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The Analysis of Phonological Bias of English Students in Pronunciation of English Words in the English Education Department of the First Semester of Makassar Muhammadiyah University (A Descriptive-Qualitative Study). The respondents consisted of 24 students from the First Semester English Education Department of Makassar Muhammadiyah University. The findings showed that the students made phonological errors on all pronunciations of the three English consonants observed in this study.

The last, 10% students answered that the pronunciation of the words is not difficult or not easy. Alhamdulillahi rabbil alamin, all thanks to the presence of Allah, the owner of the entire universe for the abundance of mercy and grace, so that the dissertation titled ‖Analysing Phonological Deviation Of the English Students In Pronouncing English Words‖ is completed in a simple form can be . This thesis has been prepared to fulfill one of the academic requirements in order to obtain a Bachelor's Degree in Education and Teaching and Education Faculty at the University of Muhammadiyah Makassar.

Both my beloved parents who have educated, devoted attention, love and prayers as well as help both morally and materially from birth to completion of studies in the English language education department of the University of Muhammadiyah Makassar. Lecturers from the English language education department who always provide invaluable guidance, knowledge and services from the beginning of the lecture to the completion of studies.

INTRODUCTION

Problem Statement
Objectives of the Research
Significances of the Research
Scope of the Research
Previous Related Research Findings
Some Pertinent Ideas
Conceptual of Framework

In addition, the way a particular sound is pronounced can vary depending on the position of the sound in the word (Prator & Robinett, 1972). All of these active articulators, except for the velum, lie in the lower part of the mouth. Passive articulators are those articulators that do not move and lie in the upper part of the mouth.

All consonants can be classified based on (1) place of articulation, (2) manner of articulation, and (3) voice or lack of voice. Dental consonants are consonants articulated by placing the tip of the tongue between the upper and lower teeth. Alveolar consonants are consonants that are articulated by raising the tip of the tongue against the alveolar ridge.

A palatal consonant is a consonant articulated by raising the body of the tongue against the hard palate. Velar consonants are consonants articulated by raising the back of the tongue against the soft palate. It is stopped by a complete and short-term closure of the air flow through the oral cavity.

The research is descriptive qualitative research, analyzing the phonological deviations of English learners when pronouncing English words.

RESEARCH METHOD

Research Focus
Research Participant
Research Instrument
Data Collection
Data analysis

25 . the students produced different deviations in pronouncing dental and palato-alveolar sound as following table. For example, there are 12% students who pronounce it as /t/ .. like in the word "thigh" the actual pronunciation is /θai/, but the students pronounced it as /tai/. b) Sound [θ] is pronounced as [d]. For example, there are 8% students who pronounce it as /d/ as in the word "theme", the actual pronunciation is /θi:m/, but the students pronounced it as /di:m/. 27.

On the other hand, they too still deviated the place and mode of articulation, from dental to alveolar and from fricative to stop. Thus, producing [th], deviated [θ]. For example, 33% of students spelled it. like /th/ as in the word ―value‖ the actual pronunciation is /wз:rθ/ but the students pronounced it as / wз:rth /. d) The sound [θ] is pronounced as [s]. Therefore, when students replaced [θ] with [s], they made another deviation of [θ]. For example, 45% of students pronounced it as /th/. as in the word ―monthly‖ the actual pronunciation is /mΛnθli/ but the students pronounced it as /mΛnsli/. 2. Pronunciation of the dental sound [ð]. For example, 46 % of the students pronounced it as /d/ as in the word .. although‖ the actual pronunciation is /o:lðəu/ but the students pronounced it as /o:ldəu/. b) The voiced dental sound [ð] pronounced as [t].

For example, 42% of the students pronounced it as /th/ as in the word ―breath‖ the actual pronunciation is /bri:ð/ but the students pronounced it as /bri:t/. 3. Pronunciation of the alveolar sound of the voiced palate [ʒ]. For example, 17% of the students pronounced it as /z/ as in the word .. treasure‖ the actual pronunciation is /treʒər/ but the students pronounced it as /tezər/. b) The sound [ʒ] is pronounced as [s]. For example, 30% of the students pronounced it as /s/ as in the word .. prestige‖ the actual pronunciation is /presti:ʒ/ but the students pronounced it as /presti:s/. c) The sound [ʒ] is pronounced as [j].

