SPEECH DEFECT IN LANGUAGE LEARNING
( A Case Study among Students of the Second Year of SLTP Vluhammadiyah 02 Kartasura Sukoharjo in Academic Year 2003/2004)
THESIS
Submitted to Board of Examiners in Partial Fulfilment of
t he Requirement of the Sarjana Pendidikan Islam (S Pd 1)
m f he Fnglish and Education Department
By
\E K T I HANDAY AN I
NIM : 113 99 065
ENGLISH AND EDI'CATION DEPARTMENT STATE ISLAMIC STUDIES INSTITUTE (STAIN)
ATTENTIVE COUNSELOR NOTES Salatiga, Desember 03,2003
Case : Yekti Handayani’s Thesis
Dear,
The Head of State Islamic
Studies Institute Salatiga
Assalamualaikum Wr. Wb.
After reading and correcting Yekti Handayani’s thesis entitle
SPEECH DEFECT IN LANGUAGE LE ARNING (A CASE STUDY AMONG STUDENTS OF THE SECOND YEAR OF SLIT
MUHAMMADIYAH 02 KARTASURA SUKOHARJO IN
ACADEMIC Y EAR 2003/2004)”, I have decided and would like to propose that if chould be accepted by the educational faculty', I hope it
would he examined as soon as possible.
Wassalamu’alaikuro Wr. Wb.
Dra. Woro Retno Ningsih, M. Pd. NIP: 150 262 646
STATEMENT OF CERTIFICATION
SPEECH DEFECT IN LANGUAGE LEARNING
(A CASE STUDY AMONG STUDENTS OF THE SECOND YEAR OF SLTP MUHAMMADIYAH 02 KARTASURA SUKOHARJO
IN THE ACADEMIC YEAR OF 2003 - 2004
YEKTI HANDAYANI
113 99 065
Has been brought to the board of examiners at Dzulqa’dah 13 * 1424 H (January 5 * 2004 M), and hereby considered to completely fulfilled the requirement of the Degree
of Sarjana Pendidikan Islam (S. Pd. I) in English and Education Departement.
“A
(5
someone who can take the bles&ne, to the
other by his
speakinw
,or war bmp (
Indeed, Aiah is very kind and ikes the kindness for
everything,
(HR.
hukhcn and
Mom Maryati, who is the
best mother I have
2. To my father Haris Praseno,
who is also the best father 1
have
The objective of this research; first, to find out the effects of speech defect to
language learning, second, to find out the factors of speech defect and third to find
out the teacher ways to overcome speech defect in language learning.
In this researh, the writer uses qualitative research with 29 population of
students. To collect the data, the writer uses test and interview.
In analyzing the data, the writer uses analytic deduction, analytic induction
and statistical analysis. And the result of this analysis show that there are three
dominant effects of speech defect to language learning, first, difficult to understand
the other speech, second, unconfident to speech with other and third
misunderstanding in communication. This research also shows how far the influence
of speech defect. From the test, the writer got three dominant answers. There are very
influence, little influence and not influence.
The dominant factors of speech defect according to students’ answer are
psychological, environment and physical. From the result of interview', the writer got
the teacher wrays to overcome speech defect. There are a careful process of education
under a competent tutor, read and speak slowly and deliberately, carefully
pronouncing each syllable, raising the voice towards the close of the sentence, a
series of graduated exercises in read, drilling and giving a good model.
Assalamu’alaikum Wr. Wb.
AlhamdulillahirobbiPalamin, firstly the writer said as praise and thanks to
Allah SWT with his blessing, finally this thesis can be completed.
However, this success would not be achieved without the support, guidance,
advice, help and encouragement from individuals and institutions. Therefore, let her
say thanks to:
1. Mr. Drs. Badwan, M.Ag., the Dean of State Islamic Studies Institute
(STAIN ) o f Salatiga.
2. Mrs. Dra. Woro Retnaningsih, M.Pd., the consultant of this thesis, thanks for
her careful guidance, wisdom, kindness and suggestion during the completion
of this thesis.
3. Mr. Drs. Sa’adi, M.Ag., the head of the English Department, thanks for your
knowlegde, suggestion, motivation and attenttion.
4. Mr. Drs. Sa’adi, M.Ag., the examiner of the thesis that gives me great
attenttion, knowlegde, motivation and guidance.
5. Mr. Ruwandi, S.Pd., thanks for your knowledge, advice, motivation, and
attenttion.
6. All lecturers of English Department, who have given knowlegde patiently.
7. My old sister Etty S., thank for your help on typing and young sister
Erma A. W., thank for your attention in thesis finishing.
9. My great teacher who I cannot mention here, your support and pray becomes
Great Spirit in finishing this thesis.
10. All my friends in Anfin’s cost Leny, Khusna, Eny, Adah, Titix and Fitta.
11. All my friends in GETAR Theatre Arif Kojex, Munib, Rahman, Manaf,
Nurul, Nonthin, Leny, Sinyo, Tain, Anang, Mujib, Wawan Camat and Basri.
12. All my friends in English Department “99.
13. All my friends in PM11 Ambar, Yusuf, Ja’far, Sigit Z-got, Bibi, Topix, Sinyo,
Taqin, Hadi, Huda, fight to get our ideal.
Finally, this thesis is expected to be able to provide useful information to the
readers.
Wassalamu’alaikum Wr. Wb.
Salatiga, Desember 03, 2003
The Writer
PAGE...i
ATTENTIVE CONSELOR NOTES...ii
CERTIFICATION PAGE... jjj MOTTO...iv
DEDICATION... .. THESIS ABSTRACTION... : ...vi
AKNOWLEDGEMENT... i:.vii CHAPTER I INTRODUCTION A. Background of the Study... 1
B. Identification of the Problem... «. ... 4
C. Statement of the Problem... 5
D. Objective of the Study... 5
E. Benefit of the Study... 5
F. Limitation of the Problem...6
G. Review of the Literary Used... 6
H. Research Methodology...7
I. Thesis Outline... 10
CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework... 11
3. Principles of Language Learning... 13
4. Factors of Language Learning... 15
B. Speech Defect... 23
1. The Term of Speech Defect... 23
2. Categories of Speech Defect... 23
3. The Effects of Speech Defect to Language Learning...26
C. Speech Defect and Language Learning... 28
CHAPTER III RESEARCH METHODOLOGY A. Type of the Research... 31
B Data Collection Technique... 31
C. Data Analysis... 32
CHAPTER IV RESEARCH REPORT A Research Description... 34
B. Data Analysis...46
C. Research Interpretation... 52
CHAPTER V CLOSURE A. Conclusion... 53
B. Suggestion... 57
BIBLIOGRAPHY
CHAPTER I INTRODUCTION
A. Background of the Study
Speech plays an important role in our life, because it is the most effective
form of communication, and it is also the most important and most widely used.
