This means that the students used the wrong item in the word and this includes malformation type error. The causes of errors that happened there are interlingual transfer where the student is influenced with the mother tongue and also intralingual transfer where there was a wrong line within the statement the students made. Based on the explanation above, the researcher realizes that pronunciation is important for the students to be good speaker to avoid misunderstandings while interacting.
Organization of the Thesis
Then the researcher also shows data findings about causes of errors made by the students. It contains data analysis of pronunciation errors that include types and causes of errors produced by the fourth semester of English Education Department of IAIN Ponorogo. There are two parts in this section, they are review of related literature and previous research findings.
Review of Related Literature 1. Mistake and Error
- Phonological Error
- Types of Error in Pronunciation
- Pronunciation Aspects a. English Consonant
- Sources of Error
This student was actually supposed to produce the /s/ sound at the end of the word, but she left it out. The correct phonetic transcription of it was /ɒfn/ but actually she added the /t/ sound in the middle of the word as /ɒftn/. Because the second part of the diphthong is weak, they often do not reach a position that could be called close.
PREVIOUS RESEARCH FINDINGS
The second previous study related to this study is Dona Caesar Febriani's 2017 dissertation entitled "Analysis of Students' Error on English Vowel Pronunciation of the Eleventh Grade of SMAN 1 Jetis Ponorogo". This study has three goals: to find out the types of errors, the dominant types of errors and the reasons for the errors made by the students. The next difference in this study by Febriani concerns the pronunciation aspect and also the types of error analysis.
Research Design
In this chapter, the researcher gives the description of the research methodology, which includes the research design, the role of the researcher, the research environment, the data source, the data collection technique, the data analysis technique, the validity check of the data and research procedures.
Researcher Role
Research Setting
The fourth semester of the English Education Department of IAIN Ponorogo Academic Year 2017/2018 was an appropriate level or semester where the students had been taught the material on speaking and phonology by the teacher. TI.B Class of English Education Department of IAIN Ponorogo Academic Year 2017/2018 was known as a class suitable for this type of research. The B class could be categorized as having low pronunciation skills, as if they were still influenced by their native language.40 So hopefully this study can improve their ability to speak English better than before.
Data Source
Technique of Data Collection
In this research, the researcher uses previous research and book absolutely consists of theories related to pronunciation error. In this sense, it differed from the questionnaire where the respondent was expected to somehow record her answers to the questions asked. Since the interview has a few things.44 Related to this researcher, interview was conducted to obtain the information about the pronunciation ability of the students in the class, how they use English to do activity or interaction, and what the problem the students face faced to master speaking class taught by mr.
Technique of Analyzing Data
In this part, the researcher took the words where errors were produced by the students within the video. In this process, the researcher abstracted the pronunciation data into vowels, consonants, diphthongs and also triphthongs. In this step, the researcher would make an error table to find the dominant types of errors.
Checking of Data Validity
Verification can be as brief as a fleeting second thought that crosses the analyst's mind while writing, with a brief excursion back to the archived notes, or it can be thorough and elaborate. Triangulation technique to check the credibility of data was done by checking data to the same source with the different technique.55 According to this research, the researcher obtains data with video documentation produced by the fourth semester of the English education department, after which these videos were checked by interview and observation technique.
Research Procedures
In this chapter, the researcher presented the results of the research covered types and causes of pronunciation errors produced by fourth semester students of English Education Department in IAIN Ponorogo academic year 2017/2018.
Data Findings about Types of Error in English Pronunciation
Consonant Omission
The type of error was as if the students forgot to pronounce the last letter of a word like /t/ and /k/. In the middle of some words, the students should actually have pronounced the sound /j/, but they left it out. The final type of this error was forgetting to add /s/ or /d/ sound to show the structure of the sentence they produced or to demonstrate plurality.
Consonant Addition
The result of the above classification showed that mainly consonant deformity errors occurred. There are 156 malformations out of all 289 errors.
Consonant Misordering
In most cases, these incorrect forms were influenced by the mother tongue or a poor knowledge of pronunciation. There were 288 error words, which were classified into four types, namely, omission, addition, incorrect form, and misclassification.
Vowel Omission
Vowel Addition
Vowel Misformation
Vowel Misordering
The type of this error was as if the students used the diphthong /eɪ/ when in fact the diphthong was /aɪ/. In addition, students used the diphthong /aʊ/, whereas the correct sound would be /ɔ:/ or /ɒ/. Findings on all the above triphthong errors were categorized into only one, which is the wrong form. A triphthong error occurred in the amount of 2 incorrect forms from all 2 words.
