CHAPTER III RESEARCH METHOD
F. The Data Analysis
Subsequently the data were obtained, which must be analyzed.
There were some steps in applying the error analysis to analyze the data.
The following steps were based on the procedure, following procedure according to Brown in Kartyastuti (2017:58):
1. Identification of Errors
In this stage, the researcher identified any pronunciation deviations which possibly can be found in the speaking made by the student. That can be, for instance, omission, addition, misformation, misordering. The Oxford dictionary served as the researcher's guide for English standard pronunciation.
2. Classification of Errors
The research classified the error which has been found through the identification into some kinds of error belongs:
whether this one was on the error of consonant sounds including fricatives and affricates.
3. Describing the Error.
The following step was describing the errors found and dominant errors. The researcher described it abundantly. The description was arranged according to the data and the test.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents findings of the research which include the result of the kinds and the dominant errors in pronouncing English consonant particularly in fricative: /f/, /v/ and affricate /ʧ/, /ʤ/ sounds made by the third semester students at English department of Universitas Muhammadiyah Pare-pare. Then finally at the end of this chapter, the researcher discusses the findings of the data.
A. Research Findings
1. Kinds of Error in pronouncing English consonant of fricative: /f/, /v/ and affricate /ʧ/, /ʤ/.
Identification towards students' speaking done had resulted in the finding of various errors. Surface strategy taxonomy, this taxonomy classified into four: omission, addition, misformation, and misordering. In this research, researchers found some errors made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare were: kinds of error in pronouncing English consonant of fricative /f/, /v/
was misformation. And kinds of error in pronouncing English consonant of affricate /ʧ/, /ʤ/ were omission and misformation. For more detail will be explained below.
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1) Kinds of error in pronouncing English consonant of fricative : /f/,v/.
Only one error in this consonant, namely misformation.
a. Error misformation
Misformation is characterized by use the wrong form of elements in a phrase or sentence.
a) Error misformation in fricative sound /f/
Initial position In sentence:
a. I love food very much.
/fu:d/ : correct
b. I love /vu:d/ very much : incorrect
Two students pronounced the term incorrectly. The word food supposed to be pronounced as /fu:d/ but students pronounce it as /vu:d/. The students made error in the initial position with changing sound /f/ became /v/.
Middle Position:
There were 5 students who made error misformation in the middle position of fricative sound /f/.
In sentence:
a. I tried to defy them once.
/dɪfaɪ/ : correct
b. I tried to /devai/ them once : incorrect
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Two students pronounced the term incorrectly. The word defy supposed to be pronounced as /dɪfaɪ/ but students pronounce it as /devai/ The students made error in the middle position with changing sound /f/ became /v./
In sentence:
a. I stand before you.
/bɪfᴐ:r/ : correct b. I stand /bɪvᴐ:r/ you : incorrect
Three students pronounced the term incorrectly. The word before supposed to be pronounced as /bɪfᴐ:r/ but students pronounce it as /bɪvᴐ:r/. The students made error in the middle position with changing sound /f/ became /v./
Final Position:
There were 12 students who made error misformation in the final position of fricative sound /f/.
In sentence:
a. You are supposed to laugh at that joke”
/lɑ:f / : correct
b. You are supposed to /lɑ:g/, laugh /lauʧ/ at that joke
: incorrect
The word “laugh” supposed to be pronounce as /lɑ:f/ but students pronounce it as /lɑ:g/ and /lauʧ/. Sound /f/ became /g/, sound /f/ became /g/, /h/ and sound /f/ became /ʧ/.
There were misformation in the final position of the word.
b) Error misformation in Fricative sound /v/:
Initial position In sentence:
a. He has a vast amount of knowledge about science.
/vɑ:st/ : correct
b. He has a /fest/,/fɑ:st/ amount of knowledge about science : incorrect
Eleven students pronounced the term incorrectly. The word vast is supposed to be pronounced as /vɑ:st/ but students pronounced it as /fest/, /fɑ:st/. Changing Sound /v/ became /f/. There was misformation in the initial position of the word.
