an error analysis of english pronunciation - Universitas Bosowa

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AN ERROR ANALYSIS OF ENGLISH PRONUNCIATION AT THE SECOND YEAR STUDENTS

OF SMPN 8 MAKASSAR

SKRIPSI

By

KARYATI RUMAGUTAWAN NIM 4514101013

ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS BOSOWA MAKASSAR 2018

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AN ERROR ANALYSIS OF ENGLISH PRONUNCIATION AT THE SECOND YEAR STUDENTS

OF SMPN 8 MAKASSAR

SKRIPSI

Submitted to the Faculty of Teacher Training and Education in Partial of Fulfillment of the Requirements for the Sarjana Degree

By

KARYATI RUMAGUTAWAN 4514101013

ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS BOSOWA MAKASSAR 2018

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iv ABSTRACK

Karyati Rumagutawan. 2018. An Error Analysis of English Pronunciation at the Second Year Students of SMPN 8 Makassar. Skripsi. English Education Department. (Supervised by A. Hamzah Fansury and Hj. Restu Januarty).

The aims of this study was to know the errors of English pronunciation on vowels especially in short and long vowels made by the second year students at SMPN 8 Makassar.

This study employed descriptive qualitative design. The population consists of 15 classes, numbered 540 students. The sample consist of 1 class namely class VIII.9 which consist of 34 students. The data collected by using reading paragraphs. Data analyzed by using Oxford Learne‟s Pocket dictionary by Victoria Bull.

The result of this research showed that majority students of SMPN 8 Makassar made errors pronunciation on short vowel [I]. The average of the students made those errors was 88.89%. most of the students made errors in subtituting long vowel for short vowel, substituting short vowel for long vowel, and they also pronounced English words as written.

Keywords: error, analysis, pronunciation, vowels.

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v ABSTRAK

Karyati Rumagutawan. 2018. An Error Analysis of English Pronunciation at the Second Year Students of SMPN 8 Makassar. Skripsi. English Education Department. (Dibimbing oleh A. Hamzah Fansury dan Hj. Restu Januarty).

Penelitian ini bertujuan untuk mengetahui kesalahan pengucapan bahasa inggris pada bunyi vokal khususnya vokal pendek dan vokal panjang yang dilakukan oleh siswa kelas VIII di SMPN 8 Makassar.

Penelitian ini menggunakan descriptive qualitative. Populasi terdiri dari 15 kelas yang jumlah 540 siswa. Sampel terdiri dari 1 kelas yaitu kelas VIII.9 dengan jumlah 34 siswa. Data diperoleh melalui tes membaca paragraf. Data dianalisis menggunakan kamus Oxford Learner‟s Pocket oleh Victoria Bull.

Hasil penelitian ini menunjukkan bahwa sebagian besar siswa SMPN 8 Makassar membuat kesalahan pengucapan pada vokal pendek [I]. Rata-rata siswa membuat kesalahan sekitar 88.89%. sebagian besar siswa membuat kesalahan dalam mengganti vokal panjang untuk vokal pendek, vokal pendek untuk vokal panjang dan mereka juga mengucapkan kata-kata bahasa inggris seperti tulisannya.

Kata kunci: kesalahan, analisis, ucapan, vokal

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ACKNOWLEDGEMENT

All the praises are only for Allah SWT, the almighty God. May peace and blessing of Allah be upon to our prophet Muhammad SAW upon his families and his followers. It part of Allah‟s mercy that the writer was able to finish in writing this skripsi. This is submitted as one of the requirement for completing study at English Language Education Department Faculty of Teacher Training and Education Bosowa University Makassar.

The writer realized that this skripsi would never been completed without assistance of a number of people. Therefore, the writer would like to express deep appreciation and thanks to the people who have helped and involved in completing the skripsi.

The writer realizes that from the begining until the end of writing this skripsi, the writer got many invaluable assistance and supports from agreat number of people. Therefore, the writer gives grateful appreciation to Dean of Faculty of Teacher training and Education Dr. Asdar, M.Pd and Head English Education Department Ulfa Syam, S.S., M.Pd.

The deepest thanks the writer would like to say to both of the supervisor: A.Hamzah Fansury, S.Pd., M.Pd as the first supervisor and Hj.Restu Januarty, S.Pd.I., M.Pd as the second supervisor, for spending a lot of their time to guiding the writer form the beginning until the ending part of this skripsi, giving helpful comments, corrections, suggestions, and facilitating the writer in completing this research.

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The writer gives grateful appreciation to the Head master of SMPN 8 Makassar Ruslan, S.Pd., M.M, Adriana, S.Pd., M.Pd.I as the English Teacher of SMPN 8 Makassar, and all of the students of SMPN 8 Makassar who have appreciated me during the research.

Particularly and especially the writer says sincere thanks to my parents, H. Udin R. and Hj. Rohayati R., my brother Firman R, S.Pd, my sisters Sitria R, A.Md.Keb and Sutri R, S.Kep, and for all the sacrifices and blessings that have been given for the success of the writer.

The writer also expresses thanks to Ms. Anna because of her motivation and help, the writer intended to start the stage of writing this skripsi for the first time and thanks to my seniors Mr. Didin, Ms. Vira and Ms. Fany, And all of my friends Mitra, Ms. Ketty, Ms. Monik, Vinna, Alya, Anto who always being when the writer needs and also for all friends who could not mention one by one.

The writer sure if this skripsi is still far from perfection, for this reason the writer really respects the readers‟ critics and suggestion in improving this skripsi. The writer hopes this skripsi can help the readers in the future. Finally, the writer hopes this paper provides many benefits. May Allah SWT always give mercy to us.

Makassar, August 2018

Karyati Rumagutawan

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TABLE OF CONTENT

PAGE OF TITTLE i

APPROVAL SHEET ii

PERNYATAAN iii

ABSTRACK iv

ABSTRAK v

ACKNOWLEDGEMENT vi

TABLE OF CONTENT viii

LISTS OF TABLE xi

LISTS OF APPENDIX xii

CHAPTER I: INTRUDUCTION 1

A. Background 1

B. Research Question 3

C. Objective of the Research 3

D. Significance of the Research 4

E. Objective of th Research 4

CHAPTER II: REVIEW OF RELATED LITERATURE 5

A. Previous Related Findings 5

B. The General Concept of Pronunciation 7

1. Definition of Pronunciation 7

2. Kinds of Prounciation 8

3. Aspects of Pronunciation 9

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C. Definition of Error 24

D. Error Analysis 25

1. Definition of Error Analysis 25 2. Distinction Between Error and Mistake 27

E. Sources of Error 27

1. Intrelingual Transfer 28

2. Intralingual Transfer 29

3. Contextual of Learning 29

4. Communication Strategies 30

F. Conceptual Framework 30

CHAPTER III: RESEARCH METHOD 32

A. Research Design 32

B. Location and Time of the Research 32

C. Population and Sample 32

D. Research Instrument 33

E. Technique of Collecting Data 34

F. Technique of Data Analysis 34

CHAPTER IV: FINDING AND DISCUSSION 36

A. Finding 36

B. Discussion 46

CHAPTER V: CONCLUSION AND SUGGESTION 48

A. Conclusion 49

B. Suggestion 50

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x

BIBLIOGRAPHY 52

APPENDICES 54

BIOGRAPHY 65

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LISTS OF TABLE

Table Page

Table 4.1 Substitution errors of short vowel [I] 37 Table 4.2 Substitution errors of short vowel [ʊ] 38 Table 4.3 Substitution errors of short vowel [ʌ] 38 Table 4.4 Substitution errors of short vowel [ɒ] 39 Table 4.5 Substitution errors of short vowel [æ] 40 Table 4.6 Substitution errors of short vowel [i:] 41 Table 4.7 Substitution errors of short vowel [u:] 42 Table 4.8 Substitution errors of short vowel [ɑː] 43 Table 4.9 Substitution errors of short vowel [ͻː] 44 Table 4.10 Substitution errors of short vowel [зː] 44 Table 4.11 Dominant error of short and long vowel 45

