THE ERRORS IN PRONOUNCING VOWELS AND
CONSONANTS IN READING ENGLISH MEDICAL TEXT BY
THE SECOND GRADE STUDENTS OF STIKES BALI
BY:
I DEWA KETUT SIDANES
1201305015
ENGLISH DEPARTMENT
FACULTY OF ARTS
UDAYANA UNIVERSITY
DENPASAR
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ACKNOWLEDGEMENTS
First of all, I would like to express my sincere gratitude to Almighty God for the blessing in finishing this undergraduate thesis. It is a partial fulfillment of requirements for obtaining the Scholar degree of the English Department, Faculty of Arts, Udayana University.
I wish to thank Drs. I Made Winaya, M.Par as my first supervisor and Putu Ayu Asty Senja Pratiwi, S.S, M.Hum as my second supervisor for their encouragements and academic guidance. Their suggestions, corrections, and final reviewing are helpful for the improvement of this writing. In addition, my thank is also addressed to Prof. Dr. Ni Luh Sutjiati Beratha, M.A as the Dean of Faculty of Arts, Udayana University; I Gusti Ngurah Parthama, S.S, M.Hum as the Head of English Department, Faculty of Arts, Udayana University; all lectures and administrative staffs in English Department, Faculty of Arts, Udayana University; and also all administrative staffs in Faculty of Arts, Udayana University, who have assisted me during my academic years.
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I fully thank my father I Dewa Made Rai Bujana; my mother Ida Ayu Karmini; and all my brothers and sisters (Bli Putu, Bli Dek, Bli Mang, Mbok Cok, Mbok Eci) for the patient, financial supports, pray and love. Special thanks also for my closest friend Made Ayu Sobhita Sistasari for the motivation, concerns and care. Their great expectation has motivated me to accomplish this writing on a due time.
Many people have got involved during the process of this writing. I am especially grateful to my best friends in SomPlug (Ari, Bion, Budi, Cahya, Dwi, Gung Wira, Rico, Teguh, Wahyu, Widi); all my class mates; and all my friends in English Department for their valuable discussion. They have helped me in many ways during the preparation up to the completion of this writing.
Finally, I realize that this writing is far from being perfect. Any suggestions, corrections in relation to the improvement of this writing are greatly appreciated.
Denpasar, April 2016
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TABLE OF CONTENTS
APPROVAL SHEET
ACKNOWLEDGEMENTS ... i
TABLE OF CONTENTS ... iii
ABSTRACT ... vi
CHAPTER I INTRODUCTION 1.1 Background ... 1
1.2 Problem ... 3
1.3 Aims of the Study ... 3
1.4 Scope of Discussion ... 3
1.5 Research Method ... 4
1.5.1 Data Source... 4
1.5.2 Method and Technique of Collecting Data ... 4
1.5.3 Method and Technique of Analyzing Data ... 5
1.5.4 Method and Technique of Presenting the Analysis ... 6
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2.2 Concepts ... 11
2.2.1Concept of Error Analysis ... 12
2.2.2 Concept of Error and Mistake ... 12
2.2.3 Concept of Vowel ... 12
2.2.4 Concept of Consonant ... 13
2.3 Theoretical Framework ... 13
2.3.1 Phonetics and Phonology ... 14
2.3.2 Error Analysis ... 21
CHAPTER III THE ERRORS IN PRONOUNCING VOWELS AND CONSONANTS IN READING ENGLISH MEDICAL TEXT BY THE SECOND GRADE STUDENTS OF STIKES BALI 3.1 The Kinds of Errors Occur in Pronouncing Vowels and Consonants by the Second Grade Students of STIKES Bali ... 25
3.1.1 Errors in Pronouncing Vowel ... 46
3.1.2 Errors in Pronouncing Consonant ... 46
3.2 Factors Contributing the Errors ... 47
3.2.1 Interlingual Error ... 48
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CHAPTER IV CONCLUSION
4.1 Conclusion ... 54
BIBLIOGRAPHY
vi ABSTRACT
The title of this study is “The Errors in Pronouncing Vowels and Consonants in Reading English Medical Text by The Second Grade Students of STIKES Bali. The topic was chosen to identify the kinds of errors occurring in pronouncing vowels and consonants and to explain the factors contributing to the errors made by the students. This study identifies the errors in pronouncing vowels and consonants; and analyzes the errors produced by the second grade students of STIKES Bali in reading English medical text. The data was collected by field research in the form of voice recordings. The data was analyzed based on the theory proposed by Roach and Richard; and descriptively analyzed by using qualitative methods and triangulation technique.