It fills important need in our lives - the need to be part of the social group.
Without speech, our position in the group will be marginal.
Speech is a motor - mental skill.1 It does not only involve the coordination
of different teams of muscles of the vocal mechanism but it has a mental aspect -
the association of meanings with the sounds produce to convey meaning. Speech
is also the functional aspect of language by which we assimilates sounds into
words, which combine to form meaningful units.
Speech consists of the sound waves that are emitted by the human vocal
mechanism. These sound waves strike the ear of another and elicit meaning from
the recipient. The result of some of these sounds are the vowels and consonants.
The short and long vowels is learned quite early to articulate. The
production of the vowels begins with a muscular constraction of the lungs which
forces a steady, unobstructed airstream through the trachea, larynx, and pharynx
to the outside. Webster ’s Dictionary describes a vowel as a speech sound “in the
articulation of which the oral part of the breath channel is not blocked and is not
narrowed enough to caused audible friction”. Sometimes the air passes through
the oral cavities to the outside; sometimes it passes to through the nasal cavities.
Vowels are voiced sounds. The size and shape of the mouth and the
position of the lips and tongue determine what vowel will be produce. For
example, the sounds M (bit) and lei (bet) are produce by spreading or flattening
the lips; the sound too! (book), lot (ball), and loot (boot) are produce by rounding
the lips. It differents with consonant. Consonants are produced by obstructing the
airstream much as a stricture in hose obstructs the passage of water. The table
that summarizes the twenty-five consonant sounds of the language as follow:
The Consonant Sounds of the Language2
PLOSIVES FRICATIVES NASALS SEMIVOWELS
Voiced Unvoiced Voiced Unvoiced Voiced Voiced Unvoiced
/b/ /p/ /th/ /th/ /m/' /r/ /h/
/d/ /t/ /v/
/f/
/n/ /i/ /hw//g/ / k/ /z/ /s/ /ng/
/y/
/zh/ /sh/ /w/
/ / /cln/
The 5 and z sounds are listed twice because after the age of five, when
dentition causes a spacing between the teeth, they become distorted in a lisp. This
lisp disappears when normal dentition is reestablished at the age of eight years.
Vowels and consonants is arranged and pronounced as a word. But, not all
sounds can be regarded as speech, until we have gained enough control over the
neuromuscular mechanism to produce clear, controled, and distinct sounds.
Vocal utterences that is not associated between meaning and controled sounds
are merely articulate sounds or “parrot talk” (membeo), because it is lack of the
mental element of meaning. “A word without meaning”, states Vygotsky, is an
empty sound; no longer a part of human speech.3
In judging wether we are speaking in the correct sense of the term or are
merely using “parrot talk” two criteria must be used. First, we must know the
meanings of the words we use and associate them with the objects we represent.
The word “ball”, for example, must refer to balls only not to toys in general.
Second, we must pronounce our words so that we are readily understandable only
to those who, because of constant contact with us, have learned to understand
them or to guess at what we are trying to say do not meet this criterion. It is often
difficult to do when we have not enough control to speech in correct
pronunciation and meaning. We may, for example, correct grammatical errors, as
3Alec A. Williams, Basic Subjects For The Slow Learner, Methuen Educational LTD,
we grow older; but, when we speak in excitement, these early grammatical errors
are likely to creep in.
William and Gruber study, nearly a third of the children investigated were
reported as having speech defects ranging from mild to very severe. And the
most common errors in speech made by young children. Usually, mistake in
speech is regarded by many parents, grandparents, and others adults as “cute” or
“appealing” and it is one of hazards in language learning.
From the phenomena above, the writer sure that speech is the most
effective form of communication. It is also the most important and most widely
used. It is done in clear, controlled and distinct sounds. In the other hand, speech
defect should be overcome to get meaningful word in speech. And the writer is
interested in conducting “A Case Study about Speech Defect in Language Learning among Students of the Second Year of SLTP Muhammadiyah 02 Kartasura Sukoharjo in Academic Year 2003/2004”.
B. Identification of the Problem
To avoid misunderstanding among the reader, the writer makes
identification about the title.
1. Speech defect is inaccurate speech; it is varies qualitatively from the norm for
the people’s age and contents more than the usual errors for that age. It can be
2. Language learning is learning to speak and understand a language that we use
to convey meaning to others.
C. Statement of the Problem
The problems that is formulated by the writer are as follows:
1. What are the effects of speech defect to language learning?
2. How far speech defects influence the process of language learning of
students?
3. What are the factors of speech defect?
4. How the teacher overcomes speech defect in language learning among
students of the second year of SLTP Muhammadiyah 02 Kartasura Sukoharjo?
D. The Objective of the Study
Based on the problem statement above, the objective of the study are as follows:
1. To find out the effects of speech defect in language learning
2. To find out how far speech defects influence language learning process.
3. To find out the factors of speech defect.
4. To find out the teacher ways to overcome speech defect.
E. The Benefit of the Study
The result of the research is expected to be beneficial in two ways:
1. Practically, the study will give additional contibution to the language teachers,
negative effect of speech defect in language learning. Besides that, they also
know about the best ways to overcome it.
2. Theoretically, the study will add the literature in linguistic. It also can be
guidance for teacher and learners.
F. Limitation of the Problem
The writer limits the problem into the following:
1. The general definition of language learning.
2. The general definition of speech defect.
3. The language is English.
G. Review of the Literary Used
Williams, who is a Principal Lecturer in Special Education in Hull College,
says that speech is the functional aspect of language by which the child
assimilates sounds into words, which combine to form meaningful units.
Hurlock, in her book Child Development, states that the term “defective” is
popularly applied only to defects in pronunciation. In it broader sense, however,
it can be applied to any form of speech that is incorrect.
In Dechants’, who is a lecture of Fort Hays State University, opinion noted
that speech is considered to be defective when it is not easily audible; is not
easily intelligible; is vocally unpleasant; deviates in respect to specifict sound
reproduction; is labored in production; lacks conventional rhythm, stress, tonal
development of the speaker. And the writer intends to explain the general
definition o f speech defect and the common error of speech defect.
H. Research Methodology
1. Type of Research
The type of research of this study is qualitative research. Qualitative is a
type of research, which involves ontological inquiry. Its work seeks a
description for what is occuring in a given place and time.
2. Population
The population of this research is all the members of the research subject.
They are the students of the second year of SLTP Muhammadiyah 02
Kartasura Sukohaijo in academic year 2003/2004. The total numbers of the
students are 29 persons.
3. Sample
Suharsimi Arikunto states that “sampel adalah sebagian atau wakil
populasi yang diteliti”.4 The subjects of this research are the second year of
SLTP Muhammadiyah 02 Kartasura Sukohaijo in academic year 2003/2004.