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LISTS OF APPENDIX

Table Page

Appendix 1 Research instrument 55

Appendix 2 Reading test 56

Appendix 3 Substitution errors of short vowels 57 Appendix 4 Substitution errors of long vowels 59

Appendix 5 Pictures of the research 63

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1 CHAPTER I INTRODUCTION

This chapter discussed about background, research question, objective of the research, significance of the research, and scope of the research.

A. Background

As one of language components, pronunciation needs to known by the students. But the reality, Indonesian learners could not produce English word correctly. They get confused when producing English words.

It is because there are differences between Bahasa Indonesia and English. The first is differences in the number of vowel sounds. Bahasa Indonesia have five vowel sounds namely /i/, /u/, /o/, /a/, and /e/ while English have twelve vowel sounds; /i:/, /ɪ/, /e/, /æ/, /ʌ/, /ɑ:/, /ɒ/, /ɔ:/, /ʊ/, /u:/, /ɜ:/, and /ǝ/. The second is English is known as inconsistent language. For example word good this word should be pronounced as /gʊd/. Contrary, Bahasa Indonesia is consistent language, the way words are spelling is the way to be pronounced. For example tadi it should be pronounced /tadi/.

Having a good pronunciation is important for learners. It will facilitate them in improving their ability to speak. The students should be able to pronounce the sounds easily understood by others. However, pronouncing the English sounds is not easy. This problem is due to the

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fact that most of English sounds do not exist in the Indonesian language.

Moreover, mother tongue also affected to their English pronunciation.

Therefore, pronunciation of English should be practiced by the students.

Students may not know how to pronounce the sounds or particular sounds of English in natural speech, sounds combination on with putting particular sounds in particular position. They may also have trouble in differentiate two words which have slightly similar sounds. Those difficulties faced by students are what become mistakes or errors.

In learning process, making errors is natural. Error is lack of learner of mature language performance. It may appears when learners have not acquire the foreign language rules. Analyze of students errors are very important, students will know their difficulty to pronounce words correctly, they also will earlier realize their lack.

Error analysis is one type of linguistics study that focuses on the errors made by the students. By doing errors analysis, one can determine the learners mastery level of language system from the errors that learners commit, besides determining the kinds of errors and construct for remedial teaching. Furthermore, Boyer (2014) stated that systematically analyzing errors made by language learners make it possible to determine areas that need reinforcement in teaching. Moreover, it is also important for the learners to become aware of the differences between their native language and second language during the learning process.

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From the explanation above, the researcher conclude that although the students has English subject at school, most of them often make errors especially in producing English words. It is because there are some differences between Bahasa Indonesia and English, for example of the differences are in vowel sounds, and consistent language is Bahasa Indonesia, and then inconsistent language is English, like the researcher explained before. Its make the students get confused and making errors when producing English words.

Based on the problems above, the researcher is interested in conducting research entitled “An Error Analysis of English Pronunciation at the Second Year Students of SMPN 8 Makassar”.

B. Research Question

Based on the background above, the researcher concludes the following research question:

What errors of English pronunciation on vowels are made by the second year students at SMPN 8 Makassar?

C. Objective of the Research

In line with what has been state of research question, this study try to obtain the English pronunciation errors on vowels made by the second year students at SMPN 8 Makassar.

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D. Significance of the Research

The result of the research is expected to be useful for students, teachers, and other researchers.

1. Students

The students know their pronunciation errors and they try to eliminated their errors in order to can improve their ability to pronounce English vowel.

2. Teachers

This resulted to be useful for English teachers to improve their teaching pronunciation. Moreover, by knowing the students errors, they can help their students to solve their problem especially in vowels of pronunciation.

3. Other researchers

It also expected to other researcher to improve their knowledge as reference which beneficial and useful to conduct further research.

E. Scope of the Research

The scope of the research is focused on English pronunciation skill.

The researcher can elaborated the data about English pronunciation errors on vowels especially in short and long vowels that made by the second year students through reading test.

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CHAPTER II

RIVIEW OF RELATED LITERATURE

In this chapter, the researcher discussed about previous related findings, the general concept of pronunciation, definition of error, error analysis, and sources of error.

A. Previous Related Findings

There are some previous studies which are similar or related to this research. Here the researcher presents three of the studies. These studies are:

Ghopur (2008) in his thesis entitled “Error Analysis on Students’

Speaking Performance (a Case Study at Second Year Students of SMK (Vocational high School) Permata 2 Bogor)” the purpose of this study is to investigate any errors in students‟ pronunciation at segmental phonemes at second year students of Vocational High School (SMK) of permata 2 Bogor. The researcher use qualitative method to describe the result of this research. The researcher found that there were 56 errors made by 23 students or 92% students made error in pronunciation. The researcher suggested some solutions as the alternative ways for overcoming the problem such as class program activities, or extracuricular activities for students.

Rohmah (2013) in her thesis entitled “Error Analysis on Mispronunciation of Spoken Language Made by Students at the First

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6 Semester of English Department of SebelasMaret University in the Academic Year 2013/2014”. She has done her research and finds that the errors made by the students based on segmental and suprasegmental phoneme. Segmental phoneme classified into two types; error in vowel and consonant, then suprasegmental classified into errors in stress, errors in linking and error in assimilation. From her research, she found 894 total errors consisting of 38 or 60.18% errors in vowel, 15 or 17.34%

error in consonant, 57 or 6.37% error in stress, 47 or 5.26% error in linking, and 97 or 10.85% error in assimilation. The factor causing errors are; (1) interlingual transfer and (2) intralingual transfer.

Prayogo (2013) in his research entitled “An Analysis of Pronuciation Errors Made by Indonesian Singer in Malang in Singing English Songs”.

The researcher counted that there are 506 pronunciation errors out of the 2,569 words (19.69%) made by the Indonesian singers in singing the English songs. It was revealed that there were three kinds of pronunciation errors. It was found that there were 226 errors in consonant pronunciation made by the singers (44.66%). It was also found that there were 186 vowel errors (36.76%), and the last were 94 diphthong errors (18.58%).

Based on several previous studied above, the researcher conclude that this research and earlier research have differences. The differences of both is, this research about English pronunciation errors on vowel made by the students. The researcher only wanted to know the most dominant errors on vowels especially in short and long vowels.

