AN ERROR ANALYSIS OF ENGLISH FRICATIVE BY BUGINESE STUDENTS IN THE FIFTH SEMESTER OF ENGLISH EDUCATION DEPARTMENT IN MUHAMMADIYAH UNIVERSITY OF MAKASSAR
(Descriptive Qualitative Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment the requirement for the degree of
Sarjana Pendidikan in English Department
SARTIKA YULIA SARI 105351113416
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINI NG AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2022
Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
ِمي ِحﱠرلا ِنَمْحﱠرلا ِ ﱠ ِمْسِب
SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : Sartika Yulia Sari
NIM : 105351113416
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Errors Analysis of English Fricative by Buginese Students in the Fifth Semester of English Department in Muhammadiyah University of Makassar
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuat oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, November 2022 Yang Membuat Pernyataan
SARTIKA YULIA SARI
Jalan Sultan Alauddin No. 259 Makassar Telp : 0411-860837/860132 (Fax) Email : fkip@unismuh.ac.id Web : www.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
ِمي ِحﱠرلا ِنَمْحﱠرلا ِ ﱠ ِمْسِب
SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : Sartika Yulia Sari
NIM : 105351113416
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Errors Analysis of English Fricative by Buginese Students in the Fifth Semester of English Department in Muhammadiyah University of Makassar
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, November 2022 Yang Membuat Perjanjian i
Sartika Yulia Sari ABSTRACT
Sartika Yulia Sari, 2022. An Error Analysis of English Fricative by Buginese Students in the Fifth Semester of English Department in Muhammadiyah University of Makassar.
Supervised by St. Asriati and Herlina Daddi
The objective of this research is to find out the Buginese students’ error in pronouncing English Fricative consonants at the fifth-semester of English Department in Makassar Muhammadiyah University.
The methodology of the research is Descriptive Qualitative. The subjects of this study were Buginese students of English Language Education in the fifth semester at the University of Muhammadiyah Makassar. The research instrument of the research was pronunciation test. The steps in collecting the data are as follows: (1) Pronunciation Test; (2) Recording (Video).
The research findings showed the types error of buginese students made were substitution and omission. The substitution error made by the Buginese students in pronouncing fricative consonants Palato-alveolar /ʒ/ substitute become /s/ sound especially in middle position. Meanwhile in omission, the students made errors omission by omit the /h/ sound in initial position. The most dominant error found is substitution by substitute Palato-alveolar /ʒ/ become /s/. In general, the total errors found in the pronunciation of sounds, Fricative sound /ʒ/ Palato-Alveolar sound, 7 from 10 buginese students made errors in pronouncing Fricative sound /ʒ/ Palato-Alveolar.
Keywords: Fricative Consonant, Buginese Students, English Pronunciation.
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ABSTRAK
Sartika Yulia Sari, 2022. An Error Analysis of English Fricative by Buginese Students in the Fifth Semester of English Department in Muhammadiyah University of Makassar.
Dibimbing oleh St. Asriati dan Herlina Daddi.
Tujuan dari penelitian ini adalah untuk mengetahui kesalahan mahasiswa bugis dalam melafalkan konsonan Frikatif Bahasa Inggris pada semester lima Jurusan Bahasa Inggris di Universitas Muhammadiyah Makassar.
Metodologi penelitian ini adalah deskriptif kualitatif. Subyek penelitian ini adalah mahasiswa Bugis Pendidikan Bahasa Inggris semester V Universitas Muhammadiyah Makassar. Instrumen penelitian dalam penelitian ini adalah tes pengucapan. Langkah- langkah dalam pengumpulan data adalah sebagai berikut: (1) Tes Pengucapan; (2) Perekaman (Video).
Hasil penelitian menunjukkan bahwa siswa Bugis memiliki kesalahan dalam melafalkan bunyi frikatif yang benar. Jenis kesalahan yang sering dilakukan oleh mahasiswa Bugis adalah substitusi dan penghilangan. Kesalahan yang paling dominan ditemukan adalah substitusi. Secara umum, total kesalahan yang ditemukan dalam pengucapan bunyi, bunyi Frikatif /ʒ/ bunyi Palato-Alveolar, 7 dari 10 siswa Bugis melakukan kesalahan dalam melafalkan bunyi Frikatif /ʒ/ Palato-Alveolar.
Kata Kunci: Konsonan Frikatif, Pelajar Bugis, Pengucapan Bahasa Inggris iii
ACKNOWLEDGEMENT
Alhamdulillah, the researcher expressed thanks for the gratitude Allah SWT for blessing and mercy therefore, the researcher finished this study shalawat and salam addressed to the final chosen messenger, the prophet Muhammad SAW, who has brought us from the darkness to the brightness. This study could not have been carried out without both my parents, especially my grandparents who have raised me, the highest appreciation and deepest gratitude for always being my best parents. All family and friends for their care, support and love. The researcher would like thanks to:
1. Her highest appreciation for Prof. Dr. H. Ambo Asse, M.Ag. as the rector of Makassar Muhammadiyah University.
2. Her deep honor to Erwin Akib, Ph.D. as the Dean of FKIP Unismuh Makassar.
3. Her deep honor to Dr. Ummi Khaerati Syam, S.Pd., M. Pd as the chairman of English Education Department and all the lecturers who taught the researcher for the four past years.