The total numbers of the students are 29 persons.
4. Data Collection Technique
a. Test
To collect the data about speech defect in language learning, the writer
latihan atau alat lain yang digunakan untuk mengukur keterampilan,
pengetahuan, intelegensi, kemampuan atau bakat yang dimiliki oleh
individu ataupun kelompok”? And in this research, the writer wants to
know how far speech defects influence the language learning of students of
the second year of SLTP Muhammadiyah 02 Kartasura Sukoharjo. It is also
to know the effects of and the factors of speech defect in language learning,
b. Interview
Interview is dialogue between interviewer and interviewee to get
information. Interview method as method to get information by asking
English teacher about her methods to overcome speech defect among her
students directly.
5. Data Analysis
a. Analytic Deduction
According to logicians, the strongest arguments are deductively valid,
which means that it is impossible for the conclusion of the argument to be
false if its premises are true (Skyrms, 1986)/ An example of such an
argument is the following:
1) a. If it is raining, I will take an umbrella,
b. It is raining.
4 Sutrisno Hadi, Methodology Research, Yogyakarta: FPUGM, 1987, page 21 5 Suharsimi Arikunto, Prosedur Penelitian Praktek, Jakarta: Rineka Cipta, page 136
c. Therefore, I will take an umbrella.
2) a. If it is raining, I will take an umbrella.
b. If I take an umbrella, I will lose it.
c. It is raining.
d. Therefore, I will lose my umbrella.
Based on the statement, the writer will use deductive analysis to analyze
data and will be done as the examples from the statement.
b. Analytic Induction
Qualitative work begins with close-up, detail observation.
Generalization is to be built from the ground up and only tentatively
offered on the basis of their ability to fully contain the data in hand. The
writer will looking for some books, and others that relate with the study,
then, analyzes them to find the conclusion.
c. Statistical Analysis
This is the calculation of the data collected. The data are calculated to
find out the proportion of speech defect. Count the students’s error in
precentage with formulates:
p = —xl00%
n
p : precentage
/ : frequency, is looking for the precentage
I. Thesis Outline
The outline of the study will be as follows:
Chapter I: Introduction, consists of background of the study, identification of the
problem, statement of the problem, objective of the study, benefit of
the study, limitation of the problem, review of the literary used,
research methodology, and thesis outline.
Chapter II: Review of related literature, includes theoretical framework of
language learning and speech defect, which are taken from many
books.
Chapter III: Research methodology, covers types of research, data collection
technique and data analysis.
Chapter IV: Research report, concerns with research description, data analysis
and research interpretation.
Chapter V : Closure, contains of conclusion and suggestion.
Bibliography
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Definition of language learning
Language learning is a study about language. It takes us more than
fifteen years before our language reaches what might be called our adult level.
And indeed we continue increasing our knowledge of our language as long as
we live, if only by learning new words for new things. E.L.Thomdike, who is
a psychologist, explains learning as trial-and-error activity with successful
attempts reinforced by satisfying consequences, and when he attempted to
related this brain and nerve activity, he succeeded in finding a focus that
might apply to all animal life but does not account for much of what is
characteristic of human learning.1 According to Morgan in his book
Introduction to Psychology, learning is relatively permanent change is
behavior which occurs as a result of practice or experience.2
While language, according to Hurlock in his book Child Development,
encompasses every means of communication in which thoughts and feeling
are symbolized so as to convey meaning to others. It includes such widely
differing forms of communication as writing, speaking, sign language, facial
expressing, gestures, pantomime, and art. W.D.Whitney, who is a linguist,
says that language is the spoken means whereby thought is communicated,
and it is only that.
Based on the statements above, we conclude that language learning as a
habit forming process in which thoughts and feeling are communicated to
convey meaning to others. It also to learn something about the human mind
and not about linguistic behavior only. Language learning is a complex
process that involves linguistic processing and child and adult language
learning strategies.
2. Theory of language learning
Language learning is the activities for students in their endeavor for
acquiring vocabulary and grammatical rules for the purpose of developing and
expressing ideas in the target language. Many theories are presented by
linguists. Stephen D. Krashens’s Monitor Model of Second Language
Development distinguishes between acquisition and learning. Acquisition
refers to the natural assimilation of language rules and is a conscious process.
Learning refers to the formal study of language rules and is a conscious
process 4 According to Krashen, however, learning is available only as a
“monitor”. The monitor is the repository of concious grammatical knowledge 2 3
2 Morgan, Introduction to Psychology, Singapore. McGraw-Hill International Book Company, 1978, P.145
3 Elizabeth B Hurlock, Child Development, Singapore: McGraw-Hill Company, 1978, P.
i
about a language that is learned through formal instruction and that is called
upon in the editing of utterances produced through the acquired system.
Tracy D. Terrel’s in his Natural Approach is based on a learning theory
that specifies both process and condition.3 Its mean that situation and
condition of the class influence the language learning process.
Charles A. Curran in his writings on Counseling Learning focuses
primarily on the condition necesssary for successful learning.4 5 6 He believes the
atmosphere of the classsroom is a crucial factor and his method seeks to
ameliorate the feelings of intimidation and insecurity that many learners
experience. With respect to learning theory, we are concerned with an account
of the conditions believed to promote successful language learning.
3. Principles of language learning
Linguists have theories that the capacity for learning language is an
innate human trait, one that exists in all persons regardless of their actual
ability to use language in overt ways. Studies of language development in
young children have revealed the following principles of language
acquisition:7
Although the expression of language through spontaneous speech begins
at approximately one year of age, much knowledge about language, including
4 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, USA: Cambridge university Press, 1992, P.18
some of its prosodic features, is learned prior to the utterance of the first
“words”. To some extent, comprehension of linguistic components occurs
prior to expression of the same elements.
Children’s first utterences consist of a limited number of word classes,
which are combine in unique ways to form short sentences.
Young children do not appear to be imitating adult grammar. Instead
they seem to be testing hyphoteses about relation between grammatical
constituents such as subjects, predicates, objects, and others. As they
utterances are reinforced by adult speakers, they gradually discard hypotheses
that do not match the adult grammar of the language being learned.
The indispensable ingredient in language performance is adequate
exposure to a corpus of language against which to test hyphoteses. Parental
speech is the usual source of exposure and, for hearing children, no special
precautions must be taken to provide adequate exposure.
Language learning proceeds rapidly during the first few years of life.
There is evidence that the capacity to acquire language may peak between the
ages of 2 to 4 years. Children who are learning normally appear to have
learned all of the basic rules of language structure prior to age 5 or 6. Beyond
that age, language learning consists of refinements of the basic rules. 7
7 Julia M. Davis and Edward J. Hardick, Rehabilitative Audiology fo r Children and Adults,
Furthermore, there is reason to believe that the capacity to learn a first
language efficiently diminishes appreciably by adolescence.