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Meanwhile, the first previous study above focused on students‟

pronunciation at segmental phonemes. the second, analyzed about mispronunciation based on segmental and suprasegmental phoneme and also factors of causing errors, And the last research focused on kinds of pronunciation errors.

So, the researcher believes that it was differented from her research. She concerns on the students‟ errors in pronouncing English vowels. By analyzing vowels errors, the researcher believes that it can gave many advantages for learners to be aware of some letter that can make them misunderstanding with another speaker.

B. The General Concept of Pronunciation

1. Definition of Pronunciation

According to Oxford Pocket Learner’s Dictionary (2008:352) pronunciation is „the way in which a language or a particular word or sound is spoken‟. Pronunciation is one of the most important aspects in learning the language, especially in speaking skill. Slight different in pronunciation may have different meaning. That is why, pronunciation is very important in order to do spoken communication.

Boyer (2014), Pronunciation is an essential part of speaking (oral communication). It involves making correct sounds of a particular language, as well as how the sounds are put together in the flow speech (not just in isolated words). A necessary part of intellingible pronunciation

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in English also involves knowing how to stress words correctly and how to use intonation appropriately.

Kosasih (2017) stated that pronunciation is essential for speaking and understanding spoken English well. According to Gilakjani (2012), understandable pronunciation is one of the basic needs for learners' competence. Pronunciation is one of the most important attributes of language teaching and learning and some English as a Foreign Language (EFL) teachers and learners have serious problems with pronunciation.

Based on some of the definition above, the researcher conclude that pronunciation is one of the most important aspect in learning English language and also essential part of speaking (oral communication). slight different pronunciation may have different meaning.

2. Kinds of pronunciation

Yapping in R, Rismayana (2017:11) there are three kinds of pronunciation, namely:

a. Native pronunciation

Native pronunciation is the way of expressing words by native speaker. The style of this pronunciation is a typical ona that in countries where English is used as mother tongue.

b. Native like pronunciation

Native like pronunciation is the way of expressing by non-native speaker that should like native one. The style of this pronunciation is

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usually found in the countries where English is though and learned as second language.

c. Non-Native like pronunciation

The English pronunciation, which involves in the category, is used as foreign language. The learners and the languages user find it very difficult to use native like pronunciation. They use their own ability to pronounce the words as it is. We can find the pronunciation like this in, any countries in Asia.

In all situations, those three categories have a great influence to the students who learn English pronunciation to develop oral skill but a serious problem is about the native pronunciation. The foreign language learners of English find it difficult to pronounce like native pronunciation.

3. Aspects of pronunciation

Kelly (2009) The main features of pronunciation are segmental features (include phoneme) and suprasegmental features (include stress, intonation, and connected speech.

a. Segmental features (phonemes)

Segmental features of pronunciation also called phonemes, are the different sound within language. The set of phonemes consists of two categories: vowel sounds and consonant sounds.

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1) Vowels

Vowels are sounds that are produced when the airstream is voiced and is not obstructed but it shaped by the tongue and lips. That is the easiest definition, which is not very precise in some cases, but it sufficient for our purposes. Vowels consisting of one phoneme are called monophthongs. English phonemic chart is composed of seven short monophthongs: /ɪ/, /e/, /æ/, /ʌ/, /ɒ/, /ʊ/, /ǝ/; and five long monophthongs:

/i:/, /ɑ:/, /ɔ:/, /u:/, /ɜ:/. These differ from one another by the shape of lips and the position of tongue which is deiscribe in the following diagram.

Front Centre Back

Close i׃

ɪ u:

ʊ

Mid e ə з: ᴐː

ʌ

æ ɒ

Open ɑ

Figure 2.1

The articulation of vowels

Close, mid and open describe the distance between tongue and the upper part of the mouth. Front, centre and back describe which part of the tongue is raised. The lips are most spread during the front, close vowel /i:/

and most rounded during the back, close vowel /u:/.

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Diphthongs consists of two vowels where the first one is stronger than the second one and lasts longer. We can devide them into two goups. Closing diphthongs start with an open or mid vowel and glide towards a closer vowel. There are : /eɪ/, /aɪ/, /ɔɪ/, /aʊ/and /əʊ/ in RP which is replaced by /oʊ/ in GA. Centring diphthongs glide towards the centre of the chart where the vowel /ə/ lies. These are: /ɪə/, /eə/, /ʊə/. They do not occur in General American.

In standard British English there are twelve vowels often referred to as RP (Received Pronunciation) which are called pure vowels. As stated by Jones (2008) that there are twelve pure vowels in English, They are described as follows:

a) Vowel /i:/

/i:/ is the member of the English phoneme used when the vowel is relatively long. The following is a formal description of the manner of forming the vowel /i:/ ;

1. Height of tongue : nearly „close‟;

2. Part of tongue which is highest : centre of „front‟;

3. Position of lips : spread or neutral;

4. Opening between the jaws : narrow to medium

/i:/ is the so-called „long‟ sound of the letter /e/; examples : tree [tri:], see [si:], even [i:vn]. /i:/ is also the sound of /ea/,/ie/,/ei/ and /i/ in many words, examples sea [si;], east [i:st], field [fi:ld], seize [si:z],

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machine [məʃi:n]. Note the exceptionally spelt words key [ki:], quay [ki:], people [pi:pl].

b) Vowel /I/

The letter /I/ without the length mark stands for the members of the English /I/ phoneme used when the sound is relatively short. In pronouncing this common sounds, the general position resembles that of the long /i:/, but the tongue is lower and retracted. In normal speech the tip of the tongue touches the lower teeth, but small variations in its position do not materially affect the tamber.

/I/ is the „short‟ sound of the vowel letters /i/ and /y/; examples : fit [fIt], rich [ritʃ], king [kIƞ], symbol [sImbl]. It is also the sound of /e/ and /a/

in various prefixes and suffixes when unstressed; examples become [bI‟kᴧm], remain [rI‟mein]; it is also the sound of unstressed –ies, -ied, as in varieties [və‟raiətIz].

c) Vowel /e/

In normal speech the tip of the tongue touches the lower teeth, but small variations in its position do not materially affect the tamber. /e/ is so called „short‟ sound of the letter /e/; examples pen [pen], red [red]. /e/ is also the sound of ea in many words; examples : head [hed], breath [breθ].

