After analyzing the research data, it is necessary to explain and researchresults to explain in more detail the answers to research question.
As metioned in the first chapter, the research questions are, "what linguistic factors can affect students’ speaking skill?". Data collected through document analyis is used to Identify intonation, stress, vowel, and consonant studnts.
In this section, the researcher wants to explain the discussion of the resultsdata analysis in accordance with the scope of research that has been discussedpreviously. This discussion aims to describe the types of linguistic factors that affect. Results Based on analyzing student assignments, the researcher found several linguistic factors that affect students' speaking. The types that affect students' speaking are intonation, stress, vocals, and intonation. There are several studies that also discuss linguistic factors that affect students, including:
1. The phonetic factors affecting students speaking skill a. Intonation
The researcher found that there were some intonation errors that the researcher found, especially semester 1 students of class C at the University of Muhammadiyah Makassar. students are
more likely to pronounce sentences in a flat tone, but the sentence should be said in a rise or fall tone. for example in the sentence in R1 "I be the winner, the first winner of speech context" where the word "winner" must have a rising tone while the respondent only utters a sentence in a flat tone.
The researcher found incorrectly and correctly made by students inthe speaking. According to Rusadze and Kipiani (2015) the fluctuation in pitch when speaking is known as intonation in linguistics. The most important aspect of linguistic prosody is intonation. Poor intonation can lead to miscommunication and even a negative image of a person. A framework for English intonation should comprise four major intonational features: intonation units, stress, tones, and pitch range, according to the proposal. As a result, the phenomenon of intonation in English should have an utterance, the intonation unit, as its foundation for studying various voice movements and qualities.
b. Stress
The researcher found that there were several student stress errors that the researcher found, especially semester 1 students of class C at the University of Muhammadiyah Makassar. students are more likely to pronounce words consisting of 3 syllables with no
stress. For example, in the word "important" the stress should be in syllables 3 but students pronounce the word with no stress.
There are some words that the stress is not rightprecise.
According to Rusadze and Kipiani (2015), unmarked tonic stress, emphatic stress, contrastive stress, and new information stress are the four major types of stress identified. Stress is a prosodic trait that pertains to individual syllables and is most usually associated with loudness, length, and higher pitch.
c. Vowels
The researcher found that there were several students' vowels errors that the researcher found, especially semester 1 students of class C at the University of Muhammadiyah Makassar.
The researcher found that [æ] vowel sound changed into [e] vowel sound. Yudha and Nahaban (2015) the researcher calculated the difficulty level of nine English vowels: [i:], [æ], [a:], [ɒ], [ɔː], [u:], [ʌ], [ɜ:], and [ə], this study also showed that students understand how to pronounce vowels appropriately. Following the completion of this study, the most common errors committed by students were in [ʌ] and [ə].
[ɔ:] vowel sound changed into [a] vowel sound. Umami (2017) the researcher found the most dominant error appears in /ɔ:/
which is changed to /ɒ/. The most dominant type of error is
interlingual error. And the most dominant cause of errors is caused by the influence of the mother tongue.
[ə] vowel sound changed into [i] vowel sound, [o] and [a]
vowel sound. According to Amalia (2012) the researcher found students made 1058 errors when pronouncing vowels [I, i:, u:, e, a:,
^, Ω, Ɔ:, α, 3:, Ə, à] These mistakes include omissions of up to 12 errors, additions of up to 82, and substitutions of up to 964. The most common error was in the vowel /Ə/, which had 316 errors, consisting of 54 addition errors and 322 replacement errors. Many causes can contribute to pupils' vowel pronunciation problems, including interference from their native/mother tongue, interference from the target language they are studying, and interference from developmental faults.
[ʌ] vowel sound changed into [u] vowel sound. There are twelve English vowels, according to Skandera and Burleigh (2005) in Arevi and Ratmadina ( 2020 ). i:, ɛ:, ɑ:, ɔ:, u:, ɪ, e, æ, ʌ, ɑ, ʊ and ə. The vowels are all pronounced differently. Students are frequently perplexed by these distinctions and mispronounce them.
