An error analysis of English diphthong and triphthong sounds produced by fifth semester students of English education department of Unismuh Makassar under the superior of Hj. This descriptive research was done in Makassar Muhammadiyah University as the subject in this research was the fifth semester of English Education Department of FKIP in the academic year 2015-2016 with the number of students 319 students and the sample 80 students. Alhamdullilah Robbil „Alamin, the writer is grateful for all the bounties that Allah SWT has showered upon one who enabled me to complete this thesis.
The writer acknowledges that many hands have given help and helpful suggestions to complete this assignment. I sincerely thank all the lecturers of FKIP UNISMUH, especially the lecturers of the English Department and all the staff of Muhammadiyah University Makassar for their guidance during the years of the writer's studies. The writer would like to express my deepest and heartfelt thanks to my beloved parents, H.
Thanks to Makassar Muhammadiyah University Students Association especially to all my friends in Dynamic Class 011, EDSA Community and UKM Seni Talas of Makassar Muhammadiyah University.
INTRODUCTION
- Problem Statement
- Objective of the Study
- Significance of the Study
- The Scope of the Study
The writer will implement the way in analyzing and discovering some problems, improve the pronunciation of the students and focus on two problems namely: diphthongs and triphthongs. On the basis of the foregoing description above, the author attempts to attract a study under the title: "An Error Analysis of English Diphthong and Triphthong Sounds Produced by the Students". What kinds of errors are produced by the students when pronouncing English diphthongs on the fifth semester students of the English education department of Unismuh Makassar.
What kind of errors are produced by the students in the pronunciation of English Triphthong sounds in the fifth semester students of the English Education Department of Unismuh Makassar. The kind of mistakes produced by the students in the pronunciation of English Diphthong sounds at the fifth semester students of the English Education Department of Unismuh Makassar. The kind of mistakes produced by the students in pronouncing English Triphthong sounds at the fifth semester students of the English Education Department of Unismuh Makassar.
And also this research is expected to be useful for the students to improve their ability to pronounce English words accurately or properly.
REVIEW OF RELATED LITERATURE
English Diphthong
The English Diphthongs based on the classification above can be seen in the following chart. Diphthong beginning with semi-close spread vowel, moves to lowered and centralized near front spread vowel. Diphthong beginning with open front spread vowel moves to lowered and centralized close front spread vowel.
Diphthong beginning with semi-open back rounded vowel moves towards lowered and centralized close front spread vowel. Diphthong beginning with unstressed mid vowel moves towards lowered and centralized close back rounded vowel. Diphthong beginning with open central spread vowel moves towards lowered and centralized close back rounded vowel.
The diphthong begins with low, centralized close rounded vowels, moving to the unstressed central mid vowel.
English Triphthong
After that, the position of the tip of the tongue is behind the lower teeth and the middle of the tongue is in a half-close position. Finally, to produce this vowel completely, the position of the tongue tip has moved behind the lower teeth and the tongue position is half-open and half-close. After that, the position of the tip of the tongue is behind the lower teeth and the middle of the tongue is in a half-close position.
To produce this Triphthong sound, first of all, the position of the tongue is half open and half closed. After that, the center of the tongue is raised to a semi-tight position and the lips should be in a round position. Finally, to fully produce this Triphthong sound, again move the tongue to the half-open and half-closed position and the tip of the tongue is behind the bottom teeth.
Finally, to produce this Triphthong sound completely, move the tongue position to half-open and half-closed, and the tongue tip position should be behind the lower teeth.
Error Analysis
These three vowel sequences are generally considered to consist of one of the diphthongs. Fault taxonomies that classify faults according to some observable surface feature of the fault itself, without reference. They are not the result of laziness or superficial thinking, but rather the learner's use of intermediate principles to create new language.
The errors are caused by a negative transfer or interference of the learner's native language in the language. According to Corder, the error analysis study is an investigation of the speech errors produced by second language learners at the learner level. It critically depends on the analyst making the correct interpretation of the learner's intended meaning in the context.
The description shows the respect in which the realization rules of the target language differ from those of the learner's dialect is value.