4. Her highest appreciation and deepest are due to Dr. St. Asriati S.Pd., M. Hum as her first consultant and Herlina Daddi S.Pd., M.Pd. as her second consultant who had guided me very well during her thesis.
May Allah SWT guides and give us the happiness throughout our life.
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Finally, the researcher realizes that this thesis was far from being perfect.
Therefore, it was pleasure for me to accept constructive critiques and suggestion for improving this thesis.
Makassar, 2022
Researcher
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LIST OF CONTENTS
Page
COVER ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET ... iii
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENT ... x
TABLE OF CONTENTS ... xii
LIST OF FIGURES ... xiv
CHAPTER I: INTRODUCTION A. Background ... 1
B. Research Question ... 4
C. Objectives of the Research…... 4
D. Significance of the Research ... 4
E. Scope of the Research ... 5
CHAPTER II: REVIEW OF LITERATURE A. Previous Related Research Findings ... 6
B. Some Pertinent Ideas ... 8
C. Conceptual Framework……... 20
CHAPTER III: RESEARCH METHOD A. Research Design……... 22
B. Research Subject ……... 22
C. Instruments of the Research …... 22
D. Data Collection Method... 24
E. Technique of Data Analysis... 24
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CHAPTER IV
A. Findings ……... 40
B. Discussion ……... ... 50
CHAPTER V A. Conclusion ……... 54
B. Suggestion ……... ... 55
BIBLIOGRAPHY... 56
APPENDIX... 59
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CHAPTER I INTRODUCTION A. Background
In Indonesia, English is learned by students as a foreign language and it is mostly dominated in Indonesian Education. It is proven by the fact that Indonesian students learn English from the pre-elementary level up to the university level.
Many people at all levels attempt to master English well. Furthermore, at the university level, English is also the general lesson that must be taught. In Muhammadiyah University of Makassar, it is distinguished as the general course for non-English students and English as a major. In non-English students, they study English only for one semester, while as a major, English becomes a subject of study.
Therefore, English Education Students have to master it in depth. Most English learners regard English speaking skills as the measure of mastering English. How good their English depends on how good their pronunciation? Pronunciation is one of the important aspects, especially in oral communication. Every sound, stress pattern, and intonation may convey meaning. The non-native speakers of English who speak English have to be very careful in pronouncing some utterances or they may create misunderstanding. Because, if a word is pronounced incorrectly, the meaning will be different. Learners with good pronunciation in English are more likely to be understood even they errors in other areas, whereas learners whose pronunciation is difficult to understand will not be understood, even if their
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grammar 2 is perfect! That said, pronunciation is the key to having a communicative and on a larger horizon a perfect command of a foreign language (AMEP, 2002).
Talking about pronunciation means talking about spoken language by studying its sounds, it is called phonetics (Crane, 1981: 57). Students of the Department of English Education at Muhammadiyah University of Makassar studied phonetics and phonology in the third semester. Phonetics mainly focuses on the study of the identification of the sounds of a language and the formation of sounds (what sounds are in a language, how and where they are produced in the language). Phonetics also describes stress and intonation to help students recognize, understand, and correctly place stress and intonation patterns (Pallawa: 2013). It is also supported by Kaharuddin (2018), phonetics can be used as a shortcut to better pronunciation.
Since they had learned about sound production, it is hoped that their pronunciation will become natural.
Kaharuddin (2018:119) states that to have natural and correct pronunciation, the are several points the learners need to, first, know about making correct sounds both of consonants and vowels, second, know how to pronounce words correctly, with special attention to stress and third, make correct intonation (the use of rising and falling tones when constructing different types of sentences.)
As pronunciation is very important in communication, many Indonesian learners of English especially Buginese learners want to develop their English pronunciation. Because Indonesia has a diversity of the group in different accents
and language system. These differences can produce the variation of sounds’
production especially in the production of English sounds.
To develop English pronunciation, however, it is important to find out what sounds are problematic for Buginese learners. However, it is found that Buginese learners have problems in pronouncing English letters mostly consonant. The error of producing English sounds occurred because of the absence of specific letters.
Tiono and Yostanto (2008) found that the English sounds such as [v], [θ], [ð], [ʒ], [dʒ], and [t∫] cannot be found Bahasa Ugi.
Based on the preliminary study, the researcher interviewed 5 Buginese students of English Department, the researcher found information, that is student gets many difficulties. The student often faces a bit of hardship in the pronunciation of the words containing fricative sounds. Usually, when new languages are encountered, the existing representations of the first language are applied and reshape target language incoming information. In language transfer, complex factors interact, including language distance, cognitive load, attention, sociolinguistic factors, etc.
Language transfer is a phenomenon that exists in second language learning.
It does not need to try to turn people into sounding like native speakers, but the specific characteristic of English learners who are categorized as good and successful oral skill developers is those who have a good pronunciation include in English Fricative consonants. Good pronunciation of English Fricative consonant is a consonant pronouncing the sounds like a native speaker. Therefore, English
learners must have a good pronunciation in English Fricative consonants to support them to be good speakers (Nurhayati, 2008).
Due to those previous problems, most of the result indicates that Buginese student in the fifth semester of English Department in Muhammadiyah University of Makassar have the low ability in pronouncing English Fricative consonants.
After conducting an observation, the researcher got that the students still have many problems when they are asked to pronounce the sounds of Fricative consonants.