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13 d) Vowel /æ/

/æ/ is the so called „short‟ sound of letter /a/; examples glad [glæd], cat [kæt], lamp [læmp]. The sound is regularly represented by the letter /a/, the only exceptions being plait [plæt], plaid [plæd].

e) Vowel /ᴧ/

/ᴧ/ is one of the „two‟ short sounds of letter /u/; examples : cut [kᴧt], mutton [mᴧtn], hurry [hᴧri]. O has the sound /ᴧ/ in a good many words; the principle are : among [ə‟mᴧƞ], come [kᴧm] and etc.

f) Vowel /ɑ:/

The tip of the tongue is generally, though not necessarily, somewhat retracted from the lower teeth. a: is usual Southen English sound of the sequence of letters /ar/ when at the end of a word or when followed by a consonat; examples : far [fa:], part [pa:t], garden [ga:dn]. a has the sound a: in half [ha:f], calm [ka:m] and several other words in which the lis silent; also in numerous words when followed by /ff/, /ss/, or by /f/, /s/, or /n/ followed by another consonant, e.g. staff [sta:f], class [kla:s], pass [pa:s].

g) Vowel /ɒ/

The symbol /ɒ/ without length mark is the member of the English /ɒ/

phoneme used when the vowel is relatively short. /ɒ/ is the short sound of letter /o/; examples : not [nɒt], dog [dɒg], sorry [sɒri], solid [sɒlid]. /ɒ/

often has the sound /ɒ/ when vowel is proceeded by w and not followed by

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14 /k/, /g/, /ƞ/; examples : want [wɒnt], what [wɒt], squash [skwɒʃ], quality [kwɒliti].

h) Vowel /ɔ:/

/ɔ:/ is the member of the English /ɔ/ phoneme which is used when the vowel is relatively long. Its tongue position is low, though not quite so low as for the short /ɔ/. The lips are rounded so as to leave an opening which is much smaller than in the case of the short /ɔ/. /ɔ:/ is the regular sound of /aw/ and /au/; examples : saw [sɔ:], lawn [lɔ:n]. It is also the regular sound of or when final or followed by a consonant; examples : nor [nɔ:], form [fɔ:m].

i) Vowel /ʊ/

/ʊ/ is one of the two so called „short‟ sounds of letter /u/; examples put [pʊt], full [fʊl], push [pʊʃ]. /oo/ has the sound /u/ when followed by /k/, as in book [bʊk], look [lʊk], wood [wʊd], woo l[wʊl].

j) Vowel /u:/

The notation /u:/ is employed to denote those members of the English /u/ phoneme which are used when the vowel is relatively long. It is tongue position being rather lower and more forward than the cardinal sound. The lip rounding is normally a little less close than that of cardinal /u/, but when pronounced with exaggerated distinctness the close lip rounding of cardinal /u/ may be used. /u:/ is the so called „long‟ sound og

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the letter /u/; examples rule [ru:l], blue [blu:]. /o/ has the sound /u:/ in do [du:], move [mu:v], who [hu:], prove [pru:f].

k) Vowel /з:/

/з:/ is the member of /з:/ phoneme used when the vowel is relatively long. /з:/ is usual sound of stressed /er/, /ir/, /ur/, and /yr/ when final or followed by a consonant; examples : her [hз:], fern [fз:n], fir [fз:], bird [bз:d], fur [fз:], turn [tз:n]. Or is generally pronounced /з:/ when proceeded by /w/; examples : work [wз:k], world [wз:ld] and etc.

l) Vowel /ə/

The letter /ə/ without long mark is employed to denote those members of the English /ə/ phoneme which are used when the vowel is relatively short. /ə/ is the sound /of /a/ in along [ə‟lɔƞ], attempt [ə‟tempt]

and etc.

Below you will find more example of English vowels:

a) Vowel /i:/

As in a beat [bi:t], recieve [] see [si:], uique [ju‟ni:k].

Examples:

-ee- in see [si:]

-ea- in eat [i:t]

-ie- in yield [ji:ld]

-ei- in seize [si:z]

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-i- in police [pə‟li:s]

-eo- in people [pi:pl]

-ey- in key [ki:]

-ay- in quay [ki:]

Being a long vowel, it almost sounds like a diphthong in RP. It is long enough to be one, but it does not actually glide into another vowel sound. The lips are only slightly spread.

b) Vowel /I/

As in wit [wIt], mystic [mIstIk], thick [θIk], finish [„fInIʃ].

Spelt as:

-i- in fifth [fIfth], rich [rItʃ], with [wIð], sit [sIt]

-y- in city [sIti], rhythm [rIðəm], symbol [„sImbl]

-e- in wicket [„wIkIt], pretty [„prIti], wicked [„wIkId]

-ie- in sieve [sIv]

-a- in village [„vIlIdᴣ]

-u- in busy [„bIzi]

When you say this vowel sound, the front of the togue is raised towards the palate. In fact, the position of the whole tongue is relatively high in the mouth, making it closed vowel. The lips are slightly spread.

c) Vowel /e/

As in fell [fel] set [set], many [„meni] meant [ment].

Can occur as:

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17 -e- in egg [eg]

-a- in any [„eni]

-eo- in leopard [„lepəd]

-ea- in realm [relm]

-ei- in leisure [„leᴣə(r)]

The front of the tongue is used in the production of this vowel, making it a front vowel. It is also a close/middle vowel in that the position of the tongue and jaw is slightly raised. The lips are slightly spread.

d) Vowel æ

As in hat [hæt], man [mæn], cash [kæʃ], cap [kæp].

In conventional spelling, this sound is spelt with an „a‟ 99% of the time. Alternatively, it can be spelt with an „ai‟ as in plait or plaid.

This vowel is a front vowel since the front part of the tongue is raised when it is articulated. It is also an open (low) vowel. This means that the tongue is in a low position with the jaw also being lowered. The lips are slightly spread.

This traditionally short vowel has become slightly longer than the other short vowels. This lengthening is apparent before voiced consonants such as in cab, bad, badge and man.

e) Vowel ᴧ

as in cut [kʌt], bus [bʌs], come [kʌm], rough [rʌf].

Can occur as:

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18 -o- in come [kʌm]

-oo- in flood [flʌd]

-u- in sun [sʌn]

-oe- in does [dʌz]

This is a central vowel, and one which is more open than mid- ranged. The lip position is a neutral one.

f) Vowel ɑ:

As in cart [kɑ:t], half [hɑ:f], pass [pɑ:s], laugh [lɑ:f].

Can occur as:

-a- in pass [pɑ:s]

-ar- in art [ɑ:t]

-au- in aunt [ɑ:nt]

-er- in clerk [klɑ:k]

-ear- in heart [hɑ:t]

-al- in calm [kɑ:m]

This is an open vowel. The lip position is neutral.

g) Vowel ɒ

As in cot [kɒt] what [wɒt], cost [kɒst], mop [mɒp].

Can occur as:

-o- in sorry [„sɒri]

-au- in because [bI‟kɒz]

-a- in what [wɒt]

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19 -ou- in cough [kɒf]

-ow- in knowledge [„nɒlidᴣ]

The tongue and jaw are lowered as the back of the tongue is used to articulate this vowel. Hance it is a back, open, (low) vowel. The lips are slightly rounded.

h) Vowel ɔ:

As in port [pɔ:t], talk [tɔ:k], thought [θɔ:t].

Can occur as:

-aw- in law [lɔ:]

-ou- in bought [bɔ:ft]

-au- in taught [tɔ:ft]

-a- in all [ɔ:l]

-or- in horse [hɔ:s]

-oor- in door [dɔ:(r)]

-oar- in hoarse [hɔ:s]

-our- in pour [pɔ:(r)]

-oa- in broad [bɔ:d]

The vowel is pronounced with rounded position for the lips. It is the back part of the togue that rises to a low position.

i) Vowel ʊ

As i book [bʊk], wood [wʊd], could [„kʊd], put [pʊt].

