The researcher then transcribed their recording to be analyzed for their errors in pronouncing plosive voiceless consonants based on Surface Strategy Taxonomy according to Dulay's theory. Declares that this thesis is originally the result of the researcher's research, with the exception of certain parts that have been taken from the mentioned bibliographies.
INTRODUCTION
Formulation of the Problem
Objective and Benefits of the Study
Prior Research
The result of the investigation shows that the students' mastery level in pronouncing English plosive consonant [p], [t], [b] and [g] is good. In addition, Based on the fact, the students are considered fair in pronouncing English plosive consonant [k] and [d].
Concept of Error Analysis
The result of the error analysis provides a number of benefits for both teachers and students. From the above statements, error analysis is the technique of systematically identifying, describing and analyzing errors made by the students.
The Sources of Error
To find out the nature of these psychological processes, and the practical aspect of error analysis, it is the function of guiding the corrective action we should take to correct an unsatisfactory situation for student or teacher.11 It means that there are two functions are in error analysis. the first, theoretical aspects that examine the language learning process, and the second, the practical aspect that determines corrective action. In other words, the students have false hypotheses about the teacher's explanation of the textbook, causing them to make mistakes. Learners are influenced by their native language's persistence in using the target language.
Error includes holistic strategies and analytical strategies. a) Holistic strategies, the term "holistic" refers to learners. assumption. We can conclude that Taylor classifies the sources of errors according to the students' level of language development.
The Types of Error
Systematic errors occur when the learner has discovered a rule that is incorrect. Post-systematic errors occur when the learner knows the correct rule of the target language, but uses it inconsistently (i.e. makes a mistake).15. These taxonomies of linguistic categories classify errors according to one or both linguistic components and the particular linguistic component affected by the error.
Language components include phonology (pronunciation), syntax and morphology (grammar), meaning and lexicon (meaning and vocabulary), and discourse (style).16. So, in this category, errors are classified by linguistic components, which include phonology, syntax and morphology, semantics, and lexicon and discourse.
Concept of Linguistic
Concept of Phonetic and Phonology
Phonology is concerned with the way speech sounds are organized into a system, the sound system of a specific language. Phonology relates the physical facts of speech to other linguistic knowledge possessed by the speaker, knowledge of vocabulary and grammar. 19. The term phonology is often associated with the study of this "higher" level of speech organization.
Thus, phonology is often said to be concerned with the organization of speech within specific languages, or with systems and patterns of sounds that occur in particular languages. On this view, a general description of how vowel sounds and consonants can be made and perceived may be the province of phonetics, while the analysis and description of the English vowels right be assigned to phonology.
Concept of Pronunciation
Meanwhile, Goodwin, as cited in Celce-Murcia, states that pronunciation is the linguistic feature that most easily identifies speakers as non-native.21 Because it can identify us as non-native, we do not need to pronounce as native speakers do. She added that when we find students who have problems with speaking, teachers should help them by improving their pronunciation.
Problems in Pronunciation
- Plosive Consonant
She added that when we find students who have difficulty speaking, we as teachers should help them by improving their pronunciation. in L1, which do not occur in English. The way a plosive consonant is produced is mainly characterized by a complete obstruction somewhere along the vocal tract. The first [p] is missing the release, while the second [p] is missing the closure; that is why the two registers are called 'incomplete plosives'.
Since each of these lacks one of the stages of producing a plosive consonant, they are pronounced as a stop with an abnormally long pause. Try a prolonged [sss] hiss and compare it to a prolonged buzz [zzz] : the difference between the two is the "voice" of the [z], a vibration produced in the larynx that is called a " buzzed" is observed.
Plosive Consonant Features
When the two lips are suddenly opened (sudden release of the stop), the air escapes with a plissing sound. The outgoing air is completely blocked by putting the tip of the tongue in close contact with the tooth ridge (alveolus). When the tip of the tongue is suddenly pulled away from the tooth ridge (sudden eruption), the air escapes with a plosive sound.
The outgoing air is completely blocked by making the back of the tongue tightly touch the soft palate (velum). When the back of the tongue and the soft palate suddenly separate from each other (sudden release of the stasis), the air escapes with an explosion and.