Based on the previous explanation, the researcher interested in analyzing the students' problems in pronouncing English Fricative consonants. This Research Titled is An Error Analysis of English Fricative by Buginese Student in Fifth Semester of English Education Department in Muhammadiyah University of Makassar. This research is conducted in fifth-semester students of the English Department at Muhammadiyah University of Makassar.
B. Problem Statements
Based on the previous background, the researcher formulated the research question as follows: “How is the Buginese students’ errors in pronouncing English Fricative consonants at the fifth-semester of English Education Department in Muhammadiyah University of Makassar?”
C. Objectives of The Research
The objective of this research is to find out “The Buginese students’ error in pronouncing English Fricative consonants at the fifth-semester of English Education Department in Muhammadiyah University of Makassar”
D. Significances of The Research
The results of this study will provide a significant contribution from a theoretical and practical point of view, for students as a reference material for studying fricative consonants, especially for Buginese students. For researchers as reference material and information for further research related to fricative sounds and can be used as additional knowledge in the field of linguistics. For the teachers of this study, as information, students' problems in pronouncing fricative sounds can be used to help teachers find problems to solve these problems.
E. Scope of The Research
Seeing the problem associate with the very broad title and limited prosses by researcher in terms of time, thought and energy, it is difficult to solve all the complexities and solve them. Therefore, it is necessary to limit the problem and focus of the problem so that research is clearer and there is no misunderstanding.
The scope of this study focused to analyze the students` errors in pronouncing English fricatives [f, v, θ, ð, s, z, ʃ, ӡ, h] sounds. Namely labiodental /f/ /v/, dental /θ/ /ð/, alveolar /s/ /z/, palato-alveolar /ʃ/ /ʒ/ and glottal /h/. This research is limit of the Buginese student at the fifth semester Muhammadiyah University of Makassar.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Related Research Findings
Some researchers have conducted researches that deal with pronunciation. One of the researches was done by Guntari (2013). Her research dealt with the native speaker acceptance of Sundanese students' production of English dental fricative consonant sounds. It aimed to investigate the level of acceptability of Sundanese students' production of English dental fricative consonant sounds as assessed by a native speaker of English, which dental fricative consonant sounds are difficult to pronounce and create problems for the students, and the possible factors that influence the acceptability of Sundanese students’ production. The focus of this research is limited only to the segmental aspects of dental fricative consonant sounds, without regard to suprasegmental aspects which consist of stress, intonation, and tone.
For data collecting, Guntari (2003) administrated a placement test and a pronunciation test. She collected 700 recorded sentences in the form of soft files containing four types of dental fricative consonant sounds [f], [v], [θ], and [ð]. A native speaker of English as an informant assessed the voice recording.
Another phonetic research was conducted by Nugroho & Cahyono (2011). Their research dealt with EFL or English as a Foreign Language learners. It aimed to investigate the error in the pronunciation consonants made by EFL and possible explanations of these errors. The focus of this research was a limited amount of
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previous research on pronunciation errors made by EFL. The finding of this research these language segmental errors were largely limited to final stops [p], [b], [t], [d], [k], [g], final sibilants [s], [z], [I z] initial and final affricates [ʒ], [ʃ] and interdentals [θ] or [ð]. The most common error the students made was that the students usually imitate their native language in pronouncing the words, such as when producing the word three the students commonly pronounced [tri:].
The research of error pronunciation also was conducted by Tiono & Yostanto (2008). The researchers dealt with the kinds of English phonological errors produced by English department students, particularly English consonantal sounds that do not exist in the Indonesian phonetics system [v], [θ], [ð], [ʒ], [dʒ], and [t∫]
and the patterns of those errors. The result showed that the students produced thirty- four kinds of phonological errors and that the deviations occurred most frequently before, after, or in between vowels.
While Rustipa (2014) in her thesis about “Analysis the English Speech Sounds [Θ, Ð], [ ∫, З], [t∫, d ʒ]” found that most of the students have difficulty in pronouncing [θ, ð], [∫, З], [t∫, d ʒ ∫] since these sounds are not found in Indonesian.
She concluded that most of the sounds in Fricative consonants are difficult in pronounced by the students.
According to Al-Saidat (2010), the claterification process is the sort of pronunciation that EFL Arabic learners experience in their inter-languages, which is the source of the process. As a result, it can be stated that, aside from the declustering process, the main reason is the language they frequently use or the
mother tongue condition. (Hago and Khan 2015) used surveys, classroom observations, and the document elt.ccsenet.org Teaching English Vol. 13, No. 1;
2020 65 collections to investigate the pronunciation difficulties of Saudi EFL secondary school students. They discovered that participants entered the vowel in the initial position, in addition to having difficulties pronouncing the eleven consonant sounds. These findings are currently being monitored in real-life learning circumstances, in general, and in Saudi English learning settings, in particular, at Jouf University. However, based on preliminary observations of the researched phenomenon, it is felt that additional research should be conducted to incorporate other components that have been overlooked, on the one hand, and to gain a better understanding of the phenomenon, on the other hand. Psychological difficulties that students already confront in a Saudi environment, such as shyness and hesitation, as well as pronouncing accents like a native speaker. However, it is possible that investigating all of these elements is beyond the scope of this research or capabilities.