Can occur as:

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20 -o- in woman [wʊmən]

-oo- in good [gʊd]

-u- in full [fʊl]

-ou- in could [„kʊd]

The tongue and jaw are raised as the back of the tongue is used to articulate this vowel, hance it is a back, close (high) vowel. The lips are rounded.

j) Vowel u:

As in spoon [spu:n], you [ju:], blue [blu:], balloon [bə‟lu:n].

Can ocuur as:

-o- in who [hu:]

-oo- in fool [fu:l]

-u- in rude [ru:d]

-ou- in soup [su:p]

-ew- in few [fju:]

-ue- in blue [blu:]

-eu- in feudal [„fju:dl]

-oe- in shoe [ʃu:]

-ui- in fruit [fru:t]

This vowel is towards the back and is a close sound. The lips are rounded.

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21 k) Vowel з:

As in hurt [hз:t], bird [bз:d], hearse [hз:s], word [wз:d].

Can occur as:

W + -or- in word [wз:d]

-our- in scourge [skз:dᴣ]

-ir- in bird [bз:d]

-er- in serve [sз:v]

-ur- in fur [fз:(r)]

-ear- in earth [з:θ]

This is a central vowel. It is commonly used by English speaker as a hesitation sound (spelt „er‟). The lip position is neutral.

l) Vowel ə

As in another [ə‟nʌðə(r)], brother [„brʌðə(r)], the [ðə], postman [pəstmən].

The schwa is an unstressed central vowel and is the most commo vowel to appear in Eglish. It is one of the problems of English teaching that the most common vowel has no regular character to represent it.

The various vowels and diphthongs selected in this section are those that most likely mispronounced and confused by Indonesian learners. The selection is based on the common mistake made by Indonesian learners learning English. Razak (2017), in her research, she explained that from her experience of teaching English as a foreign

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language to Indonesian learners for twenty five years she have observed that not all of the vowel and diphthongs are difficult for Indonesian learners (Syafei, 2009). The sounds that are often mispronounced are:

a) The vowel /i:/

b) The vowel /æ/

c) The vowel /u:/

d) The vowel /כ:/

e) Confusing between the quality of the vowels /i:/ and /I/, and /æ/, /u:/

and /υ/, /зː/, /ɒ/, /ɑ:/ and /Λ/.

2) Consonants

From phonetic point of view, consonants are articulated in one of two ways; either there is a closing movement of one of the vocal organs, forming such a narrow construction that it is possible to hear the sound of the air passing through; or the closing movement is complete, giving a total blockage. The closing movement may involve the lips, the tongue, or the throat, but in each case the overall effect is very different from the relatively open and unimpeded articulation found in vowels.

Some consonants involve the vibration of the vocal cords; these are the voiced consonants, such as /b/ and /m/. Others have non vocal cord vibration: these are the voiceless consonants, such as /p/ and /s/.

Voiceless consonants are produced with much greater force than their voiced counterparts, and the term fortis (strong) and lenis (weak) have

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23 come to be used to identify the two types. Thus, /p/, /t/, /k/, /f/, /θ/, /ʃ/, /tʃ/

are all fortis consonants; /b/, /d/, /g/, /v/, /ð/, /z/, /ᴣ/, are all lenis.

b. Suprasegmental features

Suprasegmental features, as the name implies, are features of speech which generally apply to groups of segmens, or phonemes. The features which are important in English are stress, intonation, and how sound change in conducted speech.

1) Intonation

The term intonation, refers to the way the voice goes up and down in pitch when we are speaking. It is a fundamental part of the way we express our own thoughts and in it enables us to understand those of others, it is an aspect of language that we are very sensitive to, but mostly at an unconscious level.

2) Stress

All of words have each identifiable syllable, and one of the syllables in each word well sound louder than the others. The syllable indicated which louder sound, are the stressed syllable. Each stressed syllable, in a word in isolation, also has change in the pitch, or the level of the speaker‟s voice, and the vowel sound in that syllable lenghtened. Stress can fall on the first, middle or last syllable of words.

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3) Connected speech

Connected speech refers to spoken language when analysed as a continuous sequence, as in normal utterances and conversatio. Vowel and consonant segmnet combine into syllables; syllables combine into words;

words combine into phares and sentences.

C. Definition of Error

According to Geographical Webster, Revised Home and Office Dictionary of the English language “error is a mistake made in writing or otherwise, a wandering or deviation from the truth”. In other words, we can said that errors is something can not be received from the standard which has been determined. Errors is a mistake that person can not correct it by themselves, it needs an explanation about it. It means that if the students make an error, they can not correct their error by themselves, they need another to correct their error.

Hubbard (2008) states that errors are caused by lack of knowledge about the target language (English) or by incorrect hypotheses about it;

and mistakes are caused by temporary lapses of memory, confusion, slips of the tongue and so on. Another way to differentiate between error and mistake is if the learners can correct themselves, it is probably mistake, but if they cannot, it is an error.

Doing errors in some learning is something usual especially in learning language. It is to know how the target language as our second or our foreign language is achieved.

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Brown (2008) said that native speaker may also made an error.

However, it was their first language in daily communication. As we know that native speaker have a perfect command of his language, they have a grmmmatical rules, lexis and a sound system but futhermore they also can make an error. So that, error is not only happen to the second or foreign language students. Moreover Brown believed that errors refers to noticeable deviation from the adult grammar of native speaker, which reflects the interlanguage of the communication of the learners.

D. Error Analysis

In language learning, learners will always produce error whether in spoken or written language. It is due to mother tongue, intralingual, context of learning or other factors. The study of error is commonly called error analysis.

1. Definition of error analysis

Error analysis is a technique for identify, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics (Crystal 2011). It is a type of comparative linguistic study, which comparing a lerner‟s interlanguage at a certain point in time with the target languge. It should ideally be carried out on a spontaneous speech sample. It is the first approach to the study of SLA which includes an internal focus on learners‟ creative ability to constract language.

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The primary focus of SLA (Secon Language Acquisition) is on learner errors and the evidence of how learners errors could provide and understanding of the underlying processes of second language acquisition. Learners are windows into the language learners mind. stated that a learner‟s errors are significant in provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learners is employing in the discovery of the language. It is also able to help the teacher to devise remedial lesson and exercise, a corrextion or treatment, which can help learner reduce their errors.

A theoritical function of error analysis is the investigation of the language learning process. Within mentalis or cohnivisit theories of language acquisition the rationale for studying error is based on the systematic nature of language learning. The systematic nature of language learning, seen for example in the use first and the second language learners make of hypothesis-testing, has as a corollarly that errors in a learner‟s interlanguage will also be systematic.

In error analysis the language a learner produces is compare with the target language and the errors analyzed. Discussing theoritical error analysis as part of applied linguistics, describes Corder‟s five steps of error analysis: collection of a sample of learner languge; identification of errors, description of errors; explanation of error; evaluating errors. While Brown (2008) suggestes two steps in the process of error analysis, they are the identification and the description error. In carrying out the task of

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performance analysis, the researcher are called upon to conclude order and logic in this unstable system.