The necessary exposure to parental language normally occurs through
the auditory system. Infants are bathed in a variety of sounds from birth,
spoken language being one of them.
The foregoing principles represent a very limited synopsis of normal
language learning. The language learner is encouraged to pursue such
knowledge, which will increase their mastery in language.
4. Factors of language learning
The learning of one language is an inevitable process. Every year
millions of people start learning language, especially second language, but
very few succeed in mastering it. Why is this so?
The first and most obvious reason is that the learner of language has had
experience with another language. The type and amount of experience varies
from person to person. A person who has been using only one language since
early childhood has habits of thought which are closely tied to his habits of
language. The language he uses is now part of his experience with the world
of actions and things. When he was child, an increase in this experience was
always connected with an increase in language learning.
The learning of the first language follows the same pattern for everyone;
the learning of a second language can take onb a variety of patterns. Dozens of
is doubtful whether the present state of our knowledge can make possible a
complete analysis of all these factors, for we are even not sure what precisely
the undestanding and speaking of a language involves. Nevertheless, there are
all sorts of notions, opinions and beliefs on what influence language learning.
And they' are three types of factors, which influences language learning:8
a. Linguistic
Process and progress in language learning depend on (1) how the
language one differs from others, and (2) on how much a language
interferes with the others.
1) Differences
The two languages may be similar because they belong to the same
family, as is the case for Spanish and Italian. Although they have
similar, they also have differences such as in phonology, grammar
vocabulary or stylistics.
2) Interference
The type of interference depends on wheter the learner is speaking
the language or simply trying to understand what he hears or what he
reads. If he is learning to speak the language, the deeply ingrained
patterns of his first language will interfere with those of the language he
is learning. On the other hand, if he is learning simply to understand the
language, the greater the similarity between the first language and the
second, the easier the letter will be to understand. In using the language,
however, it is the similarity that may cause interference by the misuse of
such things as deceptive cognates, like local and location in French and English,
b. Social
Since language is essentially a social phenomenon, the social
influences on its acquisition are numerous and interrelated in complex
ways. These may be analysed as (1) a number of language contacts
operated by (2) a number of different factors.
1) Contacts
The contacts may be enumerated as follows: (i) those with whom
we live (the home group); (ii) those near whom we live (the
community); (iii) those with whom we work (the occupational group);
(iv) those with whom we learn (the school group); (v) those of the same
national background (the ethnic group); (vi) those with whom we pray
(the mosque or church group); (vii) those with whom we play (the play
group); (viii) such non-personal and passive contacts as radio, telavision
and the cinema; and (ix) such contacts with the writen language as
2) factors
Each of these types of contact may vary according to the following
factors: (i) time, (ii) population, (iii) use, (iv) skills, (v) standard, (vi)
attitude, (vii) pressure. Time is one of main reasons why language is so
thoroughly mastered. In learning the first language a lot of time is first
spent in listening, and once the language begins to be used, almost all
the schooling is done in it. It is practised for the rest of the speaker’s
life. But when a language is considered as just another school subject,
the amount of time given to it is extremely limited. And it makes
difficult to be master.
Occasions for speaking a language largely depend on the number of
persons with whom one comes in contact. If the community is a large
metropolis there will be more occasions of contact than if it is an
isolated hamlet. It shows that population also influences the language
mastery. Besides that, part of the success in language learning is due to
the fact that language is used for almost everything. “Practise makes
perfect”, people says.
In language mastery, skills are also important thing. A person needs
four skills. They are speaking, writing, listening and reading. If he
begins with reading and become skilled in it, he may have different
pronunciation from that which he would have had if he had started with
The social, regional and cultural level at which the language is
spoken is another factor. A person’s most important or most frequent
contact may be with speakers of a regional or social dialect of the
language. Or it may be with persons having an imperfect knowledge of
it. Persons who continually speak to foreigners have been known to
develop a special sort of accent based, not on the speech of the
foreigners, but on their own word-for-word effort to make themselves
understood-much of it unnecessary. In speaking, a person also has
different sorts of attitudes toward the persons he meets, and to language
learning in general. His attitude may be informal at home, formal at
school, solemn in mosque, and colloquial at play. He may avoid using
his second language in certain situations because he is ashamed of his
accent. In other situations, he may prefer the second language because
he is ashamed of his first, since it may be a small dialect, or the
language of an unpopular country or community.
In any of the areas of contact with others, a variety of social
pressures may also influence an individual’s use of his second language.
These pressure are economic, administrative, cultural, political,,
military, historical and religious,
c. Psychological
The ability to learn a second language varies from person to person.
mastering the languageof their new country, while others succeed in
learning a second language after a few periods o f fereign residence.
Some of the reasons for their differences are (1) age, (2) motives, (3)
native skill, (4) intelligence and personality, (5) auditory memory span, (6)
intention, or readiness to learn, (7) emotion, and (8) drive.
1) Age
It is popularly assumed that the younger a person starts asecond
language, thebetter. In the field of language learning, childhood has
been called the age of form; adulthood the age of content. Children learn
the structure of a language, although they may not have to talk about.
The adult has a lot to talk about and finds that the structure of the
language gets in his way when he tries to use the vocabulary of all the
things he wants to say.
The reasons advanced for starting the study of a second language as
early as possible are the following: (i) greater facility in imitation, (ii)
flexibility of the speech centres, (iii) less interference from previous
experience, (iv) lack of self-consciousness. Most of those who advocate
starting early put the stress on the phonetic aspect of the language; they
also assume that once started, the training will continue indefinitely.
2) Motives
The reason a person wants to learn a second language and how
the amount of effort he is willing to put into it. Psychologists have claim
that practice without willingness gives poor results. And for the first
language, the motives are most compelling. The language gives the
child control of his surroundings and makes him a member of the
community.
3) Native Skill
Not all persons learn their first language at the same rate and with the
same degree of success. Individuals vary in the skill with which they
acquire the different elements of language. Some may have a rich
vocabulary and a poor enunciation; others have good enunciation but
little grammatical versality.
4) Intelligence and Personality
Does intelligence make for better language learning? Some studies
seem to indicate that if intelligence is a factor, it is not the most
important one. The simple imitation which the learning of everyday
formulas seems to involve may indeed have little to do with intelligence.
More is involved in speaking, however, than simple imitation.
When it comes to the comprehension of a langauge, intelligence
seems to play a greater role, especially in reading, where a person’s
reasoning ability and general knowledge are a great help in enabling him
5) Memory Span
Memory, especially the auditory memory for sounds immediately
after hearing them, is considered a factor in language learning ability.