From this previous research correlate the problems in pronunciation, and this study also tried to analysis the students’ errors on pronouncing English Fricative consonant. This research took the Buginese students of English Department as the subject of the research while the previous researches took different subjects.
This study is also different from previous research because the previous researcher analyzed students' mistakes in pronouncing English Speech Sounds [Θ,],
[,], [t∫, dʒ] while this study analyzed how the Buginese students pronounce fricative consonants which include labiodental, dental, alveolar, palato-alveolar, and glottal.
B. The Concept of Pronunciation 1. The Definition of Pronunciation
One of the most important aspects of language is pronunciation, which is also the most basic of the four language abilities. One of the most crucial components of learning a second language is putting in the effort to master sound systems and pronounce the words correctly.
“Phonology is one of the basic fields that form the discipline of linguistics, which is defined as the scientific study of language structure,” according to Odden (2005: 2). Phonology, in other words, is the study of sound structure in language. “Phonology is concerned with the way speech sounds are structured into a system, the sound system of a certain language,” according to Kreidler (2004: 5). It means that phonology connects the physical realities of speech to other linguistic knowledge, such as vocabulary and grammar, that speakers have.
"Another way to examine speech sounds is in terms of the arrangement of articulators - the lips, tongue, and other vocal tract organs required to make a specific speech sound," she said. The form of the vocal tract can be modified by appropriately arranging articulators, and as a result, the sound that emerges from the vocal tract can be adjusted.
The majority of mispronunciations may be traced back to speakers utilizing norms from their native tongue. While people's ways of articulating sounds varied slightly, we can nevertheless pretty correctly explain how each sound is made. When we study the meaning of a word, we can see how substituting one sound for another might alter the meaning. This is the principle that allows us to calculate the total number of phonemes in a language.
From the previous definitions, the researcher understands that pronunciation is how a language is spoken and how a word is pronounced.
a. Phonemes
There are two types of phonemes: vowels and consonants. The following are the differences between a vowel and a consonant:
1) Vowels
A vowel is one of the phoneme categories. According to Kelly (2000: 2), "All vowels are voiced, and they might be single (as in jet) or a combination (as in late), involving a movement from one vowel to another. Diphthongs are a term for such a combination. “A single vowel may sound short (like [], as in hit) or long (like [, as in hit),” he continues (like [i:], as in heat). A lengthy sound is denoted by the symbol [:]".
"Vowels are formed by spoken air flowing through distinct mouth- shapes; the changes in the shape of the mouth are caused by varying placements of the tongue and the lips," O'Connor (1980: 79) said. “A
vowel is a speech sound generated with vibrating vocal cords and a continuous unrestricted flow of air flowing from the mouth,” Dale and Poms (2005: 4) added.
The shifting form and position of your articulators affect the different vowels. The many vowels are made up of:
a. The position of your tongue in the mouth. For example, the tongue is high in the mouth for the vowel [ɪ] as in see but is low in the mouth for the vowel [ɒ] as in hot.
b. The shape of your lips. For example, the lips are very rounded for the vowel [ʊ] as in new but are spread for [ʊ] as in see.
c. The size of your jaw opening. For example, the jaw is open much wider for [ɒ] as in hot, than it is for the diphthong [eɪ] as in pay.
2) Consonants
Introducing the consonant in English, the sounds are produced with close and nearly closed articulation. A consonant occurs if the tongue is held very close to the roof of the mouth and a voiced air-stream of ordinary force is emitted, a frictional noise is heard in addition to the voice. O’Connor (1980: 24) said, “Consonants are generally made by a definite interference of the vocal organs with the air stream, and so are easier to describe and understand”. Consonants may be voiced and unvoiced (voiceless). Moreover, Dale and Poms (2005: 115) stated, “A voiced consonant is a sound produced when the vocal cords are
vibrating. A voiceless consonant is a sound made with no vibration of the vocal cords”.
It is possible to identify many pairs of consonants, which are essentially the same except for the element of voicing (for example [f], as in fan, and [v], as in van). Voiced sounds occur when the vocal cords in the larynx are vibrated and vice versa. In English the following consonants are voiced: [b], [d], [g], [v], [ð], [z], [ʒ], [l], [r], [j], [w], [ʤ], [m], [n], [ŋ]. The following ones are unvoiced: [p], [t], [k], [f], [Ө], [s], [ʃ], [h], [ʧ].
The following are examples of consonants in terms of articulation style and location:
Table 2.1 The List of Voicing, Manner, and Place of Articulation Table of English Consonants Phonemes
Manner of Articula
tion
Place of Articulation
Front
Back Bilabia
l
Labiode ntal
Dental Alveola r
Palata - Alveola
r
Palatal Vela r
Glottal
Plosive p b t d k
g
Africate ʧ ʤ
Fricativ e
f v
Ө ð s z ʃ ʒ H
Nasal M n ŋ
Lateral i
Approxi mant
(w) r j w
Kelly. (2000: 7)
2. The Importance of Pronunciation.
Pouhosein Gilakjani (2011), “Good pronunciation leads to learning while bad pronunciation promotes to great difficulties in language learning”. In English, communication pronunciation becomes the most important thing because an error in pronunciation might cause a miscommunication in meaning.