2. Distinction between Error and Mistake

The terms mistakes and errors are meant to be the distinctive in some literature as the mistakes is considered not so serious, unsystematic or irregular, and self corrected while the errors is more serious because it deals with linguistic competence rather than performance, systematic or regular because their occurrence is predictable, and not self-corrected because the learners have not fully internalized the rule of the target language they are learning (see Conder in Salija, 2010). Errors are of significance to the process of language learning but not mistakes, therefore errors made by second or foreign language learners need more attention and study than the mistakes.

E. Sources of Error

Error is common thing occured in the learning process of target language. No one can avoid themselves from making mistakes in learning language. The error or mistake may be caused by some factors that have been identified and described by the linguistics.

There are different opinions that are stated by some people about the sources of errors. Although they stated different opinions, but at core the sources is quiet same one to another.

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Slinker repeated five sources of errors:

1. Language transfer, 2. Transfer of training,

3. Strategies of second language learning,

4. Strategies of second language communication, and 5. Overgeneralization of target language linguistic material.

According to Brown (2008) he also states that there are four possible sources of error. Different with Selinker, Brown just explain four of error resources, they are:

1. Interlingual transfer

The begining stages of learning a second language are characterized by a good deal of interlangual transfer from the native language. Interlingual errors are errors which are caused by interference from the native language they learn. It means that the errors made by language learner are influences by their first language.

To identify the error, it can be compared to the target language.

Here the students directly pronounce their mother tongue into second language because they didn‟t know the correct form of the sentence. The instance for the interlingual transfer is at pronouncing the the word „group‟

/ɡruːp/. Mostly, Indonesians pronounce it as /ɡrʊp/, due to probable spelling inference of „grup‟ /grup/ in Bahasa Indonesia that hasn‟t long vowel on its sound system.

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2. Intralingual transfer

It is sometimes not easy to categorize error sources into interlingual or intralingual. It can be logically throught of and understood that errors may be categorized as either interlingul or intralingual errors. Intralingual errors reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rule and failure to learn conditions under which rules apply. The instance of the intralingual transfer is as at pronouncing the word like „prefer‟ /prɪfɜː/ and „transfer‟

/tranfɜː/ are pronounced /prɪfə/ and /transfə/ by generalizing the spelling combination „er‟ in word such „learner‟ /lɜːnə/ or „bigger‟ /bɪɡə/.

3. Context of learning

Context learning refers to the social situation, in the case of untutored second language learning, or the classroom with its teacher and its material, in the case of school learning. In the classroom context, frequently a teacher or textbook can lead the learner to make errors because of misleading explanation from the teacher or faulty presentation or drill of words in a textbook. In social context, untutored language acquisition can bring about certain dialect acquisition, which may becamo of source of error.

4 . Communication strategies

communication strategy is the conscious employement of verbal or nonverbal mechanism for the productive communication of information. As

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anyone who has tried to communicate, learners frequently experience problem in saying what they want to say because of their inadequate knowledge. In order to overcome these problems they resort to various kinds of communication strategies.

F. Conceptual Framework

The conceptual framework underlying the researcher is given in the following diagram:

(figure 2.2 conceptual framework) ENGLISH

COMPETENCE

PRONUNCIATION

ENGLISH VOWEL

SHORT AND LONG VOWEL

ANALYSIS

FINDING

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In this conceptual framework, the researcher used reading test in the form of paragraph that would be given to the students. The researcher ask the students to read the sentences on the pharagraph and the researcher would record the students‟ pronunciation. From the recording, the researcher identify to analyzed the students‟ pronunciation of English vowels especially in short vowel and long vowel. After anylized, the researcher would find the students‟ error in pronouncing English short vowel and long vowel.

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CHAPTER III RESEARCH METHOD

In this chapter, the researcher discussed about research design, location and time of the research, population and sample, research instrument, technique of collecting data, and technique of data analysis.

A. Research Design

This study intend to analyzed pronunciation errors on vowel sounds in English words made by the students. In this research, the researcher decided that the design of this research was descriptive qualitative research. Mardalis (2010) explained that descriptive research is describe or to get information about the current condition of certain objects.

Therefore, it concludes describing, taking notes, analyzing, and interpreting the existing facts. This research was design to identified the dominant errors on vowel sounds that pronounced by the students.

B. Location and Time of the Research

The research was conducted at SMPN 8 Makassar Jl. Batua Raya, No. 1, Kota Makassar. This research held on july 23^th and 25^th2018.

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C. Population and Sample 1. Population

The population of this research was the second year students of SMPN 8 Makassar. It were consists of fifteen classes. Total number of population were consists of 540 students with different total of each class.

2. Sample

The researcher took one class as sample of observation that choosen purposive sampling technique, namely class VIII.13 of SMPN 8 Makassar. That class were consists of 36 students.

D. Research Instrument

In order to collect the data, there were some instruments used by the researcher. The instruments were reading test and recording.

1. Reading Test

The researcher used this test as one of the instruments. The researcher gave reading test in form of paragraphs for the students, then the students would read it. This test was to find out the students‟

pronunciation in read the test.

2. Recording

Another instrument was recording. The reseaecher used recording to record students‟ uttarance, this instrument used to identify the students‟

errors in pronouncing English words on vowels

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E. Technique of Collecting Data

In this step, the researcher used recording to collect the data. The researcher begin to record the students pronunciation during reading the test. The process of recording need several days according to the schedule of the English class on that school. The researcher record the pronunciation that utteranced by the students when they were read the paragraphs. This recording is intended to got data about students pronunciation errors. From the recording, the researcher knew what pronunciation errors on vowels often find in students English pronunciation.

F. Technique of Data Analysis

After collecting the data, the researcher analyzed that data. The data is resulted from reading test that recorded by the researcher. The test was analyzed by using formula as stated by Sudjono in Mulansari & Basri (2014)

Fq

P = ─── X 100 N

Where:

P = % of students‟ error

Fq = frequency of incorrect answer N = number of students

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To know the students‟ errors, the researcher classified the difficulties based on standard which had purposed by Depdikbud in Mulansari & Basri (2014).

a. 65%-100% is classified as high b. 36%-64% is classified as moderate c. 0%-35% is classified as low

By using the standard above, the researcher identified the difficulties or the error of students in pronouncing vowel sounds.

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CHAPTER IV

FINDING AND DISSCUSSION

In this chapter, the researcher presents findings and discussion of the research. The research findings show the data which obtained from the result of reading test, to know the vowels commonly pronounced incorrectly by students. Then finally at the end of this chapter the researcher disscuss the findings of the data.

A. Findings

1. Description and interpretation of errors of the students‟

pronunciation.

The data of this study are the pronunciation errors made by the second year students gained by using reading test. The data are from the words that students uttered. This test is used to reveal the sound production. The data analyzed in this study are those features that we pronounced incorrectly. Every incorrect pronunciation would be characterized and would be grouped into table distribution of errors. The correct pronunciation was taken from oxford pocket dictionary by Bull.

a. Errors in pronouncing short vowels

According to result of reading test, the researcher found some errors made by the second year students of SMPN 8 Makassar in pronouncing English short vowels.

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For clear information, below are the table distributions of errors which each description.