An analogy is seen in the learning of sound codes like those used in
telegraphy. It has been shown that the difference in spanof auditory
comprehension distinguishes the beginner in telegraphy from the expert.
Whereas the beginner can handle only one word at a time, the expert can
deal with ten, keeping them all inhis memory before interpreting them.
As the language learner progresses he also keeps more and more words
in his memory before deciding on the meaning of an utterence. There is
conflicting evidence, however, on the role of rote memory in language
learning.
6) Readiness
A person who wishes to do something gets ready to do it by
awakening certain responses and mental associations. This is what gives
direction to his learning and it is an important factor in comprehension.
Witness the initial lack of understanding when we are addressed by a
friend in a language we know, but do not expect from him.
7) Emotion
Added to the above factors is the effect of emotional associations on
second language learning. For a variety of reasons, some persons
certain languages more than others, They may also associate a language
with past experience, gained directly or though books or with feelings
for the people who speak the language.
8) Drive
Individuals vary in their determination to finish a job of work and
the energy they expend in the process. This applies to all sorts of formal
learning in addition to certain types of language learning.
Many of the psychological factors involved in second language
learning apply equally well to formal learning or to learning in general.
Psychologists have studies these factors, and educators have applied
them to the entire curriculum, including the second of languages.
B. Speech Defect
1. The term of speech defect
Speech defect is inaccurate speech; it varies qualitatively from the norm
for the persons age.9 The term “defect” is popularly applied only to defect in pronunciation. In the broader sense, however, it can be applied to any form of
speech that is incorrect.
Speech defects generally characterized by indistinctness, by blurring the
consonant sounds, by a thick quality, or by the rapid, jerky and stumbling
patterns seen in cluttering.10 It means that speech without distortion, omission, substitution, addition, or transposition is good speech. It is not called speech
defect.
2. Categories o f speech defect
According to Hurlock in his book Child Development, most speech
defects can be categorized into three groups - defect in word meanings,
defects in pronunciation, and defect in sentence structure. 11 These three categories are described below.
a. Defects in word meanings.
The first common category of speech defects is association of the
wrong meaning with a word. In every language, a number of meanings are
associated with words that sound alike, even though their spelling may be
different. For example, “rain”, “rein”, and “reign” sound alike but have
very different meaning and different spelling. Under such conditions, it is
not surprising that, while learning meanings, the person makes many wrong
associations.
b. Defects in pronunciation
The second common category of speech defects is defects in
pronunciation. Most defective pronunciation is due to faulty learning and
10 Emerald V. Dechant, Improving The Teaching o f Reading, New Jersey: Prentice-Hall, Inc., 1982, P 45
can be corrected relatively easily. Some is due to malformation of part of
the speech mechanism, such as the teeth, palate, lips, or jaws. It may also
be caused by imperfect hearing and muscular weakness or partial paralysis
of the tongue and lips, as in some cases of cerebral palsy. Under such
conditions, defective speech is more persistent and correction is far more
difficult.
The errors generally come from faulty learning that has not been
corrected. The faulty learning that gives rise to person is more often the
result of person’s crude perseptions of words than of inability to pronounce
the elemental sounds. Furthermore, in their zeal to talk to others, people
often talk so quickly that they omit the harder parts of words. In saying
“cream” for example, they are likely to omit the letter r because it takes
considerable effort to pronounce two consecutive consonants. The most
common errors in pronunciation made by young children.
Hurlock says that there are many common errors in pronunciation:
1) Omission of one or more syllables, usually in the middle of the word, as
in “buttfly” for “butterfly.
2) Substitution of letters or syllables, as in “tolly” for “dolly” or
“handakerchief’ for “handkerchief’.
3) Interchanges of letters or syllables in the longer and less use words, as in
4) Omission of consonants that are difficult to pronounce, such as z, w, s, d,
and g,
5) Abbreviation of difficult consonant blends, such as st, str, sk, dr, and fl.
6) Vowels, especially o, which is the most difficult to say. c. Defect in sentence structure
The last category of speech defects is grammatical errors. Even the
person with good speech models in sentence structure are in the use of
pronouns and verb tenses.
From the age of three, persons tighten their hold on grammar,
though they continue to make grammatical mistakes throughout the
elementary school years and into high school and college. Person from the
lower socioeconomic groups who often hear patterns of incorrect speech in
the home tend to make more grammatical errors at every age than do
persons from the more privilaged homes. It has been reported that there is a
high correlation between grammatical errrors made by persons and those
made by their models. Defects in sentence structure can give a totally
unintended meaning to sentence, for example, when a person says “I ate
my lunch” instead of “I eat my lunch,” it will create the impression that the
person has already eaten when, in reality, it means that the person is now
ready to eat.
Often person’s grammatical mistakes seem funny to others but they
taken lightly or ignored in the hopes that person will outgrow them or
correct them when they study grammar.
3. The effects of speech defect to language learning
Learning to talk has been called the most difficult skill we which ever
acquire as human being. Because of speech defect, for example, many effects
will happen. And the effects of speech defect are as follow:
a. Affect the persons comprehension12
Speech defect interferes with communication. They affect the
persons comprehension of what they say as well as the ability of others to
understand what the person says. In addition, such errors are responsible
for some of the disscipinary problems of childhood. Many cases of what
appears to be willful breaking of rules come from person’s
misinterpretation of the words used in the rules.
b. Feeling of inadequacy
Many maladjustive forms of behavior stem from feelings of
inadequacy caused in part by, or intensified by, defect in pronunciation.
Defective speech thus becomes a part of the sydrome of maladjustment
Often a vicious circle is set into motion. A person with defective
pronunciation, for example, may fail to take advantage of educationai
opportonities and thus become underachievers. Knowing that they are not
feelings of inadequacy. The more pronounced their feelings of inadequacy,
the more likely it is to aggravate their mispronunciations.
c. Incorrect thinking
Defects in sentence structure can give a totally unintended meaning
to a sentence. They affect the person’s understanding of what others say as
well as their understanding of what the person is trying to communicate.
Should the person says “ I ate my lunch “ instead of “ I eat my lunch,” it
will create the impression that the person has already eaten when, in reality,
it means that the child is now ready to eat.
d. Unfavorable social impression
Judgments by others are often made on the basis of first
impressions. The person whose grammar is defective will create a less
favorable impression than one whose speech is correct. Furthermore,
speech becomes a “ status symbol “ as the person grows older.
e. Unfavorable self-evaluation
When persons realize that they are unfavorably judged by others,
even though they may not-realize why, they will evaluate them selves
unfavorably. This will have a damaging effect on their personalities.