The type of this error was as if the students had used the triphthong /ɒʊə/, but it was actually an example of the triphthong /aʊə/. In addition, the students used the triphthong /aʊə/ when it is correct that they should pronounce the triphthong /əʊə/.
Data Findings about Causes of Error in English Pronunciation
Interlingual Transfer
I watch video in social media when I'm just in a good mood usually I only do it once in a month. I rarely do this, I usually listen to native speakers just talk in social media like instagram and listen to some songs. Usually when I watched a video from YouTube, I prefer to focus more on the content than listen carefully to their pronunciation.
From all the above statements, the researcher concluded that there are many students who rarely listen to a native speaker to improve their pronunciation. In fact, the benefit of listening to a native speaker as often as possible can have a good effect on how one pronounces a word to be better than before. Based on the above statements of the students, the researcher found that the students rarely practice speaking especially in pronunciation.
The knowledge of phonetic transcription that they have acquired from another class (Phonology) is less practical at university.
Intralingual Transfer
I still couldn't speak English fluently because sometimes I think the structure first in my mind. From the students' statement above, the researcher concluded that grammar was difficult for some students. Because of that, many students mispronounced some words, especially to show plurality or the structure of some statements.
DISCUSSION
Kinds of Error in Pronunciation
Focusing on the adjective "big", this student pronounced it with phonetic transcription was like /grɪt/. Focusing on the verb "share", this student pronounced it with phonetic transcription as /ʃə(r)/. Focusing on the noun "fruit", this student pronounced it with phonetic transcription as /frʊɪt/.
Focusing on the word "tour", this student pronounced it phonetically as /tɒ(r)/. Focusing on the word "popular", this student pronounced it phonetically as /`pɑpjʊlə(r)/. Whereas, its correct phonetic transcription was /`kənstrʌkt/. Thus, this case was also categorized as a vowel malformation error.
Focusing on the noun “business”, this student pronounced it phonetically as /bʊsɪnəs/. Focusing on the noun “opportunity”, this student pronounced it with the phonetic transcription as /əpɒ`tu:nɪtɪ/. Focusing on the noun “vehicle”, this student pronounced it phonetically as /`fæhi:kls/.
Focusing on the verb, "said", this student pronounced it with the phonetic transcription be as /seɪd/.
Causes of Error in Pronunciation
Learners' motivation for learning a language and cultural group that the learner identifies and spends time with determines whether the learner will develop native pronunciation. The learners or the students can become highly proficient, even native speakers of a second language, especially if motivated to do so. 70. When the learner has listened more and more to native speakers, the greatest possible result will be achieved by the students to also pronounce better.
Conversely, if the student only listens, as native speakers rarely speak English, an opportunity to make mistakes in pronunciation will also be met more strongly by the students. So the students didn't just get the material in class and then forget after the phonology class ended. Negative transfer implies that the learner has used first language knowledge by using target knowledge.
According to Keshavars, overgeneralization also referred to as not knowing the restriction of rules occurred when the learner has mastered a general rule but does not yet know all the exceptions to the rule. He defined cross-linguistic and developmental errors as “errors caused by the mutual interference of units in the target language, for example, the influence of one target language item on another.”72 The researcher found that some students made errors in grammatical inference. . There was an example where students should pronounce the ending sound /s/ to indicate plural or to indicate past tense, but many students did not give the ending sound.
From the students' statement above, the researcher can conclude that grammar is difficult for some students.
CLOSING
Conclusions
Recommendations
The teacher can give deep understanding about how to pronounce word correctly and also give motivation to the students to speak. Then the teacher can give more exercises for the students to apply their material from class. Analysis of students' error with English vowel pronunciation of the eleventh grade of SMAN 1 Jetis Ponorogo.
The errors in English pronunciation on vowels made by the second-year students of SMPN 2 Mengant, Gresik. Error Analysis in Teaching English”, Kita, Part 4. Teaching and Learning in the Language Classroom. Notions of “Error” and Appropriate Corrective Treatment”, Hong Kong Papers in Linguistics and Language Teaching, No. 13: 1990. http://www.finchpark.com/courses/tkt/Unit_31/error.pdf).
Novaliana and Fiber Yun. "An Analysis of Pronunciation Errors Made by the Fourth Semester Students of English Education Study Program at Unika." Medan: JSP, 2016. https://akademik.uhn.ac.id/portal/public_html/ JurnalSuluhPendidikan / Volume%203%20Edisi%201/07_Nova.pdf). An Analysis of Pronunciation Errors Made by Indonesian Singers in Malang While Singing English Songs,” State University of Malang, 2013.