Pronunciation in personal aspects having an important role in influencing human identity, being proficient in pronunciation influences confidence in communicating. Here are some of the advantages of pronunciation:
1. The pronunciation will help communicate in English well and make it easier to identify sounds when speaking.
2. Confidence will grow exponentially, making it easier to start conversations and improve speaking skills.
3. Good pronunciation can make the speaker’s English skills more qualified. According to Pourhosein Gilakjani (2012), “Pronunciation leads to learning while bad pronunciation promotes to great difficulties in language learning”.
4. Good pronunciation helps learners to learn faster. Pronunciation affects the ability to perceive foreign sounds because of the way speakers represent a word in memory.
3. Problems of Pronunciation
Some pupils have difficulty learning English, particularly spoken English.
Some of the issues that students confront when learning pronunciation, according to Harmenr (2007), are as follows:
a. What students can hear
Some pupils had a hard time hearing the pronunciation characteristics we wanted them to imitate. Different sounds are sometimes a difficulty for speakers of different first languages.
b. What students can say
Physical intimacy issues are common when learning a new language (i.e. it is actually physically difficult to make sounds using certain parts of the mouth, uvula or nasal cavity).
c. The intonation problem
Some of us (and many of our students) have a hard time hearing notes or distinguishing between rising and falling note patterns.
C. Buginese
a. Buginese Language
Buginese people is one of Indonesian ethnic which are the inhabitant of South Sulawesi. This tribe is the biggest three after Javanese and Sundanese. Besides the indigenous who live in South Sulawesi, the immigrant of Minangkabau who wanders from Sumatra to Sulawesi and the Malay people are being called as Buginese people. At present, The Buginese is spread all over Indonesia like Sulawesi Tenggara, Sulawesi
Tengah, Papua, Kalimantan Timur, Kalimantan Selatan even to going abroad.
Buginese or Buginese (basa ugi, elsewhere also Bahasa ugi, Buginese, Ugi) is a language spoken by about five million people mainly in the southern part of Sulawesi, Indonesia.
Buginese language is one of the Austronesian languages spoken by the Buginese. The language is widely spoken in South Sulawesi, especially in the districts of Maros, Pangkep, Barru, Majene, Luwu, Sidenreng Rappang, Soppeng, Wajo, Bone, Sinjai, Pinrang, Parepare City and parts of Enrekang, Majene, and Bulukumba districts.
Buginese language consists of several dialects. Like the Pinrang dialect which is similar to the Sidrap dialect. Bone dialect (which differs between northern and southern Bone). Soppeng dialect. Wajo dialect (also different between northern and southern Wajo, and eastern and western). Barru dialect, Sinjai dialect and so on.
b. Buginese Consonant
Buginese Consonants is the lontara script (buginese script).
Symbols written with two TTF-fonts, Code2000 and Saweri. Lontara is an indic script that has been used historically for buginese, and a couple of related languages. Sikki Muhammad et. all (1991:26) Based on the resistance to air flow out of the lungs, the formation of consonant phonemes in Buginese language is classified as follows:
When Buginese is written in Latin script, general Indonesian spelling conventions are applied: [ɲ] is represented by ny, [ŋ] by ng, [ɟ]
by j, [j] by y. The glottal stop [ʔ] is usually represented by an apostrophe (e.g. ana' [anaʔ] 'child'), but occasionally q is also used. /e/ and /ə/ are usually uniformly spelled as e, but /e/ is often written as é to avoid ambiguity.
D. The Concept of Fricative Consonant 1. Definition of Fricative Consonant
Fricatives are consonants in which air escapes via a small opening and produces a hissing sound when they are pronounced (Roach, 1991: 47).
Fricatives are spoken sounds created by allowing air to escape from the lungs through friction. This occurs when the two articulators (upper teeth and lower lip) are brought closer together but not close enough to entirely block airflow.
Fricatives, on the other hand, are defined by the forcing of air in a continuous stream through a tight orifice, according to Edward Finegan (2008: 86).
According to Finegan, only a small amount of air is required to make fricatives through the mouth's various regions. It is concluded that the characteristic of fricatives necessitates airflow around areas of the mouth when pronouncing, resulting in a hissing sound. Some consonants are formed as a result of this action, which are classified as fricative sounds.
2. Types of Fricatives a. English fricative
Roach (1991: 47) stated that there are nine English fricatives, which each fricative phoneme has its complexity. Those nine fricatives are /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, and /h/. He described the English fricatives into a table, which can be seen in Table 2.2:
Table 2.3 Place of Articulation
Labiodental Dental Alveolar Palato-
Alveolar Glottal Fortis
(“Voiceless”) /f/ /θ/ /s/ /ʃ/
Lenis /h/
(“Voiced”) /v/ /ð/ /z/ /ʒ/
Roach. (1991: 48)
As explained in the table, each place of articulation has several ponemes except Glottal. The difference between the respective phonemes is the articulation sound. The first is fortis or voiceless which is articulated with a louder friction so that the friction sound can be heard louder. Others are lenis or voiced which have little friction or no sound at all in the final and initial positions but may be voiced between voiced sounds. The glottal articulation has no difference between the fortis and the lens as it would be somewhat misleading to define the glottal articulation in either of them. Each English fricative was categorized by Roach (1991: 48-52) and is now discussed in depth according to its articulation location.