Grammatical mistakes lead to unfavorable self-concepts and feelings of
inferiority long before childhood come to an end.
f. Habitual patterns of speech 12
With repetition, grammatical mistakes become habitual. If the
person becomes accustomed to hearing words in certain combinations, any
change in the combinations sounds incorrect. A person, for example, “He
done”, will claim that it sounds funny to say “He did”, and will resist
making the change.
C. Speech Defect and Language Learning
Up to this point, the discussion has centered upon the definition, theories,
principles and factors of language learning. Besides that, it also discussed about
the term, categories and effects of speech defect. Consider now the speech
defects and their relation on language learning.
Persons with language problems frequently have speech problems. And
these affect their performance in oral language and in the learning of language.
Persons with speech defects are often at a disadvantage in learning language
because they cannot associate a sound with its appropriate letter or word.
Speech is considered to be defective when it is not easily audible; is not
easily intelligible; is vocally unpleasant; deviates in respect to specific sound
reproduction; lacks conventional rhythm, stress, tonal quality, or pitch; or is
inappropriate in terms of the age, sex, or physical development of the speaker.
Speech tends to be defective if more attention is paid to how one speaks than to
what one says. But in language learning, much of comprehension is a matter of
with which we are familiar. The more experience we have with a language, for
example, the more we know what to expect from it. And because of this we need
to hear less in order to understand. For instance, we can understand a very bad
gramophone record of a language we know well, better than we can make out an
equally bad record of a language we are still learning. It seems that the more we
hear the language, the less we need to hear in order to understand it.
We obviously do not learn to say everything we may want to say. We are
only able to learn general patterns for representing concepts which we can apply
when we need them. The question is, however, wether we apply them before or
when we speak.
One theory which attempts to explain speech is the neurological theory of
speech mechanism and language learning. According to this theory, a person’s
ability to speak is due to the growth and use of specialized speech mechanism in
the dominant half of the brain. Comprehension precedes expression and is made
possible by the presence of concept units and sound units in the brain. When both
are interconnected a person is able to understand. Man, however, tries to imitate
what he hear, and his ability to do so is the basis of speech.
Speaking depends on the operation of two mechanisms: a mechanism of
articulation and a meechanism of ideas, concepts or forms of representation. This
mechanism contains in each side of the brain (in the cortex) two areas of control
of the voice and additional areas for controlling other speech organ like the
completely blank area located in the dominant half of the brain. It soon filled,
however, with units which, after the first ten years of life, can hardly be erased.
Language learning is the formation of nerve patterns in these areas. The patterns
are links and branches. Four types of patterns are possible: sound patterns for
listening, verbal patterns for speaking, visual patterns for reading, and manual
patterns for writing. And verbal patterns for speaking gets the greatest attention,
CHAPTER IH RESEARCH METHODOLOGY
In this research, the writer uses certain research methodology covering type of the
research, data collection technique and data analysis.
A. Type of the Research
Research is about inquiry, and its product is knowledge. In this research,
the writer uses qualitative and quantitative research. But qualitative is dominant
in this research. And the writer chose qualitative to type of this research.
Qualitative research is a type of research which does not include any calculation
or enumerating. If there is any calculation in this research, they just to answer the
second problem. More of them, calculations are as data.
Descriptive is dominant in this research. To answer the first, third, and
fourth problems, the writer uses description and explanation. This graduating
paper is discussing about the problem occurs in the language usage. That is why
the writer belives that qualitative reseach is more appropriate to this research.
B. Data Collection Tehnique
To carry out this research, the writer collects the data by test and
interview. Test is (adalah) “serentetan pertanyaan atau latihan atau alat lain
yang digunakan untuk mengukur keterampilan, pengetahuan, intelegensi,
to know the effects of speech defects to language learning, how far speech
defects influence language learning and what factors of language learning in the
second years students of SLTP Muhammadiyah 02 Kartasura Sukohaijo in
Academic years 2003/2004.
While interview is dialogue was done by interviewer to get information
from interviewee. In this interview, the writer interviews the English teacher of
the second year of SLTP Muhammadiyah 02 Kartasura Sukohaijo to get data
about the ways to overcomes speech defect among her students.
C. Data Analysis
The writer analyzed the data using the following steps:
1. Identification step
The writer identified the result of the students’ test in pronunciation and
translation test, with way correction of the result that it was given to the
students.
2. Analysis step
The data has been identified. The writer analyzes the student answer in test
3. Finding the result
After it is classified into table of the result, so the writer can count the result
p = —JtlOO%
n
Explanation f: frequency is looked for the percentage
n: number of cases (number of frequency or number of
individual)
p: percentage
4. Analyzing the result of the students after it is counted.
5. Find out the effects, factors and how far the influence of speech defects.
6. Analyzing the result of the interview of English teacher. 7. Find out the ways to overcome speech defect.
8. All of conclusions of the test and interview result are analized again using deductive and inductive to make sure and valid.
CHAPTER IV RESEARCH REPORT
The writer report this study by describing them in the following points:
A. Research Description
In the research description, the writer will describe research design, sources of
the data and data presentation.
1. Research design
The writer conducts the test and interview to collect the data. First, the
writer conducts the test to the second year students of SLTP Muhammadiyah
02 Kartasura Sukohaijo for 29 students, then the results of the test are used as
data of this research. The data are analyzed to find out the result of data.
The writer gives the test to the second year students, and from the test,
there will be data collection. From the data the writer will do the analyze, and
there will be data analysis to come to conclusion. Second, the writer
interviews the English teacher of the second year of SLTP Muhammadiyah 02
Kartasura Sukohaijo using guidelines. The result of interview will analyze as
data analysis. And the last result will be conclusion.
2. Sources of the data
To get the data, the writer uses primary and secondary data and the object of
a. Primary and secondary data
- Primary data: the students and English teacher
- Secondary data: the books
b. The object of the study
1) Population
Population is (adalah) “keseluruhan subyek p e n e litia nAnd in the
Encyclopedia of Educational Evaluation, a population is a set (or
collection) of all elements possessing one or meore attributes of interest.