Table 4.1

Substitution errors of short vowel [I]

no words Correct

phonetic transcription

Transcription of students‟

pronunciation

errors freq percentage

1 sister /‟sIstə(r)/ /si:s‟ter/ i: 2 5.56%

2 promised /‟prɒmIsd/ /prɒmi:s/ i: 16 44.44%

/prɒməs/ ə 2 5.56%

/prɒmaIs/ aI 1 2.78%

3 prepare /prI‟peə(r)/ /pз:(r)d/ з: 1 2.78%

/pri:perd i: 1 2.78%

/preperd e 7 19.44%

4 beverages /‟bevərIdᴣs/ /‟bi:vre-dᴣes/ e 19 52.78%

/bIvereIdᴣ/ eI 11 30.56%

/bIvIri:dᴣ/ i: 1 2.78%

5 orange /‟ɒrIndᴣ/ /ɒrendᴣ/ e 32 88.89%

/ɒrʌŋe/ ʌ 2 5.56%

6 before /bI‟fɔ:(r)/ /befͻ:r/ e 3 8.33%

7 ticket /‟tIkIt/ /ti:ckets/ i: & e 13 36.11%

/tIkets/ e 19 52.78%

8 swimming /swImIŋ/ /swi:mIŋ/ i: 11 30.56%

9 decided /dI‟saId/ /„desIdId/ e 14 38.89%

/di:saIded i: 2 5.56%

10 enjoying /In‟dᴣͻIŋ/ /‟əndᴣͻIŋ/ ə 29 80.56%

11 still /stIl/ /sti:l/ i: 2 5.56%

12 dinner /dInə(r)/ /‟di:ner/ i: 8 22.22%

Table 4.1 shows that many students of SMPN 8 Makassar made errors in pronouncing vowel [I]. From the table, we can see students found difficult in pronouncing vowel [I] especially in pronouncing word “orange”

with highest percentage 88.89% or in other word 32 students pronounced

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it with /orəndᴣ/ for /‟ɒrIndᴣ/. the word orange has two syllable which is vowel [I] placed in second syllable of the word. Like the word “orange‟, word “enjoying” also has vowel [I] which is position as onset of the first syllable. The percentage of population that made this error is 80.56%. they tend to pronounce it /‟əndᴣͻi:ŋ/ than /In‟dᴣͻIŋ/.

Table 4.2

Substitution errors of short vowel [ʊ]

No Words Correct phonetic transcription

pronunciation

Errors Freq percentage

1 would /wʊl/ /wͻ:ld/ ͻː 10 27.78%

/wɒld/ ɒ 15 41.67%

/wu:ld/ u: 2 5.56%

The problem faced by the students in pronouncing vowel [ʊ] was when they pronounced /wʊl/. The vowel placed in the middle of nucleus of the syllable was substituted by [ɒ]. They made the substitution of short vowel [ʊ] in /wʊl/ by [ɒ] with percentage about 41.67%, by [ͻː] about 27.78%, and [u:] about 5.56%.

Table 4.3

Substitution error of short vowel [ʌ]

pronunciation

Errors Freq percentage

1 such /sʌtʃ/ /sɒtʃ/ ɒ 8 22.22%

sͻːtʃ ͻː 2 5.56%

/sʊtʃ ʊ 5 13.89%

2 brother /‟brʌðə(r)/ /brɒðər/ ɒ 10 27.78%

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/brͻːðər/ ͻː 4 11.11%

3 one /wʌn/ /ɒn/ ɒ 6 16.67%

/ɒʊən/ ɒ 1 2.78%

4 hungry /‟hʌŋgri/ /hɒŋgri/ ɒ 7 19.44%

/hʊŋgri/ ʊ 2 5.56%

Table 4.3 shows the errors made the second year students of SMPN 8 Makassar in pronouncing short vowel [ʌ]. The problem needed more attention is when the students pronouncing the words which has two syllables such as in word “brother” and “hungry”, and also one syllable in word “such”. Most of students made errors in pronouncing short vowel [ʌ]

with [ɒ], they substitution short vowel [ʌ] by [ɒ] in some words, like word /‟brʌðə(r)/ they pronounced /brɒðər/ with percentage about 27.78%, word /sʌtʃ/ they pronounced /sɒtʃ/ with percentage 22.22%, and word /hɒŋgri/

they pronounced /hɒŋgri/ with percentage 19.44%.

Table 4.4

Substitusion errors of short vowel [ɒ]

pronunciation

Errors Freq Percentage

1 wanted /wɒntd/ /wɑ:ntd/ ɑ: 2 5.56%

/wentd/ e 7 19.44%

/wʌntd/ ʌ 16 44.44%

2 promised /‟prɒmIsd/ /‟prɑ:mIsd/ ɑ: 3 8.33%

3 chocolate /‟tʃɒklət/ /‟tʃʊklaIt/ ʊ 1 2.78%

4 because /bI‟kɒz/ /bI‟kaʊz aʊ 14 38.89%

/bI‟kʌz ʌ 1 2.78%

/bI‟kɑ:z/ ɑ: 3 8.33%

5 restauran t

/‟restrɒnt/ /restɒrʌnt/ ʌ 28 77.78%

/restɒrent/ e 3 8.33%

6 o‟clock /ə‟klɒk/ /ə‟klɑ:k/ ɑ: 5 13.89%

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Table 4.4 shows that the writer found in her research that the students of SMPN 8 Makassar faced difficult in pronouncing short vowel [ɒ] placed in the second syllable on the word “restaurant”, and placed in the first syllable on the word “wanted”. They substituted the vowel [ɒ] with [ʌ] in celar they pronounced /restorʌnt/ for /‟restrɒnt/ with percentage about 77.78%, and /wʌntd/ for /wɒntd/ with the percentage about 44.44%.

Another errors the students made are the substitution of short vowel [ɒ]

with [aʊ], they pronounced word /bI‟kaʊz/ for /bI‟kɒz/. The average of the students made those errors was about 38.89%.

Table 4.5

Substitution errors of short vowel [æ]

pronuncition

1 sand /sænd/ /sʌnd/ ʌ 2 5.56%

/sənd/ ə 17 47.22%

2 absolut ely

/æbsə‟lu:tli/ /ʌbsɒlutli/ ʌ 24 66.67%

/ɒbsɒltli/ ɒ 6 16.67%

/əbsɒluti/ ə 4 11.11%

3 happy /‟hæpi/ /‟həpi/ ə 23 63.89%

The problem faced by the students in pronouncing vowel [æ] was when they pronounced /æbsə‟lu:tli/ the vowel placed first syllable. They substituted the vowel [æ] in [ʌ] in clear they pronounce it with /ʌbsɒlutli/ for /æbsə‟lu:tli/. The average of the students made those errors was about 66.67%. Another problem faced by students in pronouncing short vowel [æ] is how to produce the vowel placed in the first syllable in word “happy”.

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The students made error in pronounce the word happy, they substitution short vowel [æ] in /‟hæpi/ by [ə] with percentage about 63.89%.