They frequently have difficulty pronouncing them and are unaware of their error. This is a common occurrence, particularly in Indonesia.
d. Consonant
The researcher found that there were several students' vowels errors that the researcher found, especially semester 1 students of class C at the University of Muhammadiyah Makassar.
The researcher found that [ʃ] consonant sound changed into [c]
consonant sound.
According to Reskiyani (2016) the researcher found three types of Torajanese students' mispronounced English sounds were identified. The first kind included vowel sounds such as /ə/, /æ/, /ɑ:/, /ʊ/ and consonant sounds such as /ʒ/, /ʃ/, /θ/, /ð/, /ʧ/ and /ʤ/
students in Toraja mispronounced these sounds by replacing them with comparable sounds in their own language, such as /ə/and/æ/
becoming /ɛ/, /ɑ:/ becoming /a/, and /ʊ/ becoming /u/. Because the sounds /ʃ/ and /ʒ/ did not exist in Torajanese, they became /s/, /θ/
became /t/, /ð/ became /d/, /ʧ/ became /c/, and /ʤ/ became /j/. The voiced sounds, such as /v/ and /z/, were the second type. The Torajanese students pronouned the sounds /v/ and /z/ with a voiceless sound, resulting in /v/ becoming /f/ and /z/ becoming /s/.
The third category consisted of /b/, /d/, and /g/ sounds.
[ð] consonant sound changed into [d] and [t] consonant sounds. According to Luviya (2016) the researcher found seven (7) consonants that the respondents are likely to mispronounce. The consonants are [v]Furthermore, both have seventeen (17)
consonants in common. They are [b, d,, m, n, o, p, t, k, f, s, h], and they are [b, d,, m, n, o, z, w, l, r, p, t, k, f, s, h]. Nonetheless, mispronunciation of labiodental voiced fricative [v] into labiodental voiceless fricative [f], interdental voiced fricative [ð]
into palatal voiced stop [d], palatal voiced fricative [ʒ] pronounce as spelling pronunciation, and palatal voiced affricate [dʒ] into mediopalatal voiced stop [j] has been observed in the field, with an accuracy score of less than 60%. Due to the lack of English in Javanese inventories, mispronunciation occurred. The remaining consonants, interdental voiceless fricative [θ], palatal voiceless fricative [ʃ], and palatal voiceless affricate [tʃ], are not challenging enough for responders to articulate, as evidenced by the accuracy score of more than 60%.
[ʒ] consonant sound changed into [e] consonant sound.
According to Rafael (2012), based on the data, the researcher committed nine different sorts of pronunciation problems, according to the data analysis. The subjects made the first error by substituting Indonesian sounds for a vowel /æ/ and six consonants /kj/,/tʃ/,/ʃ/,/dʒ/, and /ʒ/. The subjects also made a second error by substituting English vowels for Indonesian vowels. The cognates word cases error is the third. Language interference is the fourth factor to consider. The silent consonant /h/ is pronouned by the fifth. The sixth fault is removing or deleting several consonants
found at the conclusion of some English words. In the word
"often," the subjects in the seventh mistake pronounce the silent sound /t/. The seventh mistake is that the subjects inserted the consonant /r/ to a word that didn't need it.
[ʤ] consonant sound changed into [e] consonant sounds.
According to Dhani (2017) He found that the consonant [θ] was changed to the consonant [t]; consonant [ð] is changed to consonant [d] and [t]; consonant [v] is changed to consonant [f];
and the consonants [ʒ] are changed to [ʃ], [s] and [ʤ]. The influence of the Indonesian Pronunciation System causes most students to pronounce words incorrectly.
73 BAB V
CONCLUSION AND SUGGESTION
This chapter is divided into two sections : the first deals with the research’s concluding findings, and the second deals with suggestions.