Discussion - FINDINGS AND DISCUSSION - an analysis of pronunciation error of words

CHAPTER IV FINDINGS AND DISCUSSION

B. Discussion

Based on the results of the research above, the researcher found that some students still made mistakes in placing stress on words and made vowel pronunciation errors. It can be seen from the results of the research above. As for what affects or causes students to make mistakes in pronunciation, namely students are nervous when they are tested or because they are influenced by the accent of their local language

The results of the research conducted were in line with the results of previous studies stated by Roach (2009) in Karjo (2016) where the influence of stress placement

errors for vowel high influence was related to changes in the tongue position from high to low position such as from sound / e / to / i: / sound, while for the error of placing the stress in mispronunciation error of vowel, was an error student made by changing the vowel sound in the word and then shifting the stress from that word to the vowel sound formed by the student, such as, vowel sound / ə / became vowel sound / ɒ / or diphthong /ou/, and for the type of error in the vowel length influence, it was a type of error formed by students by shifting stress from the first syllable to the second syllable or vice versa, this error was also related to the duration of the vowel sound formed by the students, for example, from vowel sound / e / to diphthong /ei/.

The results of this study were also in line with previous research conducted by Amad (2018), who stated that there was no significant progress shown by the students after giving an understanding of word stressing in the first syllable. Where it was due to the lack of awareness of students about the use of stress placement in the first syllable, which was also proven by Haryani (2016), stated that all the students just tried to pronounce the word correctly and did not realize that they located the stress in the wrong place.

They did not realize that these rules could help them to convey the messages when speaking to avoid misunderstanding the meaning of the words conveyed. The results of this study were also in line with the results of research conducted by previous researchers by Abdullah and Lulita (2018), who stated that the students experienced difficulties not only in segmental sounds but also in suprasegmental sounds, this was due to the lack of understanding of students about the use of rules for giving stress to words to be precise in the second

syllable, where the stress material was still very foreign to hear by the students, even also not very familiar with placing stress on words. So that this could be one of the problems faced by the students in communicating to avoid miscommunicatio

CHAPTER V

CONCLUSSIONS AND SUGGESTIONS

This chapter consist of two sections, the first section deal with the conclusion of findings of the research and the other deal with suggestion A. Conclusions

The description from the previous section concluded that most of the students made mistakes in several categories that misplaced word stress, namely error s in vowel effect, vowel mispronunciation, and vowel length effect. Based on research conducted by researchers said that the error. The results of the explanation above indicate that the first semester students of English major at Muhammadiyah University of Makassar have not fully mastered the placement of word stress or in this case the first syllable and the second syllable correctly. This is because students still pay less attention to the correct stress placement pattern. in a word,

B. Suggestions 1. The Teachers

should provide a lot of practice to students, especially in giving understanding the rules for placing stress on words and using intonation by the rules that have been enforced so that in the future students could be more fluently trained and understand more about pronunciation, and invite students to make it a habit that can improve students' ability in terms of pronunciation.

38 2. The students

For the students, especially students majoring in English should increase their awareness about the phonology of English, especially in the term of pronunciation as a capital for developing English speaking should understand and be more aware of the use of words or sentences, one of which is to pay attention to the rules for placing stress on words and the rules for using intonation in sentences appropriately. One of the most effective ways to improve the quality of students in speaking English is by always practicing speaking with friends so that English becomes their daily language.

3. The researchers

For the further researcher the researcher realizes that this research has not been able to become the main reference in solving student problems in improving students' abilities in the pronunciation field, so it would be better to find as many accurate sources and references as possible sources of information related to the problems obtained on the pronunciation problems.

BIBLIOGRAPHY

Abdullah, F., & Lulita, L. (2018). Situating English Segmental and Suprasegmental Features Proportionally: A Profile of Indonesian EFL Students. EEAL Journal (English Education and Applied Linguistics Journal), 1(1).

Ahmad, J. (2011). Pronunciation Problems among Saudi Learners: A Case Study at the Preparatory Year Program, Najran University Saudi Arabia.

Language in India, 11(7), 22–36.