For example, 50% of the students pronounced it as /j/ as in the word .. genre‖ the actual pronunciation is /ʒa:nrə/ but the students pronounced it as /je:nrə/. d) The sound [ʒ] is pronounced as. For example, 58% of the students pronounced it as /∫/ as in the word "unusual" the actual pronunciation is /Λnju:ʒəl/ but the students pronounced it as /Λnju:∫əl/. e) [ʒ] is pronounced as [dʒ]. For example, 38% of the students pronounced it as /dʒ/ as in the word ―garage‖ the actual pronunciation is /gəra:ʒ/ but the students pronounced it as /gəra:dʒ/. f) The sound [ʒ] is pronounced as [g].

For example, 8% of the students pronounced it as /g/ as in the word ―genre‖ the actual pronunciation is /ʒa:nrə/ but the students pronounced it as /ga:nrə/. Finally, 15% of students think that pronouncing words is not difficult or not easy, as shown in the following interview result:. In the initial position there are four words, the first in the word "they" in this word out of 24 students there are 25% of students who make a deviation.

And the last word "worthy" in this word is 8% of students who make deviations. In the final position there are two words, the first "garage" in this word are 38% of students who make deviations.

FINDING AND DISCUSSION

Discussion

Disturbances that occur are pronunciation deviation are changes (θ – th), standard phonetic transcription /θo:t/ experiences deviation /tho:t/. Interference that occurs is pronunciation deviation is change (θ - s), standard phonetic transcription /bз:rθdeι/ experiences deviation /bз:sdeι/. Disturbances that occur are pronunciation deviation are changes (θ - t), standard phonetic transcription /breθləs/ experiences deviation /bretləs/.

Disturbances that occur are pronunciation deviation are changes (θ – th), standard phonetic transcription /wз:rθ/ experience deviation /wз:rth/. Disturbances occurring are pronunciation deviation are changes (θ - t), standard phonetic transcription /mΛnθ/ experiences deviation /mΛnt/. b) Pronunciation of [ð]. There are 10 words in English that consist of the position of beginning, middle and last.

There is one word in the initial position, namely "Genre" in the word there are no deviations that I would make. 34;conclusion" there are two deviations, namely (ʒ - z) is 42% of students who deviate and (ʒ - s) is 8% of those who make this deviation, transcription standards phonetic /kəŋklu: ʒn/. The third the word is "measure" there are two deviations, namely (ʒ - z) is 25% of students who make these deviations and (ʒ - s) is 17% who makes these deviations, phonetic transcription standards / meʒər/ deviations of the experience of being /mezər/ and be /mesər/.

And the last word "tax" there are two deviations that occur, namely (ʒ - z) there are 17% of students who make these deviations and (ʒ - s) there are 30% who make this deviation, phonetic transcription standard /treʒər / experience of being /trezər/ and becoming /tres ər/.

CONGLUTION AND SUGGESTION

Suggestion

Dosen bahasa Inggris dalam mengajar pengucapan harus memberikan siswa lebih banyak latihan dalam pengucapan bahasa Inggris, menjelaskan dan memberikan pemahaman kepada siswa bagaimana menggunakan simbol-simbol fonetik. Mahasiswa Semester Pertama perlu lebih banyak berlatih pengucapan dalam bahasa Inggris, memahami cara menggunakan simbol fonetik dan menambah pengetahuan kosakata bahasa Inggris. Siswa : Saya kira itu karena adanya interferensi dengan bahasa sehari-hari yang biasa saya gunakan, sehingga ada beberapa kata yang menyebabkan penyimpangan.

Siswa: Karena saya jarang berlatih mengucapkan kata-kata dalam bahasa Inggris, jadi saya kaku dalam mengucapkan kata-kata tersebut.