Error in Pronunciation
RESEARCH METHODOLOGY
Data Resources
The researcher will choose students of the seventh grade (VIII A), in total there are 17 students. 2) Secondary sources. They can explain primary sources and often use them to support a specific thesis or argument or to persuade the reader to accept a particular point of view. The secondary source in this research is from interviews, documentation, books, magazines, e-books and articles related to the research.
Data Collecting Technique
First, the sample students are given the test consisting of 14 words containing the words with English plosive sound consonants [p], [t], [k], [b], [d] and [g]. Third, the researcher plays and identifies the students' recorded pronunciations here the researcher focuses on their pronunciation of English plosive sounds consonant [p], [t], [k], [b]. The last thing, the researcher does analysis of the mistakes they made so that the information needed in this research is obtained.
The latter, the researcher used observation to describe the teaching and learning process in the classroom.
Research Instrument
Data Analysis Technique
Approach
In this research, the researcher used observation sheets to know the teaching and learning process in the classroom. The word "ask" is pronounced as [æsk], but some students made mistakes in pronouncing this word as [æks] was pronounced by 11 students who moved a phoneme /k/ in the middle of a word instead of in the last part of one word. This kind of addition was simple addition, which means that in this case the students present a simple addition /ʰ/ which is not needed in this word due to the position of /t/ was in the middle of this word.
This type of addition was also used simple addition, which means in this case the students present a simple addition /ʰ/ which was not needed in this word because the position of /p/ was in the middle of this word. Based on the explanation and description in the previous chapter, this research would like to draw a conclusion that Cahaya Bangsa School Junior High School students still made many mistakes in pronouncing English words which consist of voiceless consonants.
DESCRIPTIVE OF RESEARCH SETTING
GENERAL DESCRIPTION
The purpose of this research was to describe the types of errors students made in pronouncing voiceless plosive consonants based on the surface strategy taxonomy and to determine how many errors students made based on Dulays theory. In this research, the researcher did her preliminary research to get the primary source and select a good sample that represented the entire population. In data collection, this research used documentation as a data collection technique that yielded 14 lists of words that the students read while the researcher recorded their voices.
Omission is characterized by the absence of another element that is needed in a phrase or sentence construction. Based on the table above, we can conclude that some students faced problems in pronunciation because the first language may have a one-to-one relationship between sounds and spelling, the concept that there is no such relationship may be new if we use accent and intonation patterns that seem strange and the fluency of a native speaker.
DISCUSSION
This kind of malformation was alternating forms, because the student used /f/ as an alternative phoneme to represent /p/ in the middle position in this word. The word "dirty" is pronounced as [deːti], but some students made mistakes in pronouncing this word such as [deːtʰi] was pronounced by a student who added an aspiration /ʰ/ on phoneme /t/ which did not there shouldn't be because the phoneme of plosive voiceless /t/ in the middle is not aspirated. The word "apple" as pronounced as [æpl] was pronounced as [æpl] was pronounced by 2 students by adding an aspiration /ʰ/ on phoneme /p/ which where plosive voiceless consonants only in initial position with aspiration in instead should be there was no aspiration in the middle or final position.
Addition of aspiration to /t/ (simple addition) 6. Dropping of aspiration to /tʰ/. Wrong order of /k/ that should be final instead of medial 10. Wrong order of /k/ that should be final instead of medial 10. simple addition) that should be unaccented in the middle of the word .
CONCLUSION AND SUGGESTION
Suggestion
The students should practice in pronunciation starting from the simplest one like talking about their daily activity. The students should pay more attention to some aspects that are difficult for them in pronunciation. After knowing their mistakes, the students should be able to learn from them, so they will not make the same mistakes.
The teacher should make the students aware of their mistakes by correcting their mistakes. The teacher should pay more attention to the practical material of pronunciation, especially to the materials of voiceless consonants. It was hoped that this research could help the future researcher in providing more information about the analysis in the students' error in pronouncing voiceless plosives.
Wrong ranking of /k/ which should be in the final instead of in the middle 10. 3. Wrong pronunciation but correct in the pronunciation of /p/. and the omission of an aspiration in / k ʰ //. Wrong order of /t/ in the final instead of in the middle. simple addition) which must be unaspirated in the middle position of word.
The Result of Pre-Research
List of the sample
Instrument Test
Observation Sheet
Condition of Teachers and Official Employees
The Facilities in Junior High School of Cahaya Bangsa School
