Berjudul: “Kesalahan Pengucapan Konsonan Bahasa Inggris yang Dilakukan Mahasiswa Semester III Jurusan Bahasa Inggris Universitas Muhammadiyah Parepare”. Tujuan dari penelitian ini adalah: untuk mengetahui jenis kesalahan dan kesalahan dominan dalam pengucapan konsonan bahasa Inggris yang dilakukan oleh mahasiswa semester tiga Jurusan Bahasa Inggris Universitas Muhammadiyah Pare-pare. Kesalahan Pengucapan Konsonan Bahasa Inggris yang Dilakukan Mahasiswa Semester III Jurusan Bahasa Inggris Universitas Muhammadiyah Pare-pare. dibimbing oleh St. Asriati AM dan Maharida).
Tujuan dari penelitian ini adalah: untuk mengetahui jenis-jenis kesalahan dan kesalahan yang dominan dalam pengucapan konsonan bahasa Inggris yang dilakukan oleh mahasiswa semester tiga Jurusan Bahasa Inggris Universitas Muhammadiyah di Pare-pare. Ummi Khaerati Syam, S.Pd., M.Pd., Kepala Bidang Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Nasrullah, S.Pd., M.Pd., Kepala Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Parepare yang mengizinkan saya melakukan penelitian pada kelas semester III.
The students of Universitas Muhammadiyah Parepare, especially the third semester students at the English Department, who participated in this research.
INTRODUCTION
Problem Statement
31. pronounced as /fi:l/. Students who change the /v/ sound to /f/. There were malformations in word initial position. The word very was supposed to be pronounced as /veri/ but the students pronounced it as /feri/. Students changing The /v/ sound .. became /f/. There were malformations in word initial position. The word vine was supposed to be pronounced /vaɪn/ but the students pronounced it /fain/. Students changing the /v/ sound to /f/. There were malformations in word initial position.
The word every should be pronounced /evri/, but the students pronounced it /efery/ . students change sound /v/ . becomes /f/. There was deformity in the middle position of the word. The word save should be pronounced /seɪv/, but the students pronounced it /sef/. Students who change the sound /v/ become /f/. There was deformity in the final position of the word. The word or should be pronounced /hԙv/, but the students pronounced it /hԙf/, /hԙp/. Students change sound /v/.
The word live is supposed to be pronounced as /lɪv/, but the students pronounced it as /laɪf/. The students changed the sound /v/ to /f/. An incorrect form has occurred in the final position of the word.
Objective of The Research
Significance of The Research
Scope of The Research
- Pronunciation
- English Consonant
Error Analysis
- Definition of Error Analysis
- Error and Mistakes
- Kinds of Errors
Error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by a foreign language learner using any of the principles and procedures provided by linguistics (Crystal, 1985:112) . Error analysis is useful for the teacher and the students to know the deficiency of the students and also to find the difficulties. Errors are systematic, consistent deviations that are characteristic of the linguistic unit of beginners at a given level of learning.
Omission is characterized by the absence of one more element, which is necessary in a phrase or sentence. They are distinguished by the inclusion of an object that should not be present in a well-formed utterance. Malformation errors are distinguished by the use of the wrong type of morpheme or structure.
So far, three forms of malformation have been frequently mentioned in the literature. a) The error of arrangement in the category of misinformation is an error where a regular marker is used instead of an irregular marker, a broken sin for a goose or a running goose. Members of a class of shapes that represent other people in the class, usually chosen by students, are called narciforms. Malformation is characterized by using the wrong form of elements in a phrase or a sentence.
Misclassification errors are characterized by incorrect placement of a morpheme or group of morphemes in an utterance. Incorrect order is characterized by the incorrect placement or order of another linguistic element in a phrase or sentence. Based on the general explanation above, we can conclude that there are four types of errors: omission, addition, wrong form and wrong arrangement, where the omission is identified by the absence of one element that should appear in the pronunciation of the word.
Addition is the appearance of one or more sounds that are not required when the word is pronounced. Malformation is the wrong form of elements when the word is mentioned, and wrong order is the wrong placement of a sound in the word.
Conceptual Framework
Based on the conceptual framework, the researcher concentrated on the mispronunciation of English consonants, which are fricative and affricate sound.
RESEARCH METHOD
The Research Variable and Indicators
The Research Subject
The subjects of this research were the third semester students in the English Department of Universitas Muhammadiyah Parepare. The researcher here observes only one class where the total number of students is 19. Total sampling is a sampling technique if the number of population and sample used in the study is equal (sugiyono, 2007).
Thus, all third semester students of the English Department of Universitas Muhammadiyah Pare-pare become the subject of this study.
