouncing of Consonant /f/
In the word “Sphere”, the subject pronounced the phoneme /p/ as /spɪәr //.
It should be pronounced as /sfɪәr/. The mistake occurred because the subject
pronounced the consonant /p/, while two consonants /ph/ standing together should
be pronounced as /f/. The mistake occurred in the first attempt of pronouncing the
words.
In the word “Cough”, the subject pronounced the phoneme /g/ as /koug/. It
should be pronounced as /kɒf/. The error occurred because the subject pronounced
the phoneme /g/, while two consonants /gh/ standing together should be
pronounced as /f/.This error occurred in the first attempt of pronouncing words
and the subject repeated the error in the third attempt.
In the word “Tougher”, the subject pronounced the phoneme /g/ as
/tougәr/. It should be pronounced as /tʌfә r /. The error occurred because the
subject pronounceed the phoneme /g/, while two consonants standing together
/gh/ should be pronounced as /f/. This error occurred in the first attempt of
pronouncing words and the subject repeated the error in the third attempt.
In the word “Nymph”, the subject pronounced the phoneme /m/ very well
and the error occurred when the subject putted the consonant /m/ as the ending
sound of the word. It should be ended with /f/ sound as /nɪm pf /. This error
occurred in the first attempt of pronouncing words and the subject repeated the
g. Mispronouncing of Consonant
/s/
In the word “Wrestler”, the error occurred when the subject pronounces
the phoneme /t/ as /ˈrets.lәr /while it should be silent as /ˈres.lәr /.
This error occurred in the first attempt of pronouncing words and the subject
repeated the error in the third attempt.
In the word “Adjacent”, the subject pronounced the phoneme /dʒ/ very
well, while the error occurred when subject pronounced the consonant /tʃ/ /as
/әˈdʒeɪ. tʃ ә nt/ . The words should be read as /әˈdʒeɪ. s ә nt/. This error occurred
in the first attempt of pronouncing words and the subject repeated the error in the
third attempt.
h. Mispronouncing of Consonant /z/
The mistake occurred in the word “Dizzy”, the subject pronounced the
phoneme /z/ very well. The mistake occurred when the subject added the phoneme
/z/ as /dɪzˈ.zi/. It occurred because the subject pronounces phoneme /z/ twice. This
error occurred in the first attempt of pronouncing words because the subject was
not careful enough in reading the word.
i. Mispronouncing of Consonant / ʃ /
In the word “Douche”, the error occurred twice. First, the subject
pronounced /ʃ/ as /tʃ/. Second, the subject pronounced the phoneme /uː/ as /auː/.
Therefore the subject pronounced the word “Douche” as /duːʃ/ while it should be
/dauːtʃ/. This error occurred in the first attempt of pronouncing words and the
In the word “Charade”, the error occurred when the subject pronounced
/ʃ/ as /ʃәˈrɑːd/ into /tʃ/ as /tʃˈrɑːd/. This error occurred in the first attempt of
pronouncing words and the subject repeated the error in the third attempt.
j. Mispronouncing of Consonant /ʒ/
In the word “Measure”, the error occurred when the subject replaced the
consonant /ʒ/ into consonant /s/. The subject of this research pronounced it as
/ˈmes.ә r / while it should be pronounced as /ˈmeʒ.ә r /. This error occurred in the
first attempt of pronouncing words and the subject repeated the error in the third
attempt.
In the word “Leisure”,the error occurred when subject pronounced it into
/ˈles.ә r /. It should be pronounced as /ˈleʒ.ә r /. The subject replaced the
consonant /ʒ/ into /s/. This error occurred in the first attempt of pronouncing
words and the subject repeated the error in the third attempt.
In the word “Seizure”, the mistake occurred when the subject pronounced
it as /ˈsiː.sә r /. It should be pronounced as /ˈsiːʒә r /. The subject replaced
consonant /ʒ/ into /s/. It occurred in the first attempt of pronouncing words.