Ahmad, Y. B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. SHS Web of Conferences. EDP SciencesAli, E.M.T. (2013). Pronunciation Problems: Acoustic Analysis of the English Vowels

Akyol, T. (2013). A Study on identifying Pronunciation Learning Strategies of TurkishEFL

Begum, A., & Hoque, M. A. (2016). English Pronunciation Problems of theTertiary Level Students in Bangladesh: A Case Study. Researchers World: Journal of Arts, Science & Commerce, 7(4), 50–61.

Braun V, Clarke V (2006) Using thematic analysis in psychology. Qualitative Research inPsychology 3: 77 – 101

Checklin, (2012). What in the world do we know about word stress? A review of what it is and how to teach it. TESOL as a Globar Trade: Equity and Ecology.

Corder, S. Pit.(1981). Error Analysis and Interlanguage. Oxford: Oxford University Press.D. E. Rumelhart, " Schemata: The building blocks of language," in Theoretical Issues on Reading Comprehension, R. J. Spiro, B. Bruce, and W. Brewer, Eds. Hillsdale, NJ: Lawrence Erlbaum,

1980, pp. 33-58

D. E. Rumelhart and A. Ortony, "The representation of knowledge in memory," in Schooling and the Acquisition of Knowledge, R. C. Anderson, R. J. Spiro, and W. E. Montague, Eds. Hillsdale, NJ: Lawrence Erlbaum, 1977, pp. 99- 135

D. Eskey, "Conclusion", in Research in Reading English as a Second Language, J.

Devine, P. Carrell, and D. Eskey, Eds.Washington, DC: TESOL, 1987, pp.

189-192

Fadhillah, M. F., & Miftakh, F. (2020). EFL students‟ pronunciation error on English short vowel sounds. English Ideas: Journal of English Language Education, 1(1).

Gilakjani, A. P. (2011). A study on the situation of pronunciation instruction in ESL/EFL classrooms. Journal of Studies in Education, 1(1), 1-15

Gimson, A. G. 1980. An Introduction to the Pronunciation of English (3rd Ed.).

Australia: Edward Arnold Pty. Ltd.

Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.

Haryani, H. (2018). The Analysis of Students‟Errors in Stress Placement in English Pronunciation. e-Journal of ELTS (English Language Teaching Society), 4(1).

Hancock, M. (2018, 09 24). Pronunciation as a listening skill. Retrieved from Hancock McDonald English Language Teaching

:http://hancockmcdonald.com/sites/hancockmcdonald.com/files/file- downloads/PRONUNCIATION%20AS%20A%20LISTENING%20SKIL L.pdf

International Journal of English, Literature and Social Sciences (IJELS) Vol-4, Issue-6, Nov – Dec2019

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Kalsum, U. (2019). Vocabulary improving speaking skill Li,L. (2017) social interaction and teacher cognition. Edinburgh University Press.

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Roach, P. (1998). English Phonetics and Phonology. Cambridge: Cambridge University Press, UK.

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Sulistyo-Basuki. 1991. Introduction to Library Science. Jakarta: Gramedia Pustaka Utama.

Oxford University Press, Oxford Dictionary,4ed. 2008

A P P E N D I C

E

S

1.Paper instrument:

No Name Words correct word In correct word 1 Student 1

2 Student 2

3 Student 3

4 Student 4

5 Student 5 6 Student 6 7 Student 7

8 Student 8 9 Student 9 10 Student 10 11 Student 11 12 Student 12

13 Student 13 ˈ

14 Student 14

15 Student 15 Description in naration:

...

TEXT I Name :

Class :

Read the text with correct stressing and pronunciation on the text below:

“MY HOUSE”

This is my home. My parents, brother, sister and my live there.

The color of the roof is dark brown and the color of the walls is white. There are there bedrooms, two bathrooms, a kitchen, dining room and living room. We love spending time in the living room. We usually watch TV of movies there after dinner. The backyard is my favorite place. My brother and I love to play in the backyard. We have swings and tranpolines there. I like mu house

TEKS II

“Lake Toba”

Lake Toba is one of the most famous tourist attractions in Indonesia.