In sentence :
a. Veal is meat from a calf.
/vi:l/ : correct
b. /fi:l/ is meat from a calf : incorrect
Fifteen students pronounced the term incorrectly. The word Veal supposed to be pronounce as /vi:l/ but students
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pronounced it as /fi:l/. Students changing Sound /v/ become /f/. There were misformation in the initial position of the word.
In sentence:
a. We have a vehicle for controlled detonation.
ˈ /vi:әkl/ : correct
b. We have a felhis/, fikel/, fehisel/, fihaisel/, /fihil/, /feisel/, /feicel/, /fizel/, /fiekl/, faisikl/, ficel for controlled detonation : incorrect
Twelve students pronounced the term incorrectly. The word vehicle supposed to be pronounce as ˈ/vi:әkl/ but students pronounced it as /felhis/, fikel/, fehisel/, fihaisel/, /fihil/, /feisel/, /feicel/, /fizel/, /fiekl/, faisikl/. Students changing Sound /v/ become /f/. There were misformation in the initial position of the word.
In sentence:
a. I love food very much /veri/ : correct
b. I love food /feri/ much : incorrect
Ten students pronounced the term incorrectly . The word very supposed to be pronounce as /veri/ but students pronounced it as /feri/. Students changing Sound /v/
became /f/. There were misformation in the initial position of the word.
In sentence :
a. It smells like cherries and vanilla.
/vә’nɪlә/ : correct b. It smells like cherries and /fanila/ : incorrect fourteen students pronounced the term incorrectly. The word vanilla supposed to be pronounced as /vә’nɪlә/ but students pronounced it as /fanila/. Students changing sound /v/ became /f/. There were misformation in the initial position of the word.
In sentence ;
a. My vine leaf.
/vaɪn/ : correct b. My /fain/ leaf : incorrect
Fourteen students pronounced the term incorrectly. The word vine supposed to be pronounced as /vaɪn/ but students pronounced it as /fain/. Students changing sound /v/ became /f/. There were misformation in the initial position of the word.
Middle Position In sentence :
a. I’m going to invest money in this business.
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/ɪn’vest/ : correct
b. I’m going to /ɪnˈfәst /, /in fes/, /in fest/ money in this business : incorrect
Fourteen students pronounced the term incorrectly. The word invest supposed to be pronounced as /ɪn’vest/ but students pronounced it as /ɪnˈfәst /, /in fes/, /in fest/.
Students changing sound /v/ become /f/. There were misformation in the middle position of the word.
In sentence :
a. Don’t judge the book by its cover
/ ’kʌvәr/ : correct b. Don’t judge the book by its /kofәr/ : incorrect There was 1 students made error in pronouncing the word cover. The word of cover supposed to be pronounce as
’kʌvәr/ but students pronounced it as /kofәr/. Students changing sound /v/ become /f/. There were misformation in the middle position of the word.
In sentence:
a. Let’s divide this money between you and me.
/dɪˈvaɪd/ : correct
b. Let’s /dɪˈ faɪd/, /di fided/, defaid/, /defid/ this money between you and me : incorrect
Fourteen students pronounced the term incorrectly. The word divide supposed to be pronounced as /dɪˈvaɪd/ but students pronounced it as /dɪˈ faɪd/, /di fided/, defaid/, /defid/ . students changing sound /v/ become /f/. There were misformation in the middle position of the word.
In sentence :
a. Fill every jug and jar /evri/ : correct
b. Fill /eferi/ jug and jar : incorrect
Six students pronounced the term incorrectly. The word every supposed to be pronounced as /evri/ but students pronounced it as /efery/ . students changing sound /v/
become /f/. There were misformation in the middle position of the word.
In sentence :
a. Clover is gone forever.
/’kloʊvәr/ : correct
b. /’kloʊfәr /is gone forever : incorrect
Six students pronounced the term incorrectly. The word clover supposed to be pronounced as /’kloʊvәr/ but students pronounced it as /’kloʊfәr/. Students changing sound /v/ become /f/. There were misformation in the middle position of the word.
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Final Position In sentence :
a. You have a chance to save yourself.
