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Error Analysis on Mispronunciation of Spoken Language Made by Students at
the First Semester of English Department of Sebelas Maret University in the
Academic Year 2013/2014
THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Getting the Undergraduate
Degree of Education in English
Written by:
HIDAYAH ROHMAH
K2208035
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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Error Analysis on Mispronunciation of Spoken Language Made by Students at
the First Semester of English Department of Sebelas Maret University in the
Academic Year 2013/2014
THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Obtaining the Undergraduate
Degree of Education in English
Written by:
HIDAYAH ROHMAH
K2208035
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
ABSTRACT
Hidayah Rohmah. K2208035. Error Analysis on Mispronunciation of Spoken
Language Made by Students at the First Semester of English Department of
Sebelas Maret University in the Academic Year 2013/2014. A Thesis, Surakarta:
Teacher Training and Education Faculty of Sebelas Maret University, 2013.
The aim of this research is to find out : (1) The types of error on pronunciation made by students at the First Semester of English Department of Sebelas Maret University (2) The highest error frequency in pronouncing spoken english language made by students at the First Semester of English Department of Sebelas Maret University (3) The causes of error made by students at the First Semester of English Department of Sebelas Maret University
The method used in this research is descriptive method. The research was carried out at the first semester students of English Department of Sebelas Maret University on October 10th, 2013. From the population, there were 20 students of class A taken as the sample by using random sampling. In collecting the data, the writer used pronunciation test of spoken language. Then, the data are analyzed by using error analysis procedure which consists of: collecting the data, identifying students’ errors, classifying errors, explaining errors based on their sources, describing students’ error and evaluating errors.
The result of the study shows that the errors made by the students based on segmental and suprasegmental phoneme. Segmental phoneme classified into two types; error in vowel and error in consonant, then suprasegmental classified into error in stress, error in linking and error in assimilation. The writer found 894 total errors consisting of 538 or 60.18% errors in vowel, 155 or 17.34% errors in consonant, 57 or 6.37% errors in stress, 47 or 5.26% errors in linking, and 97 or 10.85% error in assimilation. Error in vowel is the most frequent errors made by the students. It is followed by error in consonant, error in assimilation, error in stress and the last is error in linking.
The factors causing errors made by students at the First Semester of English Department of Sebelas Maret University are: (1) Interlingual transfer which is caused by the interference of their mother tongue, and (2) Intralingual transfer which is a negative transfer within the target language (English). Thus, the teacher should minimize the cause of errors by considering those causes and try to overcome students’ problem in pronunciation.
commit to user ABSTRAK
Hidayah Rohmah. K2208035. Error Analysis on Mispronunciation of Spoken
Language Made by Students at the First Semester of English Department of
Sebelas Maret University in the Academic Year 2013/2014. Skripsi. Pendidikan
Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. 2013.
Tujuan penelitian ini adalah untuk mengetahui: (1) tipe tipe error pada pronunciation yang dilakukan oleh siswa semester satu jurusan bahasa inggris Universitas Sebelas Maret (2) frekuensi error tertinggi dalam pengucapan berbahasa inggris yang dilakukan oleh siswa semester satu jurusan bahasa inggris Universitas Sebelas Maret (3) penyebab penyebab terjadinya error yang dilakukan oleh siswa semester satu jurusan bahasa inggris Universitas Sebelas Maret.
Metode yang digunakan dalam penelitian ini adalah metode deskripsi. Penelitian ini dilakukan pada siswa semester satu jurusan bahasa inggris Universitas Sebelas Maret pada 10 Oktober 2013. Dari populasi, terdapat 20 siswa dari kelas A yang diambil sebagai sempel dengan menggunakan cluster random sampling. Dalam mengumpulkan data, penulis menggunakan tes pronunciation dalam berbicara. Kemudian, data dianalisa dengan prosedur error analisis yang terdiri dari:
mengumpulkan data, mengidentifikasi error yang dilakukan siswa,
mengklasifikasikan error yang dilakukan siswa, menjelaskan error berdasarkan sumber, membuat gambaran error yang dilakukan siswa dan mengevaluasi error.
Hasil dari penelitian ini menunjukkan error yang dilakukan oleh siswa berdasarkan segmental dan suprasegmental fonem. Segmental fonem dibagi menjadi dua; error pada vocal dan error pada konsonan, sedangkan suprasegmental diklasifikasikan menjadi; error pada stress, error pada linking, dan error pada asimilasi. Penulis menemukan 894 total error, yang terdiri 538 atau 60.18% error pada vocal, 155 atau 17.34% errorr pada konsonan, 57 atau 6.37% error pada stress, 47 atau 5.26% error pada linking, and 97 atau 10.85% error pada asimilasi. Error pada vocal adalah error yang sering dilakukan oleh siswa. Selanjutnya diikuti oleh error pada konsosnan, error pada asimilasi, error pada stress, dan error pada linking.
