The Types of Error on Pronunciation
Error in Performance
The vowel /ə/ replaced with vowel /ʌ/ by twenty-three out of thirty students in "organization" is the correct pronunciation /ɔː.gə n.a ɪˈzeɪ.ʃən/. In the same case (voiced and voiceless sound), the voiceless consonant /v/ was replaced with voiceless consonant sound /f/ in. This occurs because the sound /ӕ/ did not exist in Indonesian pronunciation, and the Indonesian pronunciation for "international" is /international/ and it is almost the same with students' pronunciation/.
The diphthong /əʊ/ was replaced by the vowel /ɔ:/ by twenty out of thirty students in "whole" /həʊl/ and twenty students also replaced the diphthong /əʊ/ with the vowel /ɔ:/ in "Hole" /hɔʊl/, because these two words have the same pronunciation. A significant finding about /ʧ/, fourteen students also replaced the sound /ʧ/ with /t/ in the “feature” /ˈfiː.tʃə r / with different pronunciations. In the other word "future" /fjuː.tʃə r /, sixteen out of thirty students replaced the sound /ʧ/ with /t/ also with different pronunciations.
A student did not insert the /h/ sound in the first sound, but still changes the /o/ sound to /ʌ/ and the /e/ sound to /ə/ “/ʌ.nəst/ while the correct pronunciation is /' n. ɪst/. They insert the /r/ sound in the first syllable, while the correct pronunciation is /mɔː.nɪŋ/. The /r/ sound in the word "morning" is dropped or read as a small sound, but most students read it as a soft /r/ sound.
In the word "wandered" /ˈwɔː.kd/, 27 students insert consonant "l" in the first syllable, /w l.kəd/. We would not know if there is sound /ə/ in the middle of the word if we do not listen carefully from native speakers or. Twenty-one students omitted the sound /ɪ/ in "face", /feɪs/ and two students omitted the sound /e/.
Twenty-three students omitted the sound /ə/ in “environment”, /ɪnˈvaɪ ə .rə n.mənt/, there is a sound /ə/ in the middle of the sound of the word. In the different cases, some students shortened the English vowel because they inserted a sound that shouldn't be there, and lengthened the English vowel because they left out a sound that should be in that word. Thirty students shorten the long vowel /ɔ:/ in "morning", /ˈmɔː.nɪŋ/ because they insert a consonant /r/ after /ɔ/.
Error in Competence
Five students pronounce “feature”, /ˈfiː.tʃə r / as / fju:ʧər/, while this is the pronunciation or transcription of “future”. Students were confused by the use of –ed in the past tense, as in walked /ˈwɔː.kd/, 15 out of 30 students pronounce it as /ˈw l.kəd/. They did not know what the words + ed should be pronounced thickly or clearly and the words should be pronounced rarely.
The frequency of Error in Pronunciation
The data were taken from "Analysis of pronunciation error data of eighth grade students of SMA Bakti Ponorogo". There are thirty students who make this type of mistake in their pronunciation, while the total number of students is thirty students. There are also 30 students who have made this type of mistake and the total number of students is 30 students.
In omitting the sound of English, 30 students also made this type of mistake, with the total number of students also 30 students. It means that all students have left a sound that must be pronounced in the word. It means that all students did not pay attention to long and short English vowel sounds.
From the disorder of English sound and grammatical inference error, there are 23 students, it is average if there are 23 students who make mistakes in competence in their speaking test. This is because the students did not know how to pronounce that word and they did not know how the word + ed in the past tense. There are 22 students who make mistakes in this area, while the total number of students is 30 students.
From the calculation of the error's frequency above, the error in performance has the highest percentage or amount in SMA Bakti Ponorogo, but error in competence also has a high percentage or amount, 76.6. The researcher can conclude that the students still less in practice and study about pronunciation, and the students also lack knowledge about phonetic transcription. This shows that the students still find it difficult to pronounce English words with good pronunciation according to the dictionary transcription.
The Causes of Error
- The students find difficulty in pronouncing English words
- The students less of knowledge in pronunciation
- The interlingual error: mother tongue influence
- Context of Learning
In the classroom, they only practice the pronunciation of English words, and even more so, they almost converse in Indonesian with the teacher or friends in the classroom. The researcher assumes that pronunciation errors are highly facilitated by students/people who have less knowledge or understanding of English. So, if students want to have good pronunciation, they need to learn about aspects of pronunciation, phonetic transcription, listen to native speakers and practice as often as possible.
Basically, the students were not familiar with the target language and some students assume that the pronunciation of the English language is similar to the Indonesian language. The students should know the differences between Indonesian and English in pronunciation, and the teacher should explain and explain more about accent, articulation and alphabet in Indonesia and English. So the students can distinguish the Indonesian pronunciation from the English pronunciation and they can change their accent and their assumptions about the English pronunciation.
Based on the observation and interview of eighth grade students of SMA Bakti Ponorogo with the code: (01/O/15-V/2015, 01/I/21-V/2015, and 07/I/21-V/2015) , they say if the teacher's knowledge of pronunciation is very good, her pronunciation in teaching English is also good (clear, easy to follow and has good accent), but they say if the teacher uses the method of "explanation". The researcher also observes whether the teacher uses the explanation method in teaching English. It is suggested that teachers provide in-depth explanations of pronunciation, phonetic transcription, often giving listening lessons to students, and make students actively speak English in class to reduce student errors.
For example, in the English class, the teacher uses the "explanation" method, it will make the students less active to speak English and not develop their pronunciation. Supposedly, teachers need to give students more time to practice speaking English in and out of the classroom so that students feel habitually speaking English or, by listening to English pronunciation from native speakers, in the listening class. In addition, the teacher should use different methods that are suitable for the students so that the students do not get bored.
The teacher must also build students' motivation in learning and a good atmosphere in the. The students may practice less to pronounce English because they don't understand the material (English pronunciation), or they don't like English, especially with regard to pronunciation or maybe their environment is not supportive of speaking English . Or at least at the classroom during English lessons they actively talk to the teacher or their friends using English.
Conclusion