Lake Toba is located in North Sumatra, this lake is also the largest lake in Indonesia. Because this lake has a length of 100 KM or 62 miles with a width of 30 KM or 9 miles and the depth of this lake is 505 place.meters around Lake Toba has a very amazing view, because around it are a lot of shady trees. So that makes us feel calm and comfortable while on vacation in this

No Words STUDENTS PRONUNCIATION FIRST SEMESTER

1 2 3 4 5

1 Parents /pewrents/ /Perents/ /perents/ /perents/ /perents/

2 Brother /broder/ /brother/ /brother/ /broder/ /brader/

3 Sister /Sister/ /Sister/ /Sister/ /Sister/ /Sister/

4 Color /Kolor/ /kaler/ /kaler/ /kaler /kaler/

5 Bedrooms /Bedrooms/ /bedrooms/ /bedrooms/ /bedrooms/ Bedrooms/

6 Kitchen /Kichen/ /kicen/ /kitchen/ /kichen/ /kichen/

7 Dining /daining/ /dining/ /daining/ /daining/ /dining/

8 Living /liwving/ /living/ /living/ /living/ /living/

9 Spending /spending/ /spending/ /spending/ /spending/ /spending/

10 Movies /muvis/ /muvi/ /muvis/ /muvis/ /muvi/

11 After /after/ /after/ /after/ /after/ /after/

12 Dinner /diner/ /diner/ /diner/ /diner/ /diner/

13 Famous /famous/ /famius/ /femous/ /famous/ /fomous/

14 Tourist /turis/ /turist/ /turist/ /turis/ /turist/

15 Largest /largist/ /larget/ /largest/ /larst/ /larjest/

16 Because /bikaus/ /Bikes/ /bekaus/ /bikaus/ /bikaus/

17 Meters /Meders/ /mitez/ /miters/ /miters/ /miters/

18 Around /eraund/ /around/ /eraund/ /around/ /eraund/

19 Very /veri/ Veri/ /veri/ /veri/ /veri

20 Shady /sedi/ /sedi/ /sedi/ /sedi/ /sedi/

No Words

STUDENTS PRONUNCIATION FIRST SEMESTER

6 7 8 9 10 1 Parents /perents/ /perents/ /Perents/ /perents/ /Perent/

2 Brother /brader/ /brader/ /brader/ /brader/ /brader/

3 Sister /sister/ /sister/ /sister/ /sister/ /sister/

4 Color /kaler/ /kaler/ /kaler/ /kaler/ /kolor/

5 Bedrooms /bedrooms/ /bedroom/ /bedroom/ /bedroom/ /bedroom/

6 Kitchen /kichen/ /kichen/ /kichen/ /kichen/ /kichen/

7 Dining /dining/ /daining/ /daining/ /dining/ /daining/

8 Living /living/ /living /living/ /living/ /living/

9 Spending /spending/ /spending/ /spending/ /spending/ /spending/

10 Movies ^/muvis/ /muvis/ /muvis/ /muvis/ /muvis/

11 After /after/ /after/ /after/ /after/ /after/

12 Dinner /diner/ /diner/ /diner/ /diner/ /diner/

13 Famous /feimes/ /feimes/ /feimes/ /femos/ /feimous/

14 Tourist /turist/ /turist/ /turist/ /turist/ /turist/

15 Largest /larjest/ /larjest/ /largest/ /larjest/ /larjest/

16 Because /bekaus/ /bikaus/ /bikes/ /bikes/ /bikaus/

17 Meters /meters/ /meters/ /mitez/ /meters/ /mitez/

18 Around /eraund/ /eraund/ /around/ /eraund/ /eraund/

19 Very /veri/ /veri/ /veri/ /veri/ /veri/

20 Shady /sedi/ /sedi/ /sedi/ /sedi/ /sedi/

No. Words STUDENTS PRONUNCIATION FIRST SEMESTER 11 12 13 14 15 1 Parents /perents/ /perents/ /perents/ /perents/ /perents/