The Research Instrument
The Procedure of Collecting Data
The Data Analysis
The word vanilla should have been pronounced as /vә’nɪlә/, but students pronounced it as /fanila/. Students sound change /v/ became /f/. There was malformation in the initial position of the word. The word invest should have been pronounced as /ɪn’vest/, but students pronounced it as /ɪnˈfәst /, /in fes/, /in fest/. Students who change sound /v/ to /f/. There was malformation in the middle position of the word. The word division should have been pronounced as /dɪˈvaɪd/, but students pronounced it as /dɪˈ faɪd/, /di fided/, defaid/, /defid/. students change sound /v/ to /f/. There was malformation in the middle position of the word.
The word clover was supposed to be pronounced as /'kloʊvәr/ but the students pronounced it as /'kloʊfәr/. Students changing the /v/ sound to /f/. There were malformations in the mid-word position. The word wave was supposed to be pronounced as /weɪv/ but the students pronounced it as /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/. Students changing the /v/ sound to /f/. There were malformations in word-final position. The word love was supposed to be pronounced as /lʌv/ but the students pronounced it as /lof/. Students changing the /v/ sound. becomes /f/. There were malformations in word-final position.
The word choke is supposed to be pronounced as /ʧәʊk/, but the students pronounced it as /kok/, /kuk/, /shoke/. The word butcher should be pronounced /ˈbʊʧә(r) /. and the students pronounced it as /kopalec/, /baher/. The students changed the sound /ʧ/ to /t/,/h/. The word ketchup should be pronounced /'keʧәp/. but the students pronounced it as ’/kekәp/. The students changed the /ʧ/ sound to /k/. An incorrect form has occurred in the middle position of the word.
The word catch is supposed to be pronounced as /kæʧ/. but students pronounced it as /kats/, /keʤ/, /kæʤ/. Students sound change /ʧ/ became /t/,/s/. The word ginger. supposed to be pronounced /ʤɪnʤәr/, but students pronounced it as /gingәr/. Students changing sound /ʤ/ .. became /g/. There was deformation in the initial position of the word. The word vegetable is supposed to be pronounced'/vɜʤәtәbl/ but students pronounced it as /vɜgәtәbl/. Students who change sound /ʤ/ became /g/. There was deformity in the middle position of the word.
The word vegetarian should be pronounced /veʤԙ'teriԙn/, but the students pronounced it /,vegԙ'teriԙn/. Students changed the sound /ʤ/ to /g/. There was deformity in the middle position of the word. The word cadge should be pronounced /kæʤ/, but the students pronounced it /kæʧ/, /caʧ/. Students changed the sound /ʤ/ .. became /ʧ/. There was deformity in the final position of the word. The word message should be pronounced /'mesɪʤ/, but the students pronounced it /messeʧ/, /messes/. Students who changed the sound /ʤ/ became /ʧ/ and /s/. There was deformity in the final position of the word.
The big word is supposed to be pronounced /lɑ:rʤ/ .but students pronounce it as /lɑ:rʧ/. Students changing the sound /ʤ/ .. became /ʧ/, There were malformations in the final position of the word.
FINDINGS AND DISCUSSION
Discussion
This chapter deals with a discussion on the types of errors and the dominant errors committed by third semester students of the English Department of Universitas Muhammadiyah pare-pare. Starting with the idea, researchers had discovered different types of pronunciation errors made by third semester students of the English Department of Universitas Muhammadiyah Pare-pare. Since one of the objectives of this study was to find out what kind of errors in pronouncing English consonants were made by students of the third semester of the English Department of Universitas Muhammadiyah Pare-pare, the findings of the errors found were explained by omissions and deformities.
Omission is a type of error that involves removing the sound of the word. Students don't pay attention to the word and just say it, they forget how it is pronounced so letters that are in the initial and final letters of the word are not pronounced and it happens with the error omission in the affricate sound /ʤ/. Error deformity is the wrong form of elements when naming the word. From the analysis, the researcher found that there were some errors made by students, namely error deformity in fricative sound /f/, /v/, error deformity in africative sound /ʤ / and /ʧ/.
Students tend to make mistakes in the beginning, middle and ending of words. Based on the findings, the students' predominant error in English consonant pronunciation was the error in fricative /v/ and affricate /ʤ/ sound. The first objective carried out was what kind of mistakes are made by third semester students in the English Department of Universitas Muhammadiyah Parepare.
This showed that the types of errors made by the students were omissions and distortions. The dominant errors that the third semester students made when pronouncing English consonants were the dominant malformation errors in fricative /v/ and affricate /ʤ/. The teachers have an important role in improving the output of the English Education Study Program.
This research still contains many weaknesses that hopefully future research will teach or show the correct pronunciation of the mistakes said or made by students and also hopefully the next researcher can do a much better. Pronunciation Error Analysis Of The Tenth Grade Students Of Sma N 1 Nalumsari Jepara In Academic Year Doctoral Dissertation, Universitas Muria Kudus).