1. Errors in pronouncing long vowels

According to the research, the researcher found some errors made by the second year students of SMPN 8 Makassar in pornouncing English long vowels. For clear information, below are the table distributions of errors with each description

Table 4.6

Substitution errors of long vowel [i:]

pronounciation

Errore Freq Percetage

1 she /ʃi:/ /ʃI/ I 14 38.89%

/ðə/ ə 1 2.78%

2 really /‟ri:əli/ /‟rIli/ I 11 30.56%

/rəli/ ə 5 13.89%

3 beach /bi:tʃ/ /bItʃ/ I 22 61.11%

/bech/ e 3 8.33%

4 week /wi:k/ /wIk/ I 12 33.33%

5 agreed /ə‟gri:d/ /ə‟grId/ I 15 41.67%

/əgrəd/ ə 12 33.33%

6 eat /i:t/ /It/ I 20 55.56%

/et/ e 3 8.33%

/eIt/ eI 3 8.33%

7 three /θri:/ /θrI/ I 18 50%

/θз:d/ з: 6 16.67%

8 scenery /si:neri/ /skIneri/ I 2 5.56%

/skeneri/ ə 30 83.33%

9 we /wi:/ /wI/ I 27 75%

/we/ e 1 2.78%

/waI/ aI 1 2.78%

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Table 4.6 shows that the writer found in her research that the students of SMP 8 Makassar faced difficulties in long vowel [i:] on the word “scenery”. They substituted long vowel [i:] with short vowel [e]. They pronounced it with /skeneri/ for /si:neri/. The average of the students made those errors was about 83.33%. Another errors the students made are the substitution of long vowel [i:] in /wi:/ by short vowel [I] with the percentage about 75%, by short vowel [e] and diphthong [aI] with the same percentage about 2.78%.

Table 4.7

Substitution errors of long vowel [u:]

pronunciation

1 foods /fu:ds/ /fʊds/ ʊ 22 61.11%

/fɒds/ ɒ 2 5.56%

2 juice /dᴣu:s/ /dᴣʊs/ ʊ 23 63.89%

4 fruit /fru:t/ /frʊIt/ ʊ 17 47.22%

/frIt/ I 1 2.78%

/frʊt/ ʊ 8 22.22%

5 absolutely /æbsə‟lu:tli/ /ʌbsɒ‟lʊtli/ ʊ 29 80.56%

/ebsɒ‟leItli/ eI 3 8.33%

Table 4.7 shows that, mostly the students made errors in pronouncing long vowel [u:] which is placed on the third of the syllable like in word “absolutely”. The students, for about 80.56% substituted with short vowel [ʊ], and 8.33% substituted with diphthong [eI]. For the other errors see at the table 4.8.

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Table 4.8

Substitution errors of long vowel [ɑː]

pronunciation

Errore Freq Percentage

1 ask /ɑːsk/ /ʌks/ ʌ 6 16.67%

/əsk/ ə 12 33.33%

/ʌsk/ ʌ 13 36.11%

2 car /kɑː(r)/ /kʌr/ ʌ 24 66.67%

/ker/ e 3 8.33%

3 castle /‟kɑːsl/ /kʌstel/ ʌ 3 8.33%

/kestel/ e 31 86.11%

4 after /‟ɑːtə(r)/ /ʌfter/ ʌ 25 69.44%

/efter/ e 4 11.11%

5 dark /dɑːk/ /dʌrk/ ʌ 24 66.67%

/dərk/ ə 1 2.78%

The researcher found the highest percentage of students that made errors in pronouncing long vowel [ɑː]. Which is placed on the first syllable like in word “castle”. They pronounced /kestel/ for /‟kɑːsl/, that was for about 86.11% substituted it with [e]. Another higher percentage or error did by students when they were pronouncing word “after”. For about 69.44% long vowel [ɑː] in word “after” substituted by short vowel [ʌ], 11.11 substituted by short vowel [e].

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Table 4.9

Substitution errors of long vowel [ͻː]

pronunciation

1 morning /‟mͻːnIŋ/ /‟mɒrnIŋ/ ɒ 22 61.11%

2 water /‟wͻːtə(r)/ /wʌtər/ ʌ 22 61.11%

/wətər/ ə 1 2.78%

/‟wɒtər/ ɒ 7 19.44%

/‟wɑ:tər/ ɑ: 3 8.33%

3 before /bI‟fͻː(r)/ /bI‟fɒr/ ɒ 29 80.56%

4 more /mͻː(r)/ /mɒr/ ɒ 29 80.56%

5 ordered /‟ͻːdə(r)/ /ɒdərd/ ɒ 26 72.22%

Serious problem also faced by students in pronouncing long vowel [ͻː]. The higher happened when they were pronouncing long vowel [ͻː] in words “before” and “more” with the same percentage about 80.56% or in other word 29 students, of the number of population tends to pronounce it by substituting the vowel with short vowel [ɒ], 61.11% of sample pronounced /‟wͻːtə(r)/ with /wʌter/, and 2.78% of sample also pronounced /‟wͻːtə(r)/ with /wətər/, and 8.33% of sample pronounced /‟wͻːtə(r)/ with /‟wɑ:tər/.

Table 4.10

Substitution errors of long vowel [з:]

Transcription of students pronunciation

1 her /hз:(r)/ /hi:r/ i: 7 19.44%

/hIr/ I 3 8.33%

/hər/ ə 15 41.67%

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2 first /fз:st/ /fi:rst/ i: 9 25%

/frIst/ I 1 2.78%

/fərst/ ə 19 52.78%

According to the research, the writer found that students faced difficulties to pronounced long vowel [з:] especially in placed in the middle of nucleus of the syllable in words “first” and “her”. They pronounced [з:] in word /fз:st/ by [ə] as /fərst/ with the percentage 52.78%, and they pronounced [з:] in word [hз:(r)] by [ə] as /hər/ with percentage 41.67%.

Table 4.11

The dominant errors of short vowel and long vowel

No Vowels Word Correct

phonetic transcription

Transcripti on of students‟

pronunciati on

errors freq percent age

1 I orange /‟ɒrIndᴣ/ /ɒrendᴣ/ e 32 88.89%

enjoying /In‟dᴣͻIŋ/ /‟əndᴣͻIŋ/ ə 29 80.56%

2 ɒ restaurant /‟restrɒnt/ /restɒrʌnt/ ʌ 28 77.78%

3 æ absolutely /æbsə‟lu:tli/ /ʌbsɒlutli/ ʌ 24 66.67%

4 i: scenery /si:neri/ /skeneri/ ə 30 83.33%

5 u: absolutely /æbsə‟lu:tli/ /ʌbsɒ‟lʊtli/ ʊ 29 80.56%

6 ɑː castle /‟kɑːsl/ /kestel/ e 31 86.11%

after /‟ɑːtə(r)/ /ʌfter/ ʌ 25 69.44%

car /kɑː(r)/ /kʌr/ ʌ 24 66.67%

dark /dɑːk/ /dʌrk/ ʌ 24 66.67%

7 ͻː before /bI‟fͻː(r)/ /bI‟fɒr/ ɒ 29 80.56%

more /mͻː(r)/ /mɒr/ ɒ 29 80.56%

ordered /‟ͻːdə(r)/ /ɒdərd/ ɒ 26 72.22%

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table 4.11 showed the dominant errors of short and long vowel who made by the students based on the high percentage in table 4.1-4.10, namely 65%-100% is classified high according to explanation of previous chapter. the students made dominant errors in some vowels, such us in short vowel [I] in words “orange” and “enjoying”, short vowel [ɒ] in