2 Brother /brader/ /brader/ /brader/ /brader/ /brader/

3 Sister /sister/ /siter/ /sister/ /sister/ /sister/

4 Color /kaler/ /kolor/ /kaler/ /kaler/ /kolor/

5 Bedrooms ^/bedroms/ ^{/ bedrom/} ^/bedrom/ ^/bedrum/ ^/bedrums/

6 Kitchen /kichen/ /kicen/ /kicen/ /kitchen/ /kitchen/

7 Dining /daining/ /daining/ /dining/ /daining/ /dining/

8 Living /liwving/ /living/ /living/ /living/ /living/

9 Spending /spending/ /spending/ /spending/ /spending/ /spending/

10 Movies /muvis/ /muvis/ /muvis/ /muvis/ /muvis/

11 After /after/ /after/ /after/ /after/ /after/

12 Dinner /diner/ /diner/ /diner/ /diner/ /diner/

13 Famous /feimes/ /fomous/ /feimes/ /Feimes/ Famous/

14 Tourist /turist/ /turist/ /turist/ /turist/ /turis/

15 Largest /larjest/ /largest/ /larjest/ /largest/ /largest/

16 Because /bekaus/ /bikes/ /bikaus/ /bikaus/ /bikes/

17 Meters /meters/ /mitez/ /miters/ /meters/ /miters/

18 Around /eraund/ /around/ /eraund/ /around/ /araund/

19 Very /veri/ /veri/ /veri/ /veri/ /veri/

20 Shady /sedi/ /sedi/ /sedi/ /sedi/ /sedi/

Student 1

Name :Fadilah farda Class :BG 1C

No. Words Students

pronunciation

pronunciation based on oxford

Transcription corection of error

correct Incorrect

1 Parents (n) /pew‟rənts/ /„peərənts/ 

2 Brother (n) /‟brɒder/ /ˈbrʌðə(r)/ 

3 Sister (n) /‟sIster/ /„sɪstə(r)/ 

4 Color (n) /ko‟lor/ /‟kʌlər/ 

5 Bedrooms(n) /bɑː‟θru(ː)mz/ /‟bɑːθru(ː)mz/ 

6 Kitchen(n) /kɪ‟ʧɪn/ /‟kɪʧɪn/ 

7 Dining(n) /‟daɪnɪŋ/ /‟daɪnɪŋ/ 

8 Living(n) /‟lɪwvɪŋ/ /‟lɪvɪŋ/ 

9 Spending(v) /‟spɛndɪŋ/ /‟spɛndɪŋ/ 

10 Movies(n) /muː‟viz/ /‟muːviz/



11 After (adv) /‟ɑːftər/ /‟ɑːftə(r)/ 

12 Dinner(n) /‟dɪnər/ /‟dɪnə(r)/ 

13 Famous(adj) /‟faImes/ /„feɪməs/ 

14 Tourist(n) /‟tʊərɪst/ /‟tʊərɪst/ 

15 Largest(adj) /‟largIst/ /‟lɑːʤɪst/ 

16 Because(cnj) /bI‟kʌus/ /bɪˈkəz/ 

17 Meters(n) /‟meders/ /‟miːtəz/ 

18 Around(adj) /‟əraʊnd/ /əˈraʊnd/ 

19 Very(adv) /‟vɛri/ /‟vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Based on the results of the research described in the table above, student 1 on behalf of Fadila farda, the correct words spoken were 9 words that were correctly spelled and stressed, while the wrong words were 11 words which meant that student 1 made more mistakes than students. say the right words.