a. Labiodental Fricative
Contact between the lower lip and upper teeth is required for labiodental fricative. The /f/ fricative sound is hardly audible, while the /v/ fricative sound is barely audible. The example words of /f/ fricative are 'Phase', 'Suffer', 'Cough' which each word leads initial, medial, and final sound position of /f/ fricative, and those words are used as the material of the research. The other example words of /v/ fricative are 'Vain', 'Nephew', 'Love' which each word leads initial, medial, and final sound position of /v/ fricative, and those words are used as the material of the research as well.
b. Dental Fricative
The tip of the tongue is generally placed between teeth, with the tip of the tongue touching the inside of the lower front teeth and the blade touching the inner of the upper teeth in a dental fricative. The airflow enters the mouth through the space between the tongue and the teeth. This fricative noise has very weak features. The phrases 'Three,' 'Ethic,' and 'Worth' are examples of /θ/ fricative words, each of which leads to an initial, medial, and final sound location, and these words are used as the research material. Other examples of /ð/ fricative words are 'Thee,' 'Father,' and 'Breathe,' each of which leads to the beginning, medial, and final sound positions, and which are likewise used as study material.
c. Alveolar Fricative
The alveolar fricative necessitates the passage of air through a tiny channel in the tongue's middle. The sound design is pretty unique. The words 'Cease,' 'Cassette,' and 'Mess' are examples of /s/ fricative words that lead to the initial, medial, and final sound positions, respectively, and are utilized as the research material. Other examples of /z/ fricative words are 'Zip,' 'Laser,' and 'Rose,' each of which leads to initial, medial, and final sound positions, and which are also used as research material.
d. Palato-Alveolar Fricative
Palato-alveolar fricative takes the place of articulation partly, palatal and alveolar. The tongue contacts the further back area than the alveolar fricative. The tongue shifts slightly backward, allowing air to escape along
a larger path at the tongue's middle. The /ʒ/ fricative is very limited in the English word distribution. As a matter of fact, /ʒ/ does not have any English initial sound position, different from /ʃ/ fricative. The example words of /ʃ/ fricative are ‘Shoe’, ‘Pressure’, ‘Rush’ which each word leads initial, medial, and final sound position and those words are used as the material of the research while the other example words of /ʒ/ fricative are
‘Pleasure’, ‘Rouge’ which there are only medial and final sound positions.
Those words are also used as the material of the research.
e. Glottal Fricative
The creation of a narrow airstream with friction sounds between the vocal cords is required for glottal fricative action. It usually happens as you softly exhale, generating the /h/ sound. The /h/ fricative is sensitively flexible for many English speakers depending on the context. This fricative unfortunately does not have any final sound position in English.
For example, 'Who', 'Ahead' are words, which only have initial and medial sound positions. Those words are used as the material of the research.
3. The Types of Error
According to Kartyastuti (2017, p. 50) there are 3 types of pronunciation error:
a. Substitution
Substitution is a type of error that is characterized by substitute an item.
The learners used the wrong form of pronunciation (Kartyastuti, 2017).
The language performer uses the wrong form of pronunciation. The source could be intralingual, interlingual, and other. For example: For the word [ju nɪˈvɜ sɪtɪz] in, universities, all of the students pronounced it incorrectly, substitute the long vowel [u:] with just [u] and the letter [z] with [s].
Another Example pronounced the word „thin‟ [ðin] as [tin].
Substitution is the process when the sound is substituted with another sound in the pronunciation. For example, is the /l/ sound is replaced by the /w/ in word “yellow”. The transcription would be [jɛwoʊ] instead of [jɛloʊ]. It may look simply, but it will give the wrong message if the speakers mispronounced it (Kenworthy, 1987)
b. Insertion
Insertion is a form of error that is characterized by the presence of an object. insertion does not appear in well-formed utterance (Fauziati, 2000).
In this case, context, one or more extra sounds are added or inserted into a word. For Example: For the word [ju:] in „you‟, insert letter [o] between [j] and [u:]. For example, the word „car‟ [ka:] is pronounced as [kʌr].
Insertion also can be defined as a segment addition rule. It occurs when there is a new sound inserted, whether in the initial, middle, or final position of a word (Panenova & Hana, 2010). For example, in English, when there are regular plurals “bushes”, the pronunciation will be [bʊʃə*z]. Another example in the word “matches” the pronunciation will be [mæʧə*z]. The two words above in singular form were ended with a sibilant. The rules will be to insert [ə] before the plural morpheme /z/ or in the formula will be written as: ∅→ə / [+consonants] __[+consonants].
Schwa is inserted between consonant sounds.
c. Omission
Omission is a type of error that is characterized by the absence of an item that must appear in a well-formed statement (Fauziati, 2000).
Many sounds are not produced– the entire syllable or class of sounds that be omitted. This form of error occurred as a result of intralingual, interlingual, and other errors. For Example, For the word [məst] in, must, omit the letter [t]. Another Example For example, the word „test‟ [test] is pronounced as [tes].
Omisssionis a variation on phonology when there is a certain syllable becomes simplified. According to McMahon, these variations usually happens in diphthongs or minimal pairs. For example, in the
word “snake”, the diphthong /eɪ/ is simplified with /e/ so the pronunciation will be [snek] instead of [sneɪk].
E. Conceptual Framework
A conceptual framework is used in research to outline possible courses of action or to present a prepper approach to an idea or though. The conceptual framework underlined the research is given in the following diagram.