In the word “Prestige” mistake occurred when the subject pronounced it
as /presˈtiː d /. It should be pronounced as /presˈtiːdʒ/. The subject replaced
consonant /ʒ/ into /d/. This mistake occurred in the first attempt of pronouncing
k. Mispronouncing of Consonant /dʒ/
In the word “Hinge”, the error occurred because of the subject replaced
the consonant /dʒ/ into /ŋ/. This error occurred in the first attempt of pronouncing
words and the subject repeated the error in the third attempt.
l. Mispronouncing of Consonant /θ/
In the word “Thought”, the error occurred when the subject replaced the
phoneme /θ/ as /θɔːt/ into phoneme /t/ becomes /tɔːt/. This error occurred in the
first attempt of pronouncing words and the subject repeated the error in the third
attempt.
In the word “Throw”, the subject pronounced the phoneme/r/ very well.
The subject made mistake by pronouncing the phoneme /θ/ as /θrәʊ/ into the
phoneme /t/ as /trәʊ/. This mistake occurred in the first attempt of pronouncing
words.
m. Mispronouncing of Consonant /ð/
In the word “Though”, the error occurred when the subject replaced the
phoneme / ð/ as /ðәʊ/ into phoneme /t/ becomes /tәʊ/. This error occurred in the
first attempt of pronouncing words and the subject repeated the error in the third
attempt.
n. Mispronouncing of Consonant /n/
In the word “Hinge”, the error occurred when the subject replaced the
consonant /dʒ/ with /ŋ/ as the ending sound of the word. This error occurred in the
first attempt of pronouncing words and the subject repeated the error in the third
In the word “Ointment”, the subject pronounced the phoneme /ɔɪ
/
verywell. The error occurred when the subject did not pronounce the consonant /n/ as
/ˈɔɪt.mәnt/ in the word “Ointment”. The phoneme /n/ should be pronounced as /ˈɔɪnt.mәnt/. The error occurred in the first attempt of pronouncing words and the
subject repeated the error in the third attempt.
o. Mispronouncing of Consonant /ŋ/
In the word “Wriggling”, the subject pronounced the phoneme /g/ very well. The mistake occurred when the subject omitted the phoneme /ŋ/ as /ˈrɪg.li /.
It should use /ŋ/ sound as the ending of the word /ˈrɪg.liŋ /. The subject made the
error by omitting /ŋ/ sound in the first and last attempt.
In the word “Handkerchief”, the subject pronounced the phoneme /tʃ/ very
well. The error occurred when the subject pronounced the word as /ˈhænd.kә.tʃiːf/.
It should be pronounced as /ˈhæŋ.kә.tʃiːf/. The error occurred when the subject
pronounced it as “Hand /hænd/”. This error occurred in the first attempt of
pronouncing words and the subject repeated the error in the third attempt.
In the word “Juncture”, the subject pronounced the phoneme /tʃ/ very well. The error occurred when the subject did not mention the phoneme /ŋ/ as
/ˈdʒʌŋk.tʃәr / and it became /ˈdʒʌk.tʃәr /. This error occurred in the first attempt of
pronouncing words and the subject repeated the error in the third attempt.
In the word “Finger”, the subject pronounced the phoneme /ŋ/ very well.
The error occurred when the subject replaced the phoneme /g/ as /ˈfɪŋ.gә r / into
the phoneme /dʒ/ as /ˈfɪŋ.dʒә r /. This error occurred in the first attempt of
p. Mispronouncing of Consonant /j/
[image:39.595.110.518.298.615.2]In the word “Argue”, the mistake occurred when the subject did not pronounce the consonant /j/ as /ˈɑːg.juː/ and it became /ˈɑːguː/. This mistake occurred in the first attempt of pronouncing words.