It was found on this study that the students in the second grade of STIKES Bali tend to produce errors in vowels /ə/, /ɪ/, /ʌ/, /i:/, /e/ and /ɔ:/; and consonants /ʤ/, /θ/ and /ʧ/. The errors produced by the students are contributed by the interference of students‟ first language. Besides; the other factors contributing to the errors produced are the students‟ competence in learning English such as student‟s experience in other structure in English, student‟s language background, and students‟ learning processes and items or materials.
1 CHAPTER I
INTRODUCTION
1.1 Background
Language is a system of communication consisting of sounds, words, and grammar; it also as a device used by people in a particular country to communicate with each other. As an international language, English has been used by many people around the world as their device to communicate with the other people from outside or within their country. Besides, literary works are mostly written in English. Therefore, English is required to learn in order to develop our knowledge or science. Due to learning English we will be able to communicate and foster an international relationship and become easier to adopt the knowledge or sciences.
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From all those sectors, medical sector is an interesting object to be discussed. Due to the frequency of using English in medical sector is increase. As the result, STIKES Bali as one of the well-known nursing school in Bali give their students the English subject intensively in order to prepare their students to develop and compete in modern era. The students of STIKES Bali become the interesting object for doing the error analysis research since during the four years of study in STIKES Bali; in the first two years they are faced the English subject intensively. Especially for the second grade, they are start to studying the English for nurse subject. After they are graduated, they will often face the foreign patients in their working environment. In this situation; they usually use English in facing the foreign patient, there are the possibilities of pronunciation errors occur. Not only when they face the foreign patient, instruction text of how to operate the medical machines or medical kits are mostly written in English. It can be the errors in pronouncing vowel, consonant, etc. If the errors occur when the students pronouncing or reading an English word, it would be fatal since a word in English can have a different meaning if it pronounced in different ways not based on the context of the situation.
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1.2 Problem
Based on the background, the errors of pronunciation are highlighted in this study and the problems can be formulated as follows:
1. What kinds of errors occurring in pronouncing vowels and consonants by the second grade students of STIKES Bali?
2. What are the factors contributing to the errors?
1.3 Aims of the Study
Based on the problems above, the aims of this study can be formulated as follows:
1. To identify the kinds of errors occurring in pronouncing vowels and consonants by the second grade students of STIKES Bali.
2. To explain the factors contributing to the errors made by the students.
1.4 Scope of Discussion
This study is an attempt to find out the errors in pronouncing vowels and consonants. To limit the problem on the analysis, the attentions of this study are focused on:
1. The kinds of errors occurring in pronouncing vowels and consonants by the second grade students of STIKES Bali.
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1.5 Research Method
Research method is concerned with the procedure in the process of collecting the data, analyzing the data and presenting the analysis. The research method is classified into four parts: data source, method and technique of collecting data, method and technique of analyzing data and method and technique of presenting the analysis.
1.5.1 Data Source
The data used in this study was the primary data taken from recording processes in reading English medical text and interview by the second grade students of STIKES Bali. There are ten voice recordings of the interview and ten in reading English medical text taken from ten of 251 students randomly in the second grade as the samples. The samples was chosen randomly since the total of 251 students is a homogeneous population; that attends total of ten credits of English subject for two years or four semesters (basic English in the first two semesters and English for Nurse in the second two semesters) and they are stands in the same field. Therefore, ten students who were chosen randomly can represent the population of 251 students in the second grade.