Error and Mistake
At this stage, the errors are explained linguistically and psychologically in others to help the learner learn. Corder argues that "errors are of no significance to the process of language learning, as they do not reflect a deficiency in our knowledge" and "they can occur first. Slips: refers to slips of the tongue or pen and the writer can spot it and fix it.
Errors: can only be corrected by the author “if the discrepancy is pointed out to him or her”. James further divides them into first-order errors, when a simple indication of the deviation is sufficient to allow self-correction, and second-order errors, when more information about the nature of the deviation is needed to enable self-correction. Errors: Occur when the learner is unable to self-correct until further relevant input is provided, for example by making a mistake.
Solecisms: are defined by James as “violations of the rules of correctness as established by purists and commonly taught in schools”.
Conceptual Framework
But English vowels can be divided into two vowels namely: Diphtong and Triftong and the writer chose the sounds Diphtong and Triftong as research. So the writer will research an error analysis in Diphthong and Triftong sounds produced by the students. The writer will focus on finding out the types of errors produced by students in the pronunciation of diphthong and triphthong sounds in English among the fifth semester students of Unismuh Makassar Department of English Education.
RESEARCH METHOD
- Population and Sample
- Instrument of the Research
- Procedure of Data Collection
- Technique of Data Analysis
Graph 1 above shows the percentage of errors the students made when pronouncing the English diphthongs. Based on the table above, this indicates that the error of the English diphthongs produced by the learners is 3.25% for /aɪ/ in. Based on the table above, this indicates that the error of the English diphthongs produced by the students is 4.75% for /ɔɪ/ in.
Related to the table above, this indicates that the second higher error of the English diphthongs produced by the students is /au/ 34.68%. The table above indicates that the third major error of the English diphthongs produced by the students /ɪə/ is 21.50%. Based on the table above, this indicates that the error of the English diphthongs produced by the learners is 18.43% for /eə/ in.
Related to the table above, it indicates that the error of the English Triphthong sounds produced by the students is /auə/ 41.50%.
FINDINGS AND DISCUSSION
Discussion
The highest level of errors that students produce in pronouncing English diphthong sounds is /əu/ 60.75%, followed by /au/ 34.68%. Based on the table above, it shows that the error in the English diphthong sounds produced by the students is 6.87% for /eɪ/ in the pronunciation of words, phrases and sentence text. Regarding the table above, it indicates that the highest error in the English diphthong sounds is /əu/ 60.75% in words, sentences and sentence texts.
Based on the table above, it shows that the error in the English triptone sounds produced by the students is 18.37% for /eɪə/ in the pronunciation of words, phrases and sentence text. Based on the table above, it indicates that the error in the English triptone sounds produced by the students is 23.50% for /auə/ in the pronunciation of words, sentences and sentence text. Based on the table above, it indicates that the error in the English triptone sounds produced by the students is 48.75% for /ɔɪə/ in the pronunciation of words, phrases and sentence text.
When students pronounced Failed and Layer, most students replaced /eɪ/ with Diphthong /aɪ/, /eɪə/ with Diphthong /aɪə/,. When students pronounced Vice and Tired, most students replaced /aɪ/ with Diphthongs /ɪ/, /aɪə/. When students expressed open and loyal, most students replaced /əu/ with Diphthong /o/, /ɔɪə/.
The types of errors produced by students in the pronunciation of diphthong sounds in English among fifth semester students of Unismuh Makassar Department of English Education was substitution error 60.81%, omission error 28.32% and malformation 10.86% . The types of errors produced by students in the pronunciation of Triphthong sounds in English among the fifth semester students of Unismuh Makassar Department of English Education was substitution error 84.06%, omission error 5.26%% and malformation 10.66% . The teacher should give the students more practice in pronouncing Diphthong and Triphthong sounds.
In order to improve the students' ability in pronunciation, it is suggested that the students should do more practice in pronunciation. The students should always refer to the Oxford dictionary to check the pronunciation of words.
CONCLUSION AND SUGGESTION
Suggestion
Error analysis of the production of English vowels made by students of the sixth semester of the study program of the English Universitas Brawijaya.
