APPLICATION OF ENGLISH PROGRAM AT IAIN PAREPARE

Thesis Title: Analyzing students' error in pronouncing minimal pair words using Praat Application of English Program in IAIN Parepare. Based on the consultant's diploma: Dean of the Faculty of Tarbiyah Certificate Number: In. Thesis Title: Analyzing students' error in pronouncing minimal pair words using Praat Application of English Program in IAIN Parepare. Based on the consultant's diploma: Dean of the Faculty of Tarbiyah Certificate Number: In. Alhamdulillah, all praises are due to Allah, the only power, the Lord of the universe, the Lord of the judgment day, the almighty God, for all the blessings and mercies, so the researcher was able to complete this thesis entitled "To analyze the mistakes of the students in Pronunciation of minimal pair words using the Praat application of the English program in IAIN PREPARE”.

Thesis Title: Analysis of Student's Pronunciation Error of Minimal Word Pairs Using Praat Application of English at IAIN Parepare. Analyzing student error in pronouncing minimal word pairs using Praat Application of English by IAIN PAREPARE.

INTRODUCTION

Research Question

What mistakes are most commonly made by students of the English program of IAIN Parepare when pronouncing minimal pair words after analysis using the PRAAT application. What are the causes of errors that students of the English program of IAIN Parepare make in pronouncing minimal pairs of words.

Objective of the Research

Significance of the Research

REVIEW OF RELATED LITERATURE

Some Pertinent Ideas

Avery and Erlich observed that consonants involve a constriction in the mouth, which causes some obstruction to airflow. On the other hand, an oral consonant requires the nasal valve to be closed, such as the (s) sound. Words that have two or more syllables have one accent, the accent can be at the beginning, middle or end of the word.

One of the purposes of pronunciation is to pronounce English correctly so that it can be understood by the listener. According to the linguist Corder assumed that errors were the result of interference in the learning of a second language by the habits of the first language. This wrong perception has become one of the aspects that cause mistakes in second language learning.

There is a class of developmental errors that arise from a poor understanding of the dictation of the target language.

Conceptual Framework

From the conceptual framework, the research knew the pronunciation errors of the English program, especially in the pronunciation of minimal word pairs, which consist of word drilling in consonants and vowels. The analysis would be carried out using the PRAAT application for identifying pronunciation errors of English program students. The sample of this research is the sixth and eighth semester students of the English program at IAIN Parepare, and the focus of this research is to analyze students' errors in pronunciation of consonant and vowel in minimal pairs of words using the PRAAT application and to identify the causes of student's error in the pronunciation of minimal double words.

The Research Design

Location and Duration of the Research

Focus of the Research

All the participants, 18 students, pronounce the consonant sounds /k/ - /g/ in the words "back" and "back" incorrectly. All the students in the English program in IAIN Parepare have the same mistake in pronouncing "Ice - Eyes". All students on the English program in IAIN Parepare have the same mistake in pronunciation.

There are 6 students from the sixth semester and 5 students from the eight semester who made a pronunciation error. There are 6 students from the sixth semester and 8 students from the eighth semester who made a pronunciation error. There are 9 students from the sixth semester and 8 students from the eight semester who made a pronunciation error.

There are 8 students from the sixth semester and 7 students from the eight semester who made a pronunciation error. Of all the participants, 9 students mispronounced vowel /ɪ/ - /e/ in the word "chick" and "check". There are 5 students from the sixth semester and 4 students from the eight semester who made a pronunciation error.

There are 5 students from the sixth semester and 8 students from the eighth semester who have made pronunciation mistakes. There are 8 students from the 6th semester, and 9 students from the eighth semester have made pronunciation mistakes. There are 6 students from the 6th semester, and 7 students from the eighth semester have made pronunciation mistakes.

Types of Source Data

Instrument of the Research

There are 10 students from the 6th semester, and 8 students from the eighth semester have made pronunciation mistakes. The students who made pronunciation mistakes from the sixth semester were 9 students, they were: Respondent 1, Respondent 2, Respondent 3, Respondent 4, Respondent 5, Respondent 6, Respondent 7, Respondent 8, Respondent 9. Then 9 students from eight semesters , they were: Respondent 1, Respondent 2, Respondent 3, Respondent 4, Respondent 5, Respondent 6, Respondent 7, Respondent 8, Respondent 10 who made pronunciation mistakes.

The table above shows that students of the English program experienced difficulties in pronouncing the consonant s/z, in which the most errors occur (90%). Then there were 8 students from the eight semesters: Respondent 1, Respondent 2, Respondent 4, Respondent 5, Respondent 7, Respondent 8, Respondent 9, Respondent 10 who made pronunciation errors. There are 9 sixth semester students and 10 eighth semester students who made a pronunciation error.