1.5.2 Method and Technique of Collecting Data
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reading English medical text and interview by the second grade students of STIKES Bali. The process of collecting the data was conducted on Tuesday, April 5th 2016. There were several stages in the process of collecting the data in this study. First, ten students was chosen randomly and they are asked to go to the certain room. Second, the students were given an English medical text; each of the students was given a different text and the texts are about disease. The disease texts are chosen since the samples are medical students who learn diseases in the specific way. Third, the students read the text loudly and clearly in front of the voice recorder; the students read the text twice in one recording process. Fourth, the students were interviewed in front of the voice recorder; the interview is about their experience in reading the text given and in learning English. The guideline of interview is taken from the article by Mulansari, Basri, and Hastini (2014).Thus, the recording process was performed twenty times, ten processes in reading English medical text and ten processes of interview.
1.5.3 Method and Technique of Analyzing Data
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errors related to vowel /iː/, error related to vowel /ʊ/, and etc. by applying the theory proposed by Roach (1984: 10-35). Then the errors were classified into the types of consonant such as errors related to consonant /ʃ/, errors related to consonant /θ/, and etc. by applying the theory proposed by Roach (1984: 10-35). Fourth, the data was crosschecked by observing the other sources or information; in this point, Oxford Dictionaries was used as a supporting source to show the correct pronunciation of a word.
The second stage also consists of several steps. First, the data was checked by listening to the recordings of the interview one by one carefully; the data was noted down while listening to the recordings. Earphone or headphone was used as an aid during the listening process. Second, the data was rechecked by listening to the recordings and comparing it with the notes that had been written. Third, the data obtained was classified according to the factors contributing to the errors; such as the errors contributed by Interlingual Errors, Over-generalization of Rules, Ignorance of Rule Restrictions, Incomplete application of rules, and False concepts hypothesized by applying the theory proposed by Richard (1974: 174). Fourth, the data was crosschecked by observing the other sources or information.
Oxford Dictionaries was used as a supporting source to give the supporting ideas.
1.5.4 Method and Technique of Presenting the Analysis
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described by using words, while informal method refers to the method of presenting the analysis by using symbols, diagrams, figures, and tables.
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CHAPTER II
REVIEW OF LITERATURE, CONCEPTS, AND THEORETICAL FRAMEWORK
2.1 Review of Literature
Undergraduate thesis entitled “The Analysis of Grammatical Error in Writing Skill Made by the Third Students of SMAN 2 Karangasem” was written by Widnyani (2006). This study focused on the grammatical error made by the students in writing English text. The data were from the third grade students of SMAN 2 Karangasem. This undergraduate thesis presents the analysis of English grammatical rules errors in detail by tables; it make this study has a strength point. In addition she also shows the application of the theory to classify the error. Besides, the weakness point in this undergraduate thesis is the explanations of the sources of errors occur is not clear enough. This study is relevant to this topic since it applied the same theory.
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clear explanation about the English sounds which are absent in Balinese language. The weakness is the data does not supported by more examples of words. It just mentions the phonemes and one word as an example. This undergraduate thesis is relevant to this study since it analyzed the English phoneme; it is such as vowel, consonant, and etc.
Undergraduate thesis entitled “ɑn ɑnalysis of Students‟ Errors in Pronouncing English Vowels” written by Puspita (2007). This study focus on the pronunciation error made by the students and specifically focuses in analyzing the errors in pronouncing vowels. This study had shown the specific percentages of dominant errors occur in detail and explained about the sources of errors occur clearly, it is the strength of her study. The weakness is in the examples of the errors are not clear enough; it is only shown by the phoneme symbols and did not supported by the example of words. This undergraduate thesis is relevant because it focus on the pronunciation error and the object is vowel, this thesis also applied the same theory.
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to the errors even her study is not concern on it. The weakness is the data does not supported by more examples of words. She only mentions the phonemes and one word as an example. Damayanti‟s undergraduate thesis is relevant to this study since it also analyzed the consonant.
Undergraduate thesis entitled “English Pronunciation Error Made by Sixth Grade Students in SD Saraswati 2 Denpasar” was written by Mahayani (2009).