Faktor faktor penyebab error yang dilakukan oleh siswa semester satu jurusan bahasa inggris Universitas Sebelas Maret adalah : (1) interlingual transfer dimana error disebabkan oleh campur tangan bahasa ibu, dan (2) intralingual transfer dimana error disebabkan oleh transfer yang negatif didalam target bahasa (inggris). Oleh karena itu, pengajar harus meminimalisir penyebab error dengan mempertimbangkan penyebab penyebab tersebut dan mencoba untuk mengatasi masalah siswa dalam pronunciation.
MOTTO
Actually, Allah will never change men’s destiny, unless they make an effort to change it themselves
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DEDICATION
This thesis is whole-heartedly dedicated to:
My beloved mother and father
My beloved great- grand father
My beloved friends
ACKNOWLEDGEMENT
Alhamdulillaahirobbil’aalamiin. Great thanks to Allah SWT, the Almighty and
Merciful God, for giving blessing, guidance, mercy, health and strength to the writer
so that she can finish her study. In this occasion, the writer would like to express her
deepest gratitude and appreciation to the followings
1. Prof. Dr. H. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and
Education Faculty, for his permission and his approval of this thesis.
2. Dr. Muh. Rohmadi, S.S, M.Hum, the Head of the Art and Language
Education.
3. Endang Setyaningsih, S.Pd, M.Hum, the Head of English Education, for
giving the writer to collect the data.
4. Prof. Dr. Joko Nurkamto, M.Pd, the first consultant for the guidance, advices,
and his patience during the writing of this thesis.
5. Drs. Martono, M.A, the second consultant for the time guidance, advices.
6. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the academic consultant for the
time, guidance, and advice.
7. Students of the First Semester of English Department of Sebelas Maret
University for their help and participation.
Finally, words will never enough to replace all she has accepted. For any errors or
inadequacies that may remain in this work, of course, the responsibility is entirely her
own.
Surakarta, March 2014
commit to user TABLE OF CONTENT
TITLE PAGE ... i
PRONOUNCEMENT ... ii
APPROVAL... iv
APPROVAL OF THE BOARD OF EXAMINERS ... v
ABSTRACT... vi
MOTTO ... viii
DEDICATION ... ix
ACKNOWLEDGEMENT ... x
TABLE OF CONTENT ... xi
LIST OF TABLES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of the Study... 1
B. Identification of the Problem ... 8
C. Limitation of the Problem ... 9
D. Problem Statement ... 9
E. The Objective of the Study ... 9
F. The Benefit of the Study ... 9
CHAPTER II REVIEW OF RELATED THEORIES...11
A. Error Analysis ... .11
1. Definition of Error Analysis ... .11
2. The Use of Error Analysis... .12
3. The Differences between Error and Mistake ... .12
4. The Sources of Error Analysis... 14
5. Procedures of Error Analysis... 16
1. Definition of Spoken Language ... .17
2. The Differences between Spoken and Written Language... .17
C. Pronunciation ... .19
1. Definition of Pronunciation... .19
2. Types of Ponunciation... .20
3. Classification of Pronunciation ... .21
D. Previous Relevant Studies... .35
CHAPTER III REASEARCH METHOD ... .39
A. Time and Place of the Research ... .39
B. Method of the Study ... .39
C. Population, Sample, and Sampling ... .39
D. Technique of Collecting Data ... .40
E. Technique Of Analyzing Data ... .41
CHAPTER IV RESULT OF THE STUDY ... .42
A. Identifying the Errors ... .42
B. Classifying, Explaining, and Evaluating the Errors ... .43
C. Describing the Frequency of Error... .51
D. Analyzing Errors Based on the Sources... .60
E. Discussion of Finding ... .61
CHAPTER V CONCLUSSION, IMPLICATION, AND SUGGESTION... .65
A. Conclusion ... .65
B. Implication ... .66
C. Suggestion ... .66
BIBLIOGRAPHY ... .68
commit to user LIST OF TABLES
Table 4.1. The Persentage of the Classification of Error... .. .52
Table 4.2. The Persentage of Each Types of Error ... .52
Table 4.3. The Distribution of Errors in Vowel ... .53
Table 4.4. The Distribution of Errors in Consonanat... .54
Table 4.5.The Distribution of Errors in Stress ... .55
Table 4.6. The Distribution of Errors in Linking...55
Table 4.7. The Distribution of Errors Assimilation...56
LIST OF APPENDICES
Appendix 1 The Students of Class A ... 72
Appendix 2 Instrument (Students’ Worksheet)... 74
Appendix 3 The Students’ Pronunciation ... 78
Appendix 4 The Key Word...224
Appendix 5 The Students’ description of Error...229