Table 2.2 The Subject’s Mispronunciation of Vowels’ Sounds
Vowels No Words
Pronunciation Number of Case Intended Actual
/i:/ 1 Canteen /kænˈtiːn/ /kænˈtɪn/ 2 2 Seed
/si
ː
d/
/sɪd/ 2 3 Complete/k
ә
m
ˈ
pli
ː
t/
/kәmˈplɪt/ 2 4 Seize /siːz/ /sɪz/ 2/ɪ/ 1 Private /ˈpraɪ.vәt/ /ˈpraɪ.pәt/ 2
/æ/ 1 Sat
/sæt/
/Sat/ 2 2 Rash /ræʃ/ /Raʃ/ 2 3 Plaid /plæd/ /Plaid/ 2/
ɜː
/
1 Myrtle /ˈmɜː.tl ̩/ /ˈmɜrtl ̩/ 1/ ɑː / 1 Camouflage /ˈkæm.ә.flɑːʒ/ /ˈkæm.әʊ.flɑːg/ 2
/ uː / 1 Food /fuːd/ /fʊd/ 2 2 Spoon /spuːn/ /spʊn/ 2 3 Wound
/wu
ː
nd/
/
wʊnd/
2 4 Chew/tʃuː/
/tʃʊ/
2/ʊ/ 1 Courier /ˈkʊr.i.әr / /ˈkɑʊr.i.әr / 2
2 Woman /ˈwʊm.әn/ /ˈwɔ:m.әn/ 2
/ ɔː / 1 Sword /sɔːd / /swɔːd / 1
/ʌ/ 1 Rubber /ˈrʌb.әr / /ˈrub.әr / 2
These are the analysis of Table 2.2, mispronunciations mostly occur in this part specifically on the eight vowels from twelve vowels (iː, ɪ, e, æ, ɜː, ә, ɑː, ʌ, u:,
The error occur in the seven sections (iː, ɪ, æ, ɑ:, u:, ʊ, ʌ). While the mistake
occur in two sections, there are (ɜː and ɔ:). The detail analysis on each vowel’s
section as follows:
a. Mispronouncing of Vowel /i:/
The error occurred in all words given. The subject replaced the vowel /i:/ in
all words into the vowel /ɪ/. It happened because the subject was not understand
in distinguishing /i:/ as a long sound and /ɪ/ as the short sound.
This error occurred in the first attempt of pronouncing words and the subject
repeated the error in the third attempt.
b. Mispronouncing of Vowel /ɪ/
In the word “Private”, the subject pronounced the phoneme /ɪ/ very well.
The error occurred when the subject replaced the phoneme /v/ into the phoneme
/p/ as /ˈpraɪ.pәt/. This error occurred in the first attempt of pronouncing words and
the subject repeated the error in the third attempt.
c. Mispronouncing of Vowel /æ/
The error occurred when the subject replaced vowel /æ/ into /a/. All
mistakes occurred in the first attempt of pronouncing words and the subject
repeated the error in the third attempt. In the word “Wagon”, the subject
pronounced the /a/ /Wagon/ it should be /æ/ /ˈwæg.әn/. In the word “Rash”, the
subject pronounced the phoneme /a/ as /Raʃ/ it should be /æ/ /ræʃ/. In the word
“Plaid”, the subject pronounces it as /Plaid/ it should be /plæd/. It happens
d. Mispronouncing of Vowel
/
ɜː
/
In the word “Myrtle”, the subject pronounced the phoneme /
ɜː
/
very well. The mistake occurred when the subject pronounced the vowel /r/ as /ˈmɜrtl ̩/.It should be pronounced as /ˈmɜː.tl ̩/. The mistake occurred in the first attempt of
pronouncing.
e. Mispronouncing of Vowel / ɑː /
In the word “Camouflage”, the subject pronounced the phoneme /ɑː
/
verywell. The error occurred when the subject pronounced the word “Camouflage” by
putting the consonant /g/ as /ˈkæm.әʊ.flɑːg/. It should end with consonant /ʒ/ as
/ˈkæm.ә.flɑːʒ/. The mistake occurred in the first attempt of pronouncing words
and the subject repeated the error in the third attempt.
f. Mispronouncing of Vowel / uː /
The error occurred in all words given, the subject replaced the phoneme
/u:/ into the phoneme /ʊ/ in all words. It happened becausethe subject was not
understand in distinguishing / uː/ as a long sound and / ʊ / as the short sound. The mistake occurs in the first attempt of pronouncing words and the subject repeated
the error in the third attempt.