Her study focused on the error of English pronunciation made by sixth grade students in SD Saraswati 2 Denpasar. The result of her analysis had shown in detail by percentage, it is the strength in this study since it can present how many percent each errors made by the students in detail. The weakness point is the explanations of the sources of errors are not clear enough since the attention is more focused in the percentage of errors occurring. Mahayani‟s undergraduate thesis is relevant to this study since the focus is in the errors in pronunciation and it used the same theory.
Wahyu (2011) in her undergraduate thesis entitled “Reducing Students‟ Anxiety to Speak English”. This study focused on the anxiety of the students to speak English. Her thesis stated that the students usually made an error in speaking English words when the students face several situation such as do the presentation in front of the class. Nervous feeling when they stand in front of the class can increase the students‟ anxiety. Consequently, it affect in how the
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in speaking English and how to reduce that anxiety is the strength in this study. The weakness is she did not give the other way or the solution to solve the anxiety when in case one way is not give an effect or unable to reduce the anxiety.
Article entitled The Analysis of the First Year Students’ Errors in Pronouncing English Words was written by Mulansari, Basri, and Hastini in English Language Teaching Society (ELTS) Vol. 2 No. 3 81-96 (2014). Their article is focused on the errors made by the first years students in pronouncing English words at SMAN 1 Parigi Tengah. The strength of this article is they give the clear explanation about the factors contributing the errors such as internal and external factors. Besides, they give the clear example of the errors produced by the students in SMAN 1 Parigi Tengah; it is explained clearly with percentages and
tables. However; the weakness is they did not give the examples in the form of word, they only mentioned the phoneme symbols which are the errors produced
by the students in SMAN 1 Parigi Tengah. This article is related to this study since
the concern is in the pronunciation.
2.2 Concepts
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2.2.1 Concept of Error Analysis
According to Richard (1985:96), the error analysis is the study and analysis of the errors made by second and foreign language learner. Error analysis may be carried out in order to find out how a person learns a language and to find out how well someone knows a language.
2.2.2 Concept of Error and Mistake
A mistake refers to a performance error that is either a random guess or „slip‟, in that it is a failure to utilize a known system correctly. All people make
mistakes, in both native and second language situations. Besides, mistake is a deviation that can be self-corrected and it is not happened repeatedly. An error refers to a deviation that cannot be self-corrected and it is happened repeatedly (Corder, 1967: 217).
2.2.3 Concept of Vowel
According to Oxford Dictionaries, vowel means “A speech sound which is produced by comparatively open configuration of the vocal tract, with vibration of the vocal cords but without audible friction, and which is a unit of the sound system of a language that forms the nucleus of a syllable.”
According to Peter (2011: 31) the word vowel comes from the Latin word
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without any obstruction of air, and, (b) Phonologically, vowels usually occupy the centre of a syllable”.
2.2.4 Concept of Consonant
According to Oxford Dictionaries, consonant means “A basic speech sound in which the breath is at least partly obstructed and which can be combined with a vowel to form a syllable”. Peter (2011: 31), in his book entitled
A Manual of English Phonetics and Phonology stated that consonants are sounds that are produced by an obstruction of an air-stream either in the pharynx or in the vocal tract.
2.3 Theoretical Framework
This research is based on several theories in linguistics. First, theory proposed by Roach (1984 15-39) about vowels and consonants in his book entitled English phonetics and Phonology. This theory is applied to solve the first problem. Theory by Corder (1967: 217) about the difference between mistake and error is applied to support the first theory. Second, Theory by Richards (1974: 174) about types and causes of error in his book entitled Error Analysis:
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2.3.1 Phonetics and Phonology
According to Roach (1984: 1) phonetics and phonology are learning about speech sounds and how they used special symbol in any word. It is important to learn English phonological system. Several people use special symbol to present speech sound.
2.3.1.1English Vowel
In producing vowels; there is no obstruction of an air flow as it passes from the larynx into the lips. According to Roach (1984: 10) there are twelve sounds in English vowel that are /ɪ/, /e/, /æ/, /ʌ/, / /, /ʊ/, /ə/, /i:/, / :/, / :/, /ɔ:/, and /u:/. Roach (1984: 15) also divide the twelve vowel sounds into two parts; there are short vowel sounds and long vowel sounds.