2) Sample
Sample is (adalah) “ sebagian atau wakil populasi yang diteliti. ” A
chosen sample must really represent the population because the result of
the research will be generated toward the entire population. Suharsimi
suggests that when the number of subjects in the research is more than
100 persons, we take 10%-30% of the population, but when the subjects
is under 100 persons, we take all of the population. The sample of the
study is all of the students of the second year of SLTP Muhammadiyah
3. Data presentation
a. Respondents
TABLE 1
NAME OF RESPONDENTS
NO Name of Students Number of Students
1 Aziz Kumiawan 1090
2 Budi Darmawan 1091
3 Doni Kusnanto 1092
4 Dyah Handayani 1093
5 Henno Volianata 1094
6 Hidnita Sri Lestari 1095
7 Indah Wariastuti 1096
8 Imam Fatchurrohman 1097
9 Isniati Handayani 1098
10 Istriyah Munawaroh 1099
11 Isnaini Hamidah 1100
12 Irfan Yulistiyanto 1101
13 Isnan Heryanto 1102
14 Jamhari 1103
15 Kuntari Ayu Prihastuti 1104
17 Mila Yulianti 1106
18 Muhammad Budi Nugroho 1107
19 Muhamad Junaidi 1108
20 Muhtarudin 1109
21 Nurul Hidayati 1110
22 Nining Lestari 1111
23 Puji Lestari 1112
24 Sri Lestari 1113
25 Sri Mulyani 1114
26 Sri Jatmiko Joko Susilo 1115
27 Sulhan Yusnanto 1116
28 Wuri Handayani 1117
29 Wulan Yuniati 1118
b. The result of the test
TABLE II
THE RESULT OF THE TEST
NO Answers Number
1 2
3 Gaes, gaesy, gest, ges Beat, bath, bat, batt
4 Ges, gas, gaes, gaes Bet, bhet, bat, bad
5 Gaes, gaesy, gest, ges Beet, bath, bat, batt
6 Gaes, gaesy, gest, ges Bet, bhet, bat, bad
7 Ges, gas, gesy, gesy Bet, bath, bat, batt
8 Ges, gaish, gus, guiss Bet, bath, but, batt 9 Gaes, gaesy, gest, ges Bet, baith, bat, bett
10 Ges, gesh, gest, ges Bet, beth, bat, batt 11 Gas, gaish, gus, gues Bet, baeth, bat, batt 12 Ges, gaish, gyust, guiss Bet, baith, bat, bat 13 Gas, gaish, gus, gues Baet, bath, bat, bat
14 Gaes, gaesy, gest, ges Bet, beth, bat, batt
15 Ges, gesh, gaest, gess Baet, bath, b4, tvt
16 Gaes, gaesy, gest, ges Baet, bath, b*t, b*t
17 Gaes, gaesy, gest, ges Bet, bhet, bat, bad
18 Ges, ghas, gaes, gaes Baet, bath, btf, btf
19 Gas, gaish, gus, gues Baet, bath, bAt, h\t
20 Gaes, gaesy, gest, ges Baet, bath, b\t, b\t 21 Ges, gas, gaes, gaes Beet, bath, bat, batt 22 Ges, gaish, gus, guiss Bet, baith, bat, bat 23 Gaes, gaesy, gest, ges Baet, bath, bAt, brt
24 Gaes, gaesy, gest, ges Baet, bath, b/\t, b4
25 Ges, gaish, gyust, guiss Bet, beth, bat, batt
26 Gas, gash, gest, ges Bat, bat, bat, bat
27 Gas, gesh, gest, ges Bat, bath, beet, batt
28 Gaes, gaesy, gest, ges Baet, bath, b4, brt
29 Gas, gash, gaesh, gaes Baet, bath, b/tf, b\t
TABLE m
THE RESULT OF THE TEST
NO Answers Number
3 4
1 Yuw biet mai kaet Syie knms <?lown
2 Yuwbiet mai kaet Syi kams elun
3 Yuw bit mai ket Shi kams elun
4 Yuw biet mai kaet Si kam elun
5 Yu bit mai ket Syie lams ?lown
6 Yuw bit mai kaet Syi kams elun
7 Yuw biet mai kaet Syie kams elun
8 Yuw biet mai kaet Syie lams ■jlown
9 Yuw bit mai ket Syie lams •Hown
11 Yu bit mai ket Sie kams elun
12 Yuw biet mai kaet Syie k/ms ?lown
13 Yuw biet mai kaet Syie k/ms -alown
14 Yu bit mai ket Syi kams elun
15 Yuw biet mai kaet Syi kams elun
16 Yuw bet mai ket Syi kams elun
17 Yu bit mai ket Syi kams elun
17 Yuw biet mai ket Syi kams elun
18 Yuw biet mai kaet Syi kam elun
19 Yuw biet mai kaet Si kam elun
20 Yuw biet mai kaet Syi kam elun
21 Yu bit mai kaet Syi kams elun
22 Yu bit mai ket Shi koms elon
23 You bit mai kaet Syi kams elun
24 Yuw biet mai kaet Shi koms elon
25 Yu bit mai ket Syie kams elon
26 Yuw bit mai ket Si kams elun
27 Yu biet mai ket Syie kam elun
28 Yuw biet mai kaet Syie k/ms 9 lown
TABLE IV
THE RESULT OF THE TEST
NO Answers Number
5 6
1 Wi spen tri wiks ther Gas, luka tetak, tamu, perkiraan
2 Wi spen tri wik ther Gas, luka, perkiraan
3 Wie spen thri wiks ther Gas, -, tamu, perkiraan
4 Wie spent thri wieks th?r Gas, luka tetak, tamu,
-5 We spent tri wiks ther Gas, luka tetak, tamu, perkiraan
6 Wie spent thri wieks th?r Gas, tamu, perkiraan, pikir 7 Wie spent thri wieks th?r Gas, luka tetak, tamu, perkiraan
8 Wie spen tri wiks ther Gas, luka tetak, tamu, perkiraan 9 Wie spent tri wiks ther Gas, perkiraan, pikir, teman
10 Wi spen tri wiks ther Gas, pikir, perkiraan, tamu 11 Wi spen tri wiks the’r Gas, kira-kira, tamu, pikir 12 We spen tri wiks ther Gas, sakit, pesulap, pikir
13 Wi spen tri wiks ther Gas, luka tetak, pendatang, pikir
14 Wie spent tri wieks ther Gas, luka, uap, perkiraan
15 Wie spen tri wiks theer Gas, luka tetak, tamu, perkiraan
16 Wie spent thri wieks thar Gas, luka tetak, tamu, perkiraan
18 Wi spen thri wiks ther Gas, sakit, tamu, perkiran
19 Wie spen Ihrie wiks ther Gas, luka tetak, tamu, perkiraan
20 Wi spen tri wiks ther Gas, luka tetak, tamu, perkiraan 21 Wi spen tri wiks ther Gas, duka, tersebunyi, kira-kira 22 Wie spent thri wieks tha>r Gas, luka tetak, tamu, perkiraan 23 Wie spent thri wieks thsr Gas, luka tetak, tamu, perkiraan
24 Wie spent thri wieks th>r Gas, luka tetak, pendatang, pikir
25 Wi spent tri wiks ther Gas, duka, tamu, pikir
26 Wi spent tri wiks ther Gas, rumput, tamu, pikir
27 Wie spen tri wieks ther Gas, -, tamu, pikir
28 Wie spen tri wiks ther Gas, luka tetak, tamu, perkiraan
29 We spen tri wiks ther Gas, luka tetak, tamu, perkiraan
TABLE V
THE RESULT OF THE TEST
NO Answers Number
7 8
1 Kelelawar, patahan, tapi, tutup Kamu pukul kucingku 2 Kelelawar, mandi, tetapi, kalah Kamu lempar kucingku
3 Kelelawar, mandi, tetapi, puntung Kamu telah memukul kucingku
5 Kelelawar, m andi, tetapi, puntung Kamu memukul kucing
6 Kelelawar, m andi, tetapi, puntung Kamu pukul kucing