/seɪv/ : correct
b. You have a chance to /sef/ yourself : incorrect Seventeen students pronounced the term incorrectly. The word save supposed to be pronounce as /seɪv/ but students pronounced it as /sef/. Students changing sound /v/ become /f/. There were misformation in the final position of the word.
In sentence :
a. The second wave is coming.
/weɪv/ : correct
b. The second /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/. is coming : incorrect
Thirteen students pronounced the term incorrectly. The word of wave supposed to be pronounced as /weɪv/ but students pronounced it as /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/.
Students changing sound /v/ become /f/. There were misformation in the final position of the word.
In sentence :
a. I leave my handphone in home.
/li:v/ : correct
b. I /li:f/, /lef my handphone in home : incorrect Eighteen students pronounced the term incorrectly The word leave supposed to be pronounced as /li:v/ but students pronounced it as /li:f/, /lef/ . Students changing sound /v/ become /f/. There were misformation in the final position of the word.
In sentence :
a. I love food very much.
/lʌv/ : correct
b. I /lof/ food very much : incorrect
Fourteen students pronounced the term incorrectly. The word of love supposed to be pronounce as /lʌv/ but students pronounced it as /lof/. Students changing sound /v/
become /f/. There were misformation in the final position of the word.
In sentence :
a. I have urgent information.
/hәv/ : correct
b. I /hәf/, /hәp urgent information : incorrect Fifteen students pronounced the term incorrectly. The word of have supposed to be pronounce as /hәv/ but students pronounced it as /hәf/, /hәp/. Students changing sound /v/
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became /f/ and /p/. There were misformation in the final position of the word.
In sentence :
a. I prefer to live on the edge.
/lɪv/ : correct
b. I prefer to /laɪf/ on the edge : incorrect
Twelve students pronounced the term incorrectly. The word live supposed to be pronounce as /lɪv/ but students pronounced it as /laɪf/. Students changing sound /v/ became /f/. There were misformation in the final position of the word.
2) Kinds of error in pronouncing English consonant of affricate : /ʧ/, /ʤ/.
There were two errors in this consonant namely: omission and misformation .
a. Error omission
Omission is characterized by the absence of one more elements, which are needed in a phrase or a sentence.
a) Error omission in affricate sound /ʤ/
Initial Position In the sentence:
a. Jump in the water /ʤʌmp/ : correct
b. /ʌmp/ in the water : incorrect
From there 19 students, there was 1 student made error in pronouncing the word "Jump”. The word of Jump is supposed to be pronounced as /ʤʌmp/ but students pronounce it as /ʌmp/. The students pronounced the word by omitting the fricative sound /ʤ/ at the initial position of the word.
Final position In the sentence:
a. I managed to cadge some money off my dad.
/kæʤ/ : correct
b. I managed to /kæ/ some money off my dad : incorrect
There was 1 student who made error in pronouncing the word “cadge”. The word cadge is supposed to be pronounced as /kæʤ/ but students pronounce it as /kæ/.
The students pronounced the word by omitting the affricate sound /ʤ/ at the final position of the word.
b. Error Misformation
Misformation is characterized by use the wrong form of elements in a phrase or sentence.
a) Error Misformation in affricate sound /ʧ/
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Initial Position In sentence :
a. She will choke it with her strong arms.
/ʧәʊk/ : correct
b. She will /kok/, /kuk/, /shoke it with her strong arms. Incorrect
Five students pronounced the term incorrectly. The word choke supposed to be pronounce as /ʧәʊk/ but students pronounced it as /kok/, /kuk/, /shoke/ . Students changing sound /ʧ/ became /k/. There were misformation in the initial position of the word.
In sentence :
a. Chief harris needs to speak to you.
/ʧi:f/ : correct
b. /si:f/ harris needs to speak to you : incorrect Twelve students pronounced the term incorrectly. The word Chief supposed to be pronounce as / ʧi:f/. but students pronounced it as /si:f/ . Students changing sound /ʧ/ became /s/. There were misformation in the initial position of the word.