2.3.1.1.1 Short Vowels
1. A mid-close front-central vowel
The part of the tongue between the front and the centre is raised to just above mid-close position, and the lips are slightly spread. The phoneme symbol /ɪ/.
fish/fɪʃ/.
2. A mid front vowel
The front of the tongue is raised between mid-close and mid-open position, and the lips are slightly spread. The phoneme symbol /e/.
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3. A mid-open-open front vowel
The front of the tongue is raised between mid-open and fully open position, and the lips are slightly spread. The phoneme symbol /æ/.
back /bæk/.
4. A mid-open-open central vowel
The centre of the tongue is raised between mid-open and fully open position, and the shape of the lips is neutral. The phoneme symbol /ʌ/.
but/bʌt/.
5. An open back vowel
The back of the tongue is lowered to al-most fully open position, and the lips are slightly rounded. The phoneme symbol / /.
on/' n/.
6. A mid-close central-back vowel.
The part of the tongue between the centre and the back is raised to just above mid-close position, and the lips are rounded. The phoneme symbol /ʊ/.
book/'bʊk/. 7. A mid central vowel
The centre of the tongue is raised between mid-close and mid-open position, and the lips are in a neutral shape. The phoneme symbol /ə/.
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2.3.1.1.2 Long Vowels
The phoneme symbols for long vowels are followed by a length mark made of two vertical dots (:).
1. A close front vowel
The front of the tongue is raised so that it almost touches the palate, and the lips are slightly spread. The phoneme symbol /i:/.
she/'ʃi:/.
2. A mid central vowel
The centre of the tongue is raised between mid-close and mid-open position, and the lips are in a neutral shape. The phoneme symbol / :/.
bird /'b :d/.
3. An open central-back vowel
The part of the tongue between the centre and the back is lowered to fully open position, and the lips are in a neutral shape. The phoneme symbol / :/.
star /'st :(r)/. 4. A mid back vowel
The back of the tongue is raised between mid-close and mid-open position, and the lips are rounded. The phoneme symbol /ɔ:/.
horse /'hɔ:s /. 5. A close back vowel
The back of the tongue is raised so that it almost touches the palate, and the lips are moderately rounded. The phoneme symbol /u:/.
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2.3.1.2English Consonant
According to Roach (1984: 26) there are twenty-four sounds in English consonant that are /p/, /f/, /θ/, /t/, /s/, /ʃ/, /ʧ/, /k/, /b/, /v/, /ð/, /d/, /z/, /ʒ/, /ʤ/, /g/, /m/, /n/, /ŋ/,/h/, /w/, /l/, /r/, and /j/. English consonants can be classified in term of
place of articulation which is the place where the air flow will be more or less obstructed; and manner of articulation which is concerned with the nature of the obstruction.
2.3.1.2.1 Place of Articulation 1. Bilabial
Bilabial sounds are produced with both lips. The phoneme symbols /p/, /b/, and /m/.
peace /piːs/ beach /biːtʃ/ mother /ˈmʌðə/.
2. Labiodental
Labiodental sounds are produced by a movement of the lower lip against the upper teeth. The phoneme symbols /f/ and /v/.
film /fɪlm/ video /ˈvɪdɪəʊ/.
3. Dental
Dental sounds are made with the tongue tip and rims between the upper and lower teeth or against the upper teeth. The phoneme symbols /θ/ and /ð/.
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4. Alveolar
Alveolar sounds are made with the tongue tip coming near or touching the bony ridge behind the upper teeth, called the alveolar ridge. The phoneme symbols /t/, /d/, /s/, /z/, /n/, and /l/.
teeth/tiːθ/ as in stop /st p/ need /niːd/,
dead /dɛd/ zoo /zuː/ love /lʌv/
5. Palatoalveolar
Palatoalveolar sounds are made with the tongue tip touching the alveolar ridge, and with a simultaneous raising of the blade of the tongue towards the hard palate. The phoneme symbols /ʃ/, /ʧ/, /ʒ/, /ʤ/, and /r/.
she /ʃiː/ visual /ˈvɪʒ(j)ʊəl/ red /rɛd/.
cheese /tʃiːz/ jack /dʒak/,
6. Palatal
Palatal sounds are produced when the body of the tongue comes near or touches the (hard) palate. The phoneme symbol /j/.