7 Kalong, kelelawar, tetapi, bersih Kamu memukul kucing
8 Kelelawar, mandi, tapi, - Kamu melempar kucingku
9 K elelawar, m andi, tetapi, puntung Kamu telah memukul kucingku
10 Kelelawar, mandi, tetapi, siram Kamu tetap kucingku 11 Kelelawar, mandi, tapi, tetap Kamu melempar kucingku 12 Kalong, mandi, putus, tetapi Kucingku kamu pukul 13 Kalong, mandi, tapi, patah Kucing milikku
14 K elelawar, mandi, tetapi, puntung Kamu telah memukul kucingku
15 Kalong, kamar, tetapi, mandi Kamu telah memukul kucingku
16 Kelelawar, mandi, tetapi, puntung Kamu minta kucingku
17 Kelelawar, mandi, tetapi, puntung Kamu telah memukul kucingku
18 Kelelawar, kamar mandi, m andi, - Kamu meminta kucingku
19 Kelelawar, mandi, tetapi, putus Kamu memilih kucingku
20 K elelawar, mandi, tetapi, puntung Kamu telah memukul kucingku
21 Kelelawar, bak mandi, tetapi, - Kamu telah minta kucingku 22 Kelelawar, mandi, tetapi, patah Kamu meninju kucingku 23 Kelelawar, m andi, tetapi, puntung Kamu melukai kucingku
24 Kelelawar, mandi, tetapi, puntung Kamu telah memukul kucingku
26 Mandi, potongan, tetapi, mandi Kamu telah memukul kucingku
27 Kalong, mandi, tetapi, bak Kamu membuat luka kucingku
28 Kelelawar, mandi, tetapi, patung Kamu melukai kucingku
29 Kelelawar, mandi, tapi, but Kamu melempar kucingku
TABLE VI
THE RESULT OF THE TEST
NO Answers Number
9 10
1 Dia datang sendiri Kita telah melewatkan tiga minggu disana 2 Dia telah datang sendiri Kita telah melewatkan tiga minggu disana 3 Dia datang sendiri Kita telah melewatkan tiga minggu disana
4 Dia (pr) datang sendirian Kita telah melewatkan tiga minggu disana
5 Dia datang sendiri Kita melewatkan tiga minggu disana
6 Dia datang sendiri Kita telah melewatkan tiga minggu disana 7 Dia (pr) datang sendirian Kita telah melewatkan tiga minggu disana
8 Dia datang sendiri Kita telah melewatkan tiga minggu disana 9 Dia datang sendiri Kita tinggal tiga minggu disana
13 Dia (pr) datang sendirian Kita telah melewatkan tiga minggu disana
14 Dia datang sendirian Kita telah melewatkan tiga minggu disana
15 Dia datang sendiri Kita telah melewatkan tiga minggu disana
16 Dia (pr) datang sendiri Kita telah melewatkan tiga minggu disana
17 Dia datang sendiri Kita telah melewatkan tiga minggu disana
18 Dia datang sendiri Kita telah melewatkan tiga minggu disana
19 Dia datang sendiri Kita telah tiga minggu disana
20 Dia (pr) datang sendirian Kita telah melewatkan tiga minggu disana 21 Dia datang sendiri Kita telah melewatkan tiga minggu disana 22 Dia datang sendiri Kita melewatkan tiga minggu disana 23 Dia datang kemari Kita telah melewatkan tiga minggu disana
24 Dia (pr) datang sendirian Kita telah melewatkan tiga minggu disana
25 Dia datang sendiri Kita telah melewatkan tiga minggu disana
26 Dia pulang kembali Kita telah melewatkan tiga minggu disana
27 Dia telah datang Kita lewatkan tiga minggu disana
28 Dia datang sendiri Kita telah melewatkan tiga minggu disana
B. Data Analysis
The writer collected the data from 29 students of the second year of SLTP
Muhammadiyah 02 Kartasura Sukohaijo by using the formula:
p = — x!00%
n
1. The pronunciation and translation to speech test
a. gas, gash, guest, guess
percentage of correct answer is — jcl 00% = 31%. The percentage of false
answer is— x\ 00% = 69%. And the correct answer is “Baet, bath, bT, b'*”. 29
c. You beat my cat
16 students’ answers are correct. And 13 students’ answers are false. The
percentage of correct answer is — jrt00% = 55%. The percentage of false
answer is — x!00% = 45%. And the correct answer is “Yuw biet mai 29
d. she comes alone
e. We spent three weeks there
7 students’ answers are correct. And 22 students’ answers are false. The
7
percentage of correct answer is — .rl00% = 24%. The percentage of false
22
percentage of correct answer is — xlOO% = 41%. The percentage of false
answer is — jc100% = 59%. And the correct answer is “Gas, luka tetak,
29
tamu, perkiraan”,
g. bat, bath, but, butt
10 students’ answers are correct. And 19 students’ answers are false. The
answer is — *100% = 66%. And the correct answer is “Kelelawar, mandi,
percentage of correct answer is -— *100% = 31%. The percentage of false
answer is — *100% = 69%. And the correct answer is “Kamu telah
percentage of correct answer is — *100% = 79%. The percentage of false 29
melewatkan tiga minggu disana atau kita telah menghabiskan tiga minggu
disana”.
2. The effects of speech defect to language learning and how far its influence
The writer gave questions to answer the problem. If we look at the
result of the students’ test, we know that there is many variations answer. For
19 students answer that the most effect of speech defect to language learning
is difficult to understand the other speech. When they have defect in speech,
they cannot tell their idea completely. Such errors interfere with theirs’
comprehension of what others say as well as the ability of others to
understand what they say. Good speech is done by clear and correct
pronunciation and unmeaningless surely. By this way students can understand
what the other says as good as they hear.
For 6 students answer that the effect dominantly is unconfident to speech with other. Their reasons are from feelings of inadequacy among
them selves.
For 4 students answer that the effect is misunderstanding in
communication. Their reasons are that speech defects interfere with
communication. They understand what they hear. And students with speech
defects are often at disadvantage in learning language because they cannot
associate a sound with its appropriate letter or word.
From the effects above the writer can conclude that the dominant