In sentence :
a. It smells like cherries and vanilla
. /ʧeri:z/ : correct
b. It smells like /seri:s/ and vanila : incorrect There was 1 students made error in pronouncing the word cherries. The word of Cherries supposed to be pronounce as /ʧeri:z/. but students pronounced it as /seri:s/ . Students changing sound /ʧ/ became /s/. There were misformation in the initial position of the word.
In sentence :
a. I like cheese but you like chocolate.
/’ʧᴐ:klәt/ : correct b. I like cheese but you like /’kᴐ:klәt/ : incorrect There was 1 students made error in pronouncing the word chocolate. The word of Chocolate supposed to be pronounce as /’ʧᴐ:klәt//. but students pronounced it as /’kᴐ:klәt/ . Students changing sound /ʧ/ became /k/. There were misformation in the initial position of the word.
Middle Position In sentence:
a. There is no greater riches than health /rɪʧɪz/ : correct
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b. There is no greater /rices than health : incorrect
Seven students pronounced the term incorrectly. The word riches supposed to be pronounce as /rɪʧɪz/. but students pronounced it as /rices/ . Students changing sound /ʧ/
became /s/. There were misformation in the middle position of the word.
In sentence :
a. I cook in the kitchen.
/ˈkɪʧɪn/ : correct b. I cook in the /kicen/ : incorrect
Fifteen students pronounced the term incorrectly. The word kitchen supposed to be pronounce as /ˈkɪʧɪn/. but students pronounced it as /kicen/ . Students changing sound /ʧ/
became /c/. There were misformation in the middle position of the word.
In sentence :
a. Even our butcher is fine women.
/ˈbʊʧә(r)/ : correct
b. Even our bather/, /baher/ is fine women : incorrect
Two students pronounced the term incorrectly. The word butcher supposed to be pronounce as /ˈbʊʧә(r) /. but students pronounced it as /bather/, /baher/. Students changing sound /ʧ/ became /t/,/h/. There were misformation in the middle position of the word.
In sentence :
a. French fries and ketchup.
/’keʧәp/ : correct b. French fries and /kekәp/ : incorrect
There was 1 students made error in pronouncing the word ketchup. The word ketchup supposed to be pronounce as /’keʧәp/. but students pronounced it as ’/kekәp/. Students changing Sound /ʧ/ became /k/. There were misformation in the middle position of the word.
Final Position:
In sentence :
a. See a keeper catch a ball.
/kæʧ/ : correct
b. See a keeper /kats/, /keʤ/, /kæʤ a ball : incorrect
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Four students pronounced the term incorrectly. The word catch supposed to be pronounce as /kæʧ/. but students pronounced it as /kats/, /keʤ/, /kæʤ/. Students changing sound /ʧ/ became /t/,/s/. There were misformation in the final position of the word.
b) Error Misformation affricate sound /ʤ/
Initial Position : In sentence :
a. I love ginger /ʤɪnʤәr/ : correct b. I love /gingәr/ : incorrect
Four students pronounced the term incorrectly. The word ginger. supposed to be pronounce /ʤɪnʤәr/, but students pronounced it as /gingәr/. Students changing sound /ʤ/
became /g/.There were misformation in the initial position of the word.
Middle position In sentence :
a. I’m vegetarian because i like vegetable.
/vɜʤәtәbl/ : correct b. I’m vegetarian because i like /vɜgәtәbl/ :
incorrect
Six students pronounced the term incorrectly. The word vegetable supposed to be pronounce’/vɜʤәtәbl/ but students pronounced it as /vɜgәtәbl/. Students changing sound /ʤ/ became /g/.There were misformation in the middle position of the word.
In sentence :
a. I’m vegetarian because i like vegetable /veʤә’teriәn/
b. I’m /,vegә’teriәn/ because i like vegetable : incorrect
Five students pronounced the term incorrectly. The word vegetarian supposed to be pronounce /veʤә’teriәn/ but students pronounced it as /,veg ә’teriәn/. Students changing sound /ʤ/ became /g/.There were misformation in the middle position of the word.