Pronunciation
English Fricative consonan
Labiodental
Finding the Buginese students Error in pronouncing Fricative Consonant
Palata alveolar
Dental alveolar alveolar
Figure 2.1. Conceptual Framework
Based on Figure 2.1 previously explained that the conceptual framework of this study shows the following points, as follows, this study leads to students' pronunciation in English, especially on fricative sounds, fricative sounds are divided into five parts, namely labiodental, dental, alveolus, palato- Alveolar and glottal consonants which are consonants have many pronunciation errors.
The first step, the researcher used a recording device in the activity of getting students' voice products. The product of the student's voice when speaking is in accordance with the topic given by the researcher.
The majority of Buginese students still have difficulty pronouncing English sounds when learning pronunciation. Thus, the purpose of this study was to find out the problems of Buginese students in pronouncing English sounds, especially fricative consonants, which are also the most frequently mispronounced in terms of English fricative consonants.
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, researcher used a descriptive method. According Arikunto (2013) defines descriptive research as research that aims to collect information about everything that happens in that place according to naturalistic events. As a methodology, descriptive analysis is the most advanced source of product information available in the context of providing a complete word description of the sensory characteristics of a product. Such information can be considered in the same way as chemical or biological information about a product. According to several prominent qualitative scholars (Creswell 2002; Pope & Mays 1995) Qualitative research is intended to deeply explore, understand and interpret social phenomena within its natural setting. Qualitative analysis as working Qualitative research involves collecting and analyzing non numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in depth insights into a problem or generate new ideas for research. Just like all scientific research, Qualitative research is a method that seeks answer to questions and involves the collection of evidence.
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B. Research Variable and Indicator 1. Variable
The variable of the research consists of dependent variable and independent variable. The independent variable is English fricative and Dependent variable is Buginese students’ error.
2. Indicator
a. Fricative Consonants
Fricatives consonants in which air escapes via a small opening and produces a hissing sound when they are pronounced. Fricatives are spoken sounds created by allowing air to escape from the lungs through friction. This occurs when the two articulators (upper teeth and lower lip) are brought closer together but not close enough to entirely block airflow.
b. Buginese Students
Buginese students is one of Indonesian ethnic which are the inhabitant of South Sulawesi. The language is widely spoken in South Sulawesi, especially in the districts of Maros, Pangkep, Barru, Majene, Luwu, Sidenreng Rappang, Soppeng, Wajo, Bone, Sinjai, Pinrang, Parepare City and parts of Enrekang, Majene, and Bulukumba districts.
C. Research Subject
The subjects of this study were Buginese students of English Language Education in the fifth semester at the University of Muhammadiyah Makassar. In the process of
getting research subjects, researchers used purposive sampling to find samples.
According to Sugiyono (2008:85), purposive sampling is a sampling technique with certain considerations. This technique is a sampling process by determining a simple amount to be taken, after which the sample selection is based on certain objectives and characteristics. Purposive sampling is a form of non-probability sample selected based on population characteristics and research objectives. That is, the sample elements that are judged to be typical, or representative for the study, the sample selected from the population. In selecting the sample, the researcher based on Background of the students which the researcher chooses students from Buginese.
The sample of this study consisted of 10 students of the fifth semester at the University of Muhammadiyah Makassar.
D. Research Instrument
The research instrument of the research is Pronunciation Test. Pronunciation used nine fricatives are /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, and /h/ that consist of 27 words tested for ten buginese students. Arikunto (2013) states that instrument is tools or facilities use by the researcher in collecting the data in order to make the researcher work easier and the result is better.
E. Data Collection
The collection and review of related document.In this study, the researcher gave the students pronunciation test to collect the data through the video recording.
The steps in collecting the data are as follows:
1. The researcher gave pronunciation test for the students
2. Next, the researcher recorded a video of the students when they said the fricative consonant sound
3. Finally, the writer analyzed how the Buginese students pronounce English fricative consonants.
F. Data Analysis
The data analysis technique in this research as follows:
a. Coding
Coding is the identification process by replacing the respondent's name with symbols, letters, or numbers. Accordin g to Moleong (2009: 288) "coding means to code each data collected to make it easier for researchers to investigate the data and find out the source of the data. Researchers transcribed students' pronunciation with a guide online transcriber, the Oxford dictionary. Students' errors in pronouncing fricatives were identified after analyzing student data records. This study has 10 responses for 10 students.
b. Identification
The researcher identified to find out students' pronunciation errors on fricative consonants, with this step the writer analyzed the recorded word lists and copied them into written form.
c. Classification
The researcher performed the classification of fricative consonants, after that the researcher finds the deviation of each kind made by the students in pronouncing fricatives.
d. Tabulating
Tabulating was an activity of summarizing all the data. Tabulating was performed when the coding, identification, classification process is done.
CHAPTER IV
FINDINGS AND DUSCUSSION A. FINDINGS
The following answer of pronunciation test of ten Buginese students of English Language Education in the fifth semester at the University of Muhammadiyah Makassar. In the test, there are 27 words that tested represented nine different fricative sounds. each sound consists of three words. With details, 3 words of sound /f/, 3 words of sound /v/, 3 words of sound /θ/, 3 words of sound /ð/, 3 words of sound /s/, 3 words of sound /z/, 3 words of sound /ʃ/, 3 words of sound /ʒ/, 3 words of sound /h/. The result of pronunciation was transcribed and analyzed.