g. Mispronouncing of Vowel /ʊ/
In the word “Courier”, the error occurred when the subject replaced the
vowel /ʊ/ as /ˈkʊr.i.ә r / into diphthong /aʊ/ as /ˈkaʊr.i.ә r /. The mistake occurred
in the first attempt of pronouncing words and the subject repeated the error in the
In the word “Woman”, the error occurred when the subject replaced the
vowel /ʊ/ as /ˈwʊm.әn/ into vowel /ɔ:/ as /ˈwɔ:m.әn/. The error occurred in the
first attempt of pronouncing words and the subject repeated the error in the third
attempt.
h. Mispronouncing of Vowel / ɔː /
In the word “Sword”, the subject pronounced the phoneme /ɔː
/
very well.The mistake occurred when the subject pronounced the word “Sword” by adding
the phoneme /w/ as /swɔːd /. It should be pronounced as /sɔːd /. The mistake
occurred on the first attempt of pronouncing word. The subject was not careful
enough in reading the word before pronouncing.
i. Mispronouncing of Vowel /ʌ/
In the word “Rubber”, the subject pronounced the phoneme /b/ easily. The
error occurred in the vowel /u/. The subject pronounced Rubber as /ˈrub.әr / using
vowel /u/, it should be pronounced by using vowel /ʌ/ as /ˈrʌb.ә r /. The subject
made the error by pronouncing /u/ in the first attempt. It means that the subject did
not know that it should be pronounced as /ʌ/. The subject repeated the error in the
Table 2.3 The Subject’s Mispronunciation of Diphthongs’ Sounds
Diphthongs No Words
Pronunciation Number
of Case Intended Actual
/eɪ/ 1 Aim / eɪm/ / ɑɪm / 2
/aɪ/ 1 Mild /maɪld/ /maɪl/ 2
2 Quaint /kweɪnt/ /kwaint/ 2
/әʊ/ 1 Old /әʊld/ /ɔld/ 2
2 Foe /fәʊ/ /fɔ/ 1
3 Colt /kәʊlt/ /kɔlt/ 2
/eә/ 1 Care /keәr / /kʌr / 2
/
a
ʊ
/ 1 House/haʊs/
/hɔːs/
22 Owls
/aʊls/
/ɔːls/
23 Foul /faʊl/ /fɔːl/ 2
4 Town /taʊn/ /tɔːn/ 2
/ʊә/ 1 Tour /tʊәr / /tәɔː r / 2
These are the analysis of Table 2.3, mispronunciations mostly occur in this
part specifically on the eight diphthongs from nine diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә,
әʊ, aʊ, ʊә). There are on sections (eɪ, aɪ, әʊ, eә, aʊ, ʊә). From the six sections the
researcher generates it into error and mistakes. The error occurs in the six sections
(eɪ, aɪ, әʊ, eә, aʊ, ʊә). The mistake occurs in section (әʊ). The detail analysis on
each vowel’s sections as follows:
a. Mispronouncing of Diphthong /eɪ/
The error occurred when the subject pronounced the word “Aim” by
replacing diphthong /eɪ/ as / eɪm/ into / ɑI / as / ɑIm /. The error occurred in the
first attempt of pronouncing words and the subject repeated the error in the third
b. Mispronouncing of Diphthong /aɪ/
In the word “Mild”, the subject pronounced the phoneme /aɪ
/
very well.The error occurred when the subject pronounced the word “Mild” by putting the
ending on the consonant /l/ as /maɪl/, while the ending should be in the consonant
/d/ as /maɪld/. The error occured in the first attempt of pronouncing words and the
subject repeated the error in the third attempt.
In the word “Quaint”, the error occurred when the subject replaced the
phoneme / eɪ/ as /kweɪnt/ into /ai/ as /kwaint/. This error occurred in the first
attempt of pronouncing words and the subject repeated the error in the third
attempt.
c. Mispronouncing of Diphthong /әʊ/
In the word “Old”, the error occurred when the subject pronounced vowel
/ɔ/ as /ɔld/. It should be pronounced by using diphthong /әʊ/ as /әʊld/.The error
occurred in the first attempt of pronouncing words and the subject repeated the
error in the third attempt.