There are 8 students from the sixth semester and 10 students from the eighth semester who made mistakes in pronunciation. Then, 8 students from the eight semesters, they were: Respondent 3, Respondent 4, Respondent 5, Respondent 6, Respondent 7, Respondent 8, Respondent 9, Respondent 10 who made pronunciation mistakes. There are 6 students from the sixth semester and 10 students from the eighth semester who made mistakes in pronunciation.

Then there are 9 students from eight semesters, they were: Respondent 1, Respondent 3, Respondent 4, Respondent 5, Respondent 6, Respondent 7, Respondent 8, Respondent 9, Respondent 10 who made pronunciation mistakes. Then there are 9 students from eight semesters, they were: Respondent 1, Respondent 2, Respondent 3, Respondent 5, Respondent 6, Respondent 7, Respondent 8, Respondent 9, Respondent 10 who made pronunciation mistakes. Then 7 students from eight semesters: Respondent 2, Respondent 3, Respondent 4, Respondent 6, Respondent 7, Respondent 8, Respondent 10 made pronunciation mistakes.

Procedures of Collecting Data

Techniques of Data Analysis

FINDINGS AND DISCUSSIONS

Description of the Research

The explanation and the previous figure show that most of the errors are in the consonant sound /f/ and /v/ in the words “safe” and “save”. There are 8 sixth semester students and 10 eighth semester students who make pronunciation errors according to the correct transcription and analysis by the PRAAT application. All participants, 18 students, mispronounce the consonants /z/ - /ð/ in the word “breeze” and “breathe”.

Whereas, 8 students out of the eight semesters, they are: Respondent 2, Respondent 4, Respondent 5, Respondent 6, Respondent 7, Respondent 8, Respondent 9, Respondent 10 who made a pronunciation error. There are 9 students from the sixth semester, and 9 students from the eighth semester who made a pronunciation error according to the correct transcript. Then, out of the eight semesters there were 4 students, they were: Respondent 4, Respondent 5, Respondent 8 and Respondent 10 who made pronunciation mistakes.

Out of all the participants, 18 students mispronounce the consonant sound /ɔ:/ - /əʊ/ in the word "catch" and "coat".

Table 4.1 Percentage of Error Pronunciation in Consonants

Findings through the Pronunciation Test

Findings through the Interview

Discussion of Research Result

The Description of the Mostly Minimal Pair Error
Explanation about the Causes of Errors Made by Students

The description of the explanation below was from the result of the students' pronunciation tests, the interview sessions and the researchers' analysis. Description of mostly minimal pair error made by students Based on the results of the study, it is known that the sound of consonants and based on the results of the study, it is known that the sound of consonants and vowels have many of the errors in the minimal pair words made by students. The total number of students who mispronounced these sounds was 19 students, where most students do not distinguish between voiced and voiceless sound at the end of the sound.

In the vowel sound, based on the results of the pronunciation test, it was found that the sound that was in the first place as the most common error in students' pronunciation was the sound /ɔ:/ and /əʊ/ in the word "caught" and " coat". This kind of mistake can happen because of students' lack of knowledge to understand the rules of pronouncing sounds and students' daily activities affected their English pronunciation skill.64 Therefore, the students still got confused and made some mistakes made when they pronounced the sound that did not exist in their native language. After analyzing the result of the interview session, the researcher got information about the causes of mistakes made by students of the English program in pronouncing minimal pair words.

Finally, students also made an error in the vowel and consonant sounds /ɔ:/, /ɜ:/, and /z/ due to the sounds /ɔ:/ and /ɜ:/. In other words, an error occurs because of differences between the learner's native language and the target language. On the findings of the above interview, the researcher already mentioned that almost all the respondents included in this study stated that pronunciation is one of the difficult topics.

The conclusion is based on the findings and discussion of the research and the proposal deals with some ideas given by the researcher. Interlingual error occurred due to the negative transfer from the source language to the target language. The spelling error analysis of the written Persian essays of Russian adult learners of Persian.

CONCLUSION AND SUGGESTION

Suggestion

The lecturer gives motivation, attention, guidance and a good technique to the English Program students in pronouncing English words that consist of English consonant and vowel sounds, because they are really needed by students to learn how to pronounce English sounds, especially . . This research is not perfect enough to overcome the problems of students who have made mistakes in pronouncing minimal word pairs consisting of English consonant and vowel sounds. Pronunciation problems: A case study of English language students at Sudan University of Science and Technology.

Consonant pronunciation errors by Indonesian, Ga Yo, and Acehnese learners of English as a foreign language. Final Consonant Clusters Indonesian Learners' Simplification of English and Its Comprehensibility in International Context. 8 Wealth / Edges rice/ridʒes rice/ridʒes rice/ridʒes rice/ridʒes ridʒes/ rice ricis/ridʒes 9 Feeling / Filling.