Student 2

Name: Dian fajrin sainlia Class: BG 1C

No Word Student

pronunciation

Pronunciation basedon oxford

Transcription corection of error

Correct Incorrect

1 Parents (n) /‟peərənts/ /‟peərənts/ 

2 Brother(n) /brɒ‟ðə(r)/ /‟brʌðə(r)/ 

3 Sister(n) /‟sɪstə(r)/ /‟sɪstə(r)/ 

4 Color(n) /„kʌlər/ /„kʌlər/ 

5 Bedrooms(n) /bɑː‟θru(ː)mz/ /‟bɑːθru(ː)mz/ 

6 Kitchen(n) /‟kIʧɪn/ /‟kɪʧɪn/ 

7 Dining(n) /dɪ‟nɪŋ/ /‟daɪnɪŋ/ 

8 Living(n) /„lɪvɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /‟spɛndɪŋ/ /‟spɛndɪŋ/ 

10 Movies(n) /muː‟vi/ /‟muːviz/ 

11 After(adv) /‟ɑːftə(r)/ /‟ɑːftə(r)/ 

12 Dinner(n) /‟dɪnə(r)/ /‟dɪnə(r)/ 

13 Famous(adj) /‟famIus/ /‟feɪməs/ 

14 Tuorist(n) /„tʊərɪst/ /„tʊərɪst/ 

15 Largest(adj) /‟lɑːʤest/ /‟lɑːʤɪst/ 

16 Because(cnj) /bɪˈkəz/ /bɪˈkəz/ 

17 Meters(n) /‟miːtəz/ /‟miːtəz/ 

18 Around(adj) /.a‟raʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /‟vɛri/ /‟vɛri/ 

20 Shady(adj) /‟ʃeɪdi/ /‟ʃeɪdi/ 

Based on the results of the research described in the table above, student 2 on behalf of Dian Fajrin Sainlia, the correct words that were spoken were 13 words that had the correct pronunciation and stressing placement while the wrong words were 7 words which meant that student 2 spoke the truth more than on pronouncing the wrong word.

Student 3

Name:Nurfauziah Class:BG 1C

No Word Student

pronunciation

pronunciation based on oxford

Transcription correction of error

correct Incorrect

1 Parents(n) /„peərənts/ /„peərənts/ 

2 Brother(n) /brɒ‟ðə(r)/ /„brʌðə(r)/ 

3 Sister(n) /„sɪstər/ /„sɪstər/ 

4 Color(n) /„kʌlər / /„kʌlər / 

5 Bedrooms(n) /bɑː‟θru(ː)mz/ /„bɑːθru(ː)mz/ 

6 Kitchen(n) /„kɪʧɪn/ /„kɪʧɪn/ 

7 Dining(n) /„daɪnɪŋ/ /„daɪnɪŋ/ 

8 Living(n) /lɪ‟vɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /spɛn‟dɪŋ/ /„spɛndɪŋ/ 

10 Movies(n) /„muːviz/ /„muːviz/ 

11 After(adv) /ɑːft‟ə(r)/ /„ɑːftə(r)/ 

12 Dinner(n) /„dɪnə(r) /„dɪnə(r) 

13 Famous(adj) /„femous/ /„feɪməs/ 

14 Turist(n) /„tʊərɪst/ /„tʊərɪst/ 

15 Largest(adj) /„lɑːʤest/ /„lɑːʤɪst/ 

16 Becaus(cnj) /‟bekauz/ /bɪ‟kəz/ 

17 Meters(n) /ˈmiːtəz/ /ˈmiːtəz/ 

18 Around(adj) /.ə‟raʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /„vɛri/ /„vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Based on the results of the research described in the table above, student 3 on behalf of Nurfauziah, the correct words spoken were 13 words with the correct pronunciation and stressing placement, while the wrong words were 7 words which meant that student 3 spoke the truth more than said wrong word.