In the word “Foe”, the mistake occurred when the subject pronounced
vowel /ɔ/ as /fɔ/. It should be pronounced by using diphthong /әʊ/ as /fәʊ/. The
mistake occurred in the first attempt of pronouncing words.
In the word “Colt” the error occurred when the subject pronounced vowel
/ɔ/ as /kɔlt/. It should be pronounced by using diphthong /әʊ/ as /kәʊlt/. The error
occurred in the first attempt of pronouncing words and the subject repeated the
e. Mispronouncing of Diphthong /eә/
The error occurred, when the subject pronounced the word “Care” /keәr /
by using vowel /ʌ/ it became /kʌr/. The subject thought that, the Indonesian
meaning of the word is “mobil.” The error occured in the first attempt of
pronouncing words and the subject repeated the error in the third attempt.
f. Mispronouncing of Diphthong /a
ʊ
/The error occurred in all words given, the subject replaced the diphthong
/ɑʊ/ into the vowel /ɔ:/. The mistake occurred in the first attempt of pronouncing
words and the subject repeated the error in the third attempt.
g. Mispronouncing of Diphthong /ʊә/
The mistake occurred in the word “Tour”. The subject pronounced the
word “Tour” /tʊә r/ by using vowel /ә/ and /ɔː/ as /tәɔː r/. The mistake occurs in
the first attempt of pronouncing words and the subject repeats the error in the third
attempt.
C.Analysis and Discussion
In this part, the researcher answers the two research questions of this
study. The two research questions are “What are the pronunciation errors made by
the ELESP student from Papua?” and “What efforts can be done to improve the
pronunciation of the ELESP student from Papua?” The answer of these two
1. The Pronunciation Errors made by the ELESP Student from Papua.
In this part the researcher answer the first research questions, “What are
the pronunciation errors made by the ELESP student from Papua?” Based on the
data analysis, from the Table 2.1 the errors occurred in 13 consonants they were
(p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ) and the mistakes occurred in 7 consonants they
were (d, f, z, ʒ, θ, ŋ, j). From the Table 2.2 the errors occurred in 7 vowels they
were ( iː, ɪ, æ, ɑ:, u:, ʊ, ʌ ) and mistakes occurred in 2 vowels they were (ɜː and
ɔ:). From the Table 2.3 the errors occurred in 6 diphthongs they were (eɪ, aɪ, әʊ,
eә, aʊ, ʊә) and the mistakes occur in 1 diphthong it was (әʊ). From the analysis
above the researcher also found that in this case, the error can occurred because of
the reason as follows:
a. The subject had less attention to silent letters.
E.g:Table 2.1 Mispronouncing of Consonants /p/ with Silent Letter
In the consonant /p/ as in “Pneumonia” it should be pronounced as
/nuːˈmoʊ.njә/ but the subject pronounces it as /pnuːˈmoʊ.njә/.
No Words Pronunciation Number
of Cases
Intended Actual
b. The subject had less attention in reading the words; therefore he often recited
the words incompletely until the end of the word.
E.g:Table 2.1 Mispronouncing of Consonants /ŋ/
Consonant /ŋ/ the word “Wriggling” should pronounced as /ˈrɪg.liŋ ̩/ with /ŋ/ sound as the ending but the subject pronounced it as /ˈrɪg.li ̩/ with /i/
sound as the ending.
c. The subject pronounced the word just like it was written. In order to
support this statement the researcher provides an example taken from the
data presentation:
E.g:Table 2.1 Mispronouncing of Consonants /ŋ/
Consonant /ŋ./ the word is “Handkerchief” it should be pronounced as
/ˈhæŋ.kә.tʃiːf/, but the subject pronounces it as /ˈhænd.kә.tʃiːf/. The subject
pronounced the word “Handkerchief” as pronouncing the word “Hand”
tangan in Indonesian.