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7. Velar
Velar sounds are made by placing the back of the tongue against or near the velum, or soft palate. The phoneme symbols /k/, /g/, /ŋ/, and /w/.
as in kick /kɪk/ thank /θaŋk/
as in goal /ɡəʊl/ win /wɪn/.
8. Glottal
Glottal sounds are produced in the larynx when air passes through the glottis. The phoneme symbol /h/.
horse /hɔːs/.
2.3.1.2.2 Manner of Articulation 1. Plosives
Plosives or stops are sounds for which the speaker makes a complete closure at some point in the vocal tract, builds up the air pressure while the closure is held, and then releases the air explosively through the mouth. The phoneme symbols /p/, /b/, /t/, /d/, /k/, and /g/.
peace /piːs/ teeth/tiːθ/ kick /kɪk/
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2. Affricates
Affricates are sounds that consist of two elements. The first element is a plosive. This means that affricates, too, require a complete closure in the vocal tract, but the air is released slowly enough to produce friction. The second element is articulated in the same place. The phoneme symbols /ʧ/ and /ʤ/.
cheese /tʃiːz/ jack /dʒak/.
3. Nasals
Nasals have a closure in the vocal tract as well. They stand out from all other English phonemes, however, in that the velum, or soft palate, is lowered, so that air escapes through the nose. In the production of English nasals, usually all the air escapes through the nose. The phoneme symbols /m/, /n/, and /ŋ/.
mother /ˈmʌðə/ need /niːd/ thank /θaŋk/.
4. Fricatives
Fricatives are made when air forces its way through a very narrow gap between two speech organs, thereby producing audible friction. The phoneme symbols /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, and /h/.
film /fɪlm/ this /ðɪs/ she /ʃiː/,
video /ˈvɪdɪəʊ/ stop /st p/ visual /ˈvɪʒ(j)ʊəl/
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5. Laterals
Laterals or more specifically lateral approximants are made with air that escapes around the sides of a partial closure of the speech organs. The phoneme symbol /l/.
love /lʌv/.
6. Approximants
Approximants are generally made with a wider gap between the speech organs than is the case in the production of fricatives. The speech organs approach each other, but they do not touch each other. The phoneme symbols /r/, /j/, and /w/.
red /rɛd/ you /juː/ win /wɪn/.
2.3.2 Error Analysis
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2.3.2.1Types and Causes of Error
Richards (1974: 174) stated that there are several types and causes of error. They are called interlingual errors and intralingual and development errors. These kinds of error reflect the learner‟s competence at particular stage and illustrate
some of the general characteristic of language acquisition. Types and causes of error can be stated as follows:
1. Interlingual Errors
Interlingual error is the errors occur when learner‟s native language automatically interferes with the learning of target language. That is caused by the interference of the learner‟s mother tongue and the errors reflect their mother
tongue structures. The interference of the learner‟s mother tongue is considered to
be a major source of difficulty in second language learning.
2. Intralingual and Development Errors
Intralingual and development errors is the error caused by the learner‟s competence. It reflects the learner‟s competence in learning the target language.
There are some factors as the main sources of the intralingual errors:
1. Overgeneralization of rules
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pronounce the word “put” /pʊt/ as /pʌt/ by the analogy based on their experience in other structure in English such as the pronounce of the word “but” /bʌt/ and “cut” /kʌt/.
2. Ignore of rule restrictions
It is the failure to observe the restrictions of existing structure that is the application of the rules to context where they do not apply. For example is the pronounced of word „systematic‟ /sɪstəˈmatɪk/; the learners creat a deviant structure by analogy based on their previous experience, the learner feels something incomplete about the pronounced of word „systematic‟ /sɪstəˈmatɪk/. Therefore, the learners adds the vowel /e/ next after vowel /a/ to the word „systematic‟ /sɪstəˈmatɪk/ becomes /sɪstəˈmaetɪk/.
3. Incomplete application of rules
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4. False concepts hypothesized