Student 4

Name:Fauza yumna insyaniyah Class: BG 1C

No Words Student

pronunciation

Pronunciation based on oxford

Transcription correction of error

correct incorrect

1 Parents(n) /„peərənts/ /„peərənts/ 

2 Brother(n) /brɒ‟ðə(r)/ /„brʌðə/ 

3 Siister(n) /„sɪstər/ /„sɪstər/ 

4 Color(n) /„kʌlər / /„kʌlər / 

5 Bedrooms(n) /bɑː‟θru(ː)mz/ /„bɑːθru(ː)mz/ 

6 Kitchen(n) /„kɪʧɪn/ /„kɪʧɪn/ 

7 Dining(n) /„daɪnɪŋ/ /„daɪnɪŋ/ 

8 Living(n) /„lɪvɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /„spɛndɪŋ/ /„spɛndɪŋ/ 

10 Movies(n) /muː‟viz/ /„muːviz/ 

11 After(adv) /„ɑːftə(r) /„ɑːftə(r) 

12 Dinner(n) /„dɪnə(r) /„dɪnə(r) 

13 Famous(adj) /‟faImes/ /„feɪməs/ 

14 Tourist(n) /„tʊərɪs/ /„tʊərɪst/ 

15 Largest(adj) /„lɑːrst/ /„lɑːʤɪst/ 

16 Becaus(cnj) /bɪ‟kəʊz/ /bɪ‟kəz/ 

17 Meters(n) /ˈmiːtəz/ /ˈmiːtəz/ 

18 Around(adj) /.a‟rɒʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /„vɛri/ /„vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Based on the results of the research described in the table above, student 4 on behalf of Faua yumna insaniah, correctly said 14 words with the correct pronunciation and stressing placement, while the wrong words were 6 words which meant that 4 students spoke the truth more than on pronouncing the wrong word.

Student 5

Name:Devita naila nuraini arifin Class:BG 1C

No Words Student

pronunciation

Pronunciation based on oxford

Transcription correction of error

correct incorrect

1 Perents(n) /„peərənts/ /„peərənts/ 

2 Brother(n) /„brɒðə(r)/ /„brʌðə/ 

3 Sister(n) /„sɪstər/ /„sɪstər/ 

4 Color(n) /„kʌlər/ /„kʌlər / 

5 Bedrooms(n) /bɑː‟θru(ː)mz/ /„bɑːθru(ː)mz/ 

6 Kitchen(n) /„kɪʧɪn/ /„kɪʧɪn/ 

7 Dining(n) /„dIɪnɪŋ/ /„daɪnɪŋ/ 

8 Living(n) /„lɪvɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /„spɛndɪŋ/ /„spɛndɪŋ/ 

10 Movies(n) /muː‟vi/ /„muːviz/ 

11 After(adv) /„ɑːftə(r) /„ɑːftə(r) 

12 Dinner(n) /„dɪnə(r)/ /„dɪnə(r)/ 

13 Famous(adj) /„fɒmɒus/ /„feɪməs/ 

14 Tourist(n) /„tʊərɪst/ /„tʊərɪst/ 

15 Largest(adj) /„lɑːʤest/ /„lɑːʤɪst/ 

16 Becaus(cnj) /bɪ‟kəʊz/ /bɪ‟kəz/ 

17 Meters(n) /ˈmiːtəz /ˈmiːtəz 

18 Around(adj) /.ə‟raʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /„vɛri/ /„vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Based on the results of the research described in the table above, student 5 on behalf of Devita naila nuraini arifin, the correct words spoken were 15 words with the correct pronunciation and stressing placement while the wrong words were 5 words which meant that 5 students spoke the truth more. instead of saying the wrong word.

Student 6

Name:Nurfadilah Class:BG 1C

No Words Student

pronuciation

Pronunciation based on oxford

Transcription correction of error Correct Incorrect

1 Parents(n) /„peərənts /„peərənts/ 

2 Brother(n) /„brʌðə(r)/ /„brʌðə(r)/ 

3 Sister(n) /„sɪstər/ /„sɪstər/ 

4 Color(n) /„kʌlər / /„kʌlər / 

5 Bedrooms(n) /bɑː‟θru(ː) mz/ /„bɑːθru(ː)mz/ 

6 Kitchen(n) /„kɪʧɪn/ /„kɪʧɪn/ 

7 Dining(n) /„dɪnɪŋ/ /„daɪnɪŋ/ 

8 Living(n) /„lɪvɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /„spɛndɪŋ/ /„spɛndɪŋ/ 

10 Movies(n) /„muːviz/ /„muːviz/ 

11 After(adv) /„ɑːftə/ /„ɑːftə/ 

12 Dinner(n) /„dɪnə(r)/ /„dɪnə(r)/ 

13 Famous(adj) /„feɪməs/ /„feɪməs/ 

14 Tourist(n) /„tʊərɪst/

/„tʊərɪst/ 

15 Largest(adj) /„lɑːʤest/ /„lɑːʤɪst/ 

16 Becaus(cnj) /be‟kauz/ /bɪ‟kəz/ 

17 Meters(n) /ˈmeːtərz/ /ˈmiːtəz/ 

18 Around(adj) /.ə‟raʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /„vɛri/ /„vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Based on the results of the research described in the table above, 6 students on behalf of Nurfadilah, the correct words spoken were 15 words that were correctly mentioned and stressed, while the wrong words were 5 words which meant that students spoke the truth more than they said the words. which error.