No Words Pronunciation Number
of Cases
Intended Actual
1. Wriggling /ˈrɪg.li ̩/ /ˈrɪg.liŋ ̩/ 2
No Words Pronunciation Number
of Cases
Intended Actual
1. Handkerchief /ˈhæŋ.kә.tʃiːf/ /ˈhænd.kә.tʃiːf
/
d. The subject also got the difficulty in distinguishing the several sounds, it is
clearly shown when the subject should pronounce words whether using [/i:/ or
/I/]; [/u:/ or /ʊ/], or [/ð/ or /ɵ/ or /t/].:
E.g:Table 2.2Mispronouncing of Vowel / iː/
In the word Canteen /kænˈtiːn/ using the vowel /i:/ the long sound, but the
subject pronounced it as /kænˈtIn/ using /ɪ/, the short sound. This error
occurred in all words given.
2. The Efforts to improve the Pronunciation of the ELESP Student from
Papua
In this section, the researcher will answer the second research question
namely, “What effort can be done to improve the pronunciation of the ELESP
student from Papua?” In order to overcome the pronunciation errors, the
researcher suggests the ELESP student from Papua to do as follows:
a. The subject can make a group work or pair works to do the pronunciation
practice outside the class. He needs to cooperate with other friends who
have better pronunciations ability than him.
No Words Pronunciation Number
of Cases Intended Actual
By peer practice of reading out loud, the subject will get the feedback from
the friend in order to improve the subject’s pronunciation skill.
b. The subject can have pronunciation drilling at home. According to Harmer
(2000) drilling technique in repeating structural pattern trough oral practice.
In this study, the subject needs to drill himself to practice pronouncing
around 10 new words every day. The subject can consult his pronunciation
whether it is correct or not by using Interactive dictionary or digital
35
CHAPTER III
CONCLUSIONS AND RECOMMENDATIONS
In this chapter the researcher presents the result of chapter II, the data analysis and the discussions. The following paragraphs provide the answer of research problem of conclusion and recommendations. The recommendations will be divided into three suggestions, for the future ELESP student from Papua, future researchers and future teachers/lecturers.
A. Conclusions
This chapter discusses the conclusions of findings in chapter three. Related to the first research question, it is clear that the ELESP student coming from Papua especially from Ketengban ethnic race gets the difficulties in pronouncing the words especially on the consonants (p, b, t, d, k, g, f, v, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j ), vowels (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ , u: , ʊ, ɔː, ɒ), and diphthongs (eɪ, aɪ,
ɪә, ɔɪ, әʊ, ɛә, eә, aʊ, ʊә). It happens because of five aspects:
between phoneme which has a long sound and a short sound as in the mispronunciation of vowels table [/i:/ and /I/] and [/u:/ and /ʊ/] also in the mispronunciation of consonants table [/ð/ and /ɵ/ ], and when the subject
reads the word as it is written as in mispronunciation consonant table /f/ and /s/ and vowel / ɔː/ and / ʌ/.
2. The Pronunciation Errors made by the ELESP Student from Papua, based on
the data analysis, from the Table 2.1 the errors occurred in 13 consonants they are (p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ) and the mistakes occur in 7 consonants
they are (d, f, z, ʒ, θ, ŋ, j). From the Table 2.2 the errors occurred in 7 vowels they are ( iː, ɪ, æ, ɑ:, u:, ʊ, ʌ ) and mistakes occurred in 2 vowels they are (ɜː and ɔ:). From the Table 2.3 the errors occurred in 6 diphthongs they are (eɪ, aɪ,
әʊ, eә, aʊ, ʊә) and the mistakes occurred in 1 diphthong it was (әʊ).
4. The efforts to improve the pronunciation of the ELESP student from Papua
are by drillings, peer practice of reading out loud and then consulting to the
digital dictionary.
A.Recommendations
Pronunciation is as important as listening, reading, and writing because
pronunciation skills also develop someone’s speaking skills. The researcher gives
some recommendations for the ELESP Sanata Dharma University, the ELESP
Students and the future researcher as follows:
1. For the ELESP Sanata Dharma University, the researcher suggests to make
a various activities in Pronunciation class besides drillings, the lecturer can
ask the student to make a group work for reading out loud, singing and
pronunciation games.
2. For the ELESP students, the researcher suggests making a group work for
reading out loud and students can share some feedback for other students.
3. For the future researcher. The researcher suggests to the future researcher
finding more volunteers to become the subject of the study, develop the test
38
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