Final position:
In sentence :
a. I managed to cadge some money off my dad /kæʤ/ : correct
b. I managed to /kæʧ/, /caʧ/ some money off my dad : incorrect
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Sixteen students pronounced the term incorrectly. The word cadge supposed to be pronounce /kæʤ/.but students pronounced it as /kæʧ/, /caʧ/. Students changing sound /ʤ/
became /ʧ/, There were misformation in the final position of the word.
In sentence :
a. That is a long message
/’mesɪʤ/ : correct
b. That is a long /messeʧ/, /messes/ : incorrect Seven students pronounced the term incorrectly. The word message supposed to be pronounce /’mesɪʤ/ .but students pronounced it as /messeʧ/, /messes/. Students changing sound /ʤ/ became /ʧ/ and /s/, There were misformation in the final position of the word.
In sentence :
a. He is very large.
/lɑ:rʤ/ : correct b. He is very /lɑ:rʧ/ : incorrect
Five students pronounced the term incorrectly. The word large supposed to be pronounce /lɑ:rʤ/ .but students pronounced it as /lɑ:rʧ/. Students changing sound /ʤ/
became /ʧ/, There were misformation in the final position of the word.
In sentence:
a. I prefer to live on the edge.
/eʤ/
b. I prefer to live on the /eʧ/ : incorrect
Seven students pronounced the term incorrectly. The word edge supposed to be pronounce /eʤ/ .but students pronounced it as /eʧ/. Students changing sound /ʤ/ became /ʧ/, There were misformation in the final position of the word.
3) The Dominant Error in Pronouncing English Consonants fricative : /f/, /v/ and affricate : /ʧ/, /ʤ/.
The researcher also found the dominant errors made by student in pronouncing English consonant namely error misformation in fricative sound /v/ and error misformation in affricate sound /ʤ/. Error misformation in fricative sound /v/, They made errors in all position (initial, middle and final) the words are as follows: vast, veal, vehicle, very, vanila, vine, invest, divide, every, save, wave, leave, love, have, live. Students changing sound v became sound /f/ . While error misformation in affricate sound /ʤ/, they made errors in all position (initial,middle,final) the words
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are as follows jug, vegetable, Ginger, vegetarian, cadge, edge, large, Message. Students changing sound /ʤ/ became sound /g/
and /ʧ/.
B. Discussion.
This chapter deals with some discussion of the kinds of errors and the dominant errors made by the third semester students at English department of Universitas Muhammadiyah pare-pare.
1. Kinds of Error in pronouncing English consonant of fricative:
/f/, /v/ and affricate /ʧ/, /ʤ/.
Dulay in Putri (2019:11) has distributed pronouncing errors into omission, addition, misformation, and misordering. Beginning with the idea, researchers had discovered various kinds of pronunciation errors made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare. The data were obtained from students that had been as the sample. Then, those were distributed the same way into those four types of errors.
As one of the objectives of this research was to find out the kinds error in pronouncing English consonants made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare, the findings of errors that were found were explained from omission and misformation.
Omission is one kind of error which deals with removing the sound of the word. The researcher found that there are still
errors made by the students in this research and the students made omissions in the initial and final of the word. Students do not pay attention to the word and just say it, they forget how it is pronounced so that letters that are in the initial and final of the word not pronounced and it happens to the error omission in affricate sound /ʤ/. Error misformation is the wrong form of elements when mentioning the word, from the analysis, the researcher found that there were some errors made by students that were error misformation in fricative sound /f/, /v/, error misformation in affricate sound /ʤ/ and /ʧ/. All the sound /f/
became /v/ or sound /v/ become /f/ in affricate sound ʤ/ and /ʧ/ did the same too. The students tend to made errors in the initial, middle, and final of the word. In line with the previous study Putra (2019) that students still make errors in pronouncing the words in fricative sounds. The students were still not able to pronounce correct words. They pronounced using their feeling and they didn't know how to correct them right pronunciation in line with Rahmawati (2017) that students made error in pronouncing consonant nevertheless don't understand to articulate that word either the pupils nevermore listen the word earlier.