Student 7

Name:Andi amil amrilah Class:BG 1C

No Words Students

pronunciation

Pronunciation based on oxford

Transcription correction of error Correct Incorrect

1 Parents(n) /„peərənts/ /„peərənts/ 

2 Brother(n) /„brʌðə(r)/ /„brʌðə(r)/ 

3 Sister(n) /„sɪstər/ /„sɪstər/ 

4 Color(n) /„kʌlər / /„kʌlər / 

5 Bedrooms(n) /„bɑːθru(ː)mz/ /„bɑːθru(ː)mz/ 

6 Kitchen(n) /„kɪʧɪn/ /„kɪʧɪn/ 

7 Dining(n) /„daɪnɪŋ/ /„daɪnɪŋ/ 

8 Living(n) /„lɪvɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /„spɛndɪŋ/ /„spɛndɪŋ/ 

10 Movies(n) /„muːviz/ /„muːviz/ 

11 After(adv) /„ɑːftə(r)/ /„ɑːftə(r)/ 

12 Dinner(n) /„dɪnə(r)/ /„dɪnə(r)/ 

13 Famous(adj) /„feɪməs/ /„feɪməs/ 

14 Tourist(n) /„tʊərɪst/ /„tʊərɪst/ 

15 Largest(adj) /„lɑːʤest/ /„lɑːʤɪst/ 

16 Because(cnj) /bɪ‟kauz/ /bɪ‟kəz/ 

17 Meters(n) /meː‟tərz/ /ˈmiːtəz/ 

18 Around(adj) /.ə‟raʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /„vɛri/ /„vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Based on the results of the research described in the table above, 7 students on behalf of Andi amil amrilah, the correct words spoken were 17 words that were correctly spelled and stressed, while the wrong words were 3 words which meant that students spoke the truth more than they did. say the wrong word.

Student 8

Name :Repi anjani ramadhany Class :BG 1C

No Word Pronunciation

student

Pronunciation based on oxford

Transcription correction of error correct Incorrect

1 Parents(n) /„peərənts/ /„peərənts/ 

2 Brother(n) /„brʌðə/ /„brʌðə/ 

3 Sister(n) /„sɪstər/ /„sɪstər/ 

4 Color(n) /„kʌlər/ /„kʌlər/ 

5 Bedrooms(n) /„bɑːθru(ː)mz /„bɑːθru(ː)mz/ 

6 Kitchen(n) /„kɪʧɪn/ /„kɪʧɪn/ 

7 Dinig(n) /„daɪnɪŋ/ /„daɪnɪŋ/ 

8 Living(n) /„lɪvɪŋ/ /„lɪvɪŋ/ 

9 Spending(v) /„spɛndɪŋ/ /„spɛndɪŋ/ 

10 Movies(n) /„muːviz/ /„muːviz/ 

11 After(adv) /„ɑːftə(r)/ /„ɑːftə(r)/ 

12 Dinner(n) /„dɪnə(r)/ /„dɪnə(r)/ 

13 Famous(adj) /„feɪməs/ /„feɪməs/ 

14 Tuorist(n) /„tʊərɪst/ /„tʊərɪst/ 

15 Largest(adj) /„lɑːʤest/ /„lɑːʤɪst/ 

16 Becaus(cnj) /bɪ‟kəz/ /bɪ‟kəz/ 

17 Meters(n) /ˈmiːtəz/ /ˈmiːtəz/ 

18 Around(adj) /.a‟raʊnd/ /.ə‟raʊnd/ 

19 Very(adv) /„vɛri/ /„vɛri/ 

20 Shady(adj) /„ʃeɪdi/ /„ʃeɪdi/ 

Dalam dokumen an analysis of pronunciation error of words (Halaman 51-54)