Buginese students’ errors in pronouncing English Fricative. From the result of the data found that Buginese students eerors in pronouncing fricative sound of substitution and omission.
1. Errors in Substitution a. Labiodental
1) The production of /v/ Sound
Sound /v/ categorized as voiced labiodentals fricative. The students more likely to make errors in pronouncing this sound. They merely made one kind of deviation, that is sound /v/ replaced by sound /f/. In details, there were 3 students made errors in pronouncing Words “very”. There were 3
participant made errors in pronouncing words “over” and there were 5 students made errors in pronouncing words “Visit”.
Initial Position:
Words “Very”
/ˈveri/: Correct /feri/: Incorrect
Some of participant from the explanation, it can conclude that just 3 participants pronounced the term incorrectly in initial position. The word Very supposed to be pronounced as /ˈveri/ but students pronounce it as /feri/.
The students made error in the initial position with changing sound /f/ became /v/.
Middle Position:
Words “Over”
/ˈəʊvə(r)/: Correct /ˈəʊfə(r)/: Incorrect
Some of participant from the explanation, it can conclude that just 3 participants Pronounced the term incorrectly in middle position. The word Over supposed to be pronounced as /ˈəʊvə(r)/ but students pronounce it as /ˈəʊfə(r)/. The students made error in the initial position with changing sound /f/ became /v/.
Initial Position:
Words “Visit”
/ˈvɪzɪt/: Correct /ˈfɪzɪt/: Incorrect
Some of participant from the explanation, it can conclude that 5 participants Pronounced the term incorrectly in initial position. The word Visit supposed to be pronounced as /ˈvɪzɪt/ but students pronounce it as /ˈfɪzɪt/. The students made error in the initial position with changing sound /f/
became /v/.
It can conclude that from ten participant, a half of them made error initial position to this sound /v/.
b. Dental
1) The production of /Ө/Sound
The sound /θ/ is called dental voiceless fricative sound. This sound is produced between the teeth of the forefront. The air escapes from tongue to teeth through the cracks. In details, there were 2 students in pronouncing error of words “Think”. There were 5 students made errors in pronouncing words “Tooth” and there were 5 students made errors of words “Health”.
Initial Position:
Words “Think”
/θɪŋk/: Correct /tɪŋk/: Incorrect
Some of participant from the explanation, it can conclude that 2 of participant Pronounced the term incorrectly in initial position. The word
Think supposed to be pronounced as /θɪŋk/ but students pronounce it as /tɪŋk/. It could be perceived the deviation produced is frequently the changing of sound /θ/ with sound /t/. The cause might be the sound is unfamiliar for the participants since there is no such sound in their mother language particularly in Buginese language.
Final Position:
Words “Tooth”
/tuːθ/: Correct /tuːt/: Incorrect
Some of participant from the explanation, it can conclude that 5 of participant Pronounced the term incorrectly in final position. The word Tooth supposed to be pronounced as /tuːθ/ but students pronounce it as /tuːt/. It could be perceived the deviation produced is frequently the changing of sound /θ/ with sound /t/. The cause might be the sound is unfamiliar for the participants since there is no such sound in their mother language particularly in Buginese language.
Final Position:
Words “Health”
/helθ/: Correct /helt/: Incorrect
Some of participant from the explanation, it can conclude that 5 of participant Pronounced the term incorrectly in final position. The word
Health supposed to be pronounced as /helθ/ but students pronounce it as /helt/. It could be perceived the deviation produced is frequently the changing of sound /θ/ with sound /t/. The cause might be the sound is unfamiliar for the participants since there is no such sound in their mother language particularly in Buginese language.
It can conclude that from ten participant, a half of them made error initial position to this sound /θ/
2) The production of /ð/ Sound
The sound /ð/ is produced the same as sound /θ/. The main distinguish from sound /θ/ is only the vocal cord vibration. This sound is produced with more vibration of vocal cords. Sound /ð/ is called dental voiced fricative sound. The sound /ð/ produced as sound /d/.
Initial Position:
Words “That”
/ðæt/: Correct /dæt/: Incorrect
Some of participant from the explanation, it can conclude that 4 of participant Pronounced the term incorrectly in initial position. The word That supposed to be pronounced as /ðæt/ but students pronounce it as /dæt/.
It could be perceived the deviation produced is frequently the changing of sound /ð/ with sound /d/. The cause might be the sound is unfamiliar for the
participants since there is no such sound in their mother language particularly in Buginese language.
Middle Position Words “Mother”
/ˈmʌðə(r)/: Coorect /ˈmʌdə(r)/: Incorrect
Some of participant from the explanation, it can conclude that 5 of participant Pronounced the term incorrectly in middle position. The word Mother supposed to be pronounced as /ˈmʌðə(r)/ but students pronounce it as /ˈmʌdə(r)/. It could be perceived the deviation produced is frequently the changing of sound /ð/ with sound /d/. The cause might be the sound is unfamiliar for the participants since there is no such sound in their mother language particularly in Buginese language.
Final Position:
Words “With”
/wɪð/: Correct /wɪt/: Incorrect
Some of participant from the explanation, it can conclude that 5 of participant Pronounced the term incorrectly in final position. The word with supposed to be pronounced as /wɪð/ but students pronounce it as /wɪt/. It could be perceived the deviation produced is frequently the changing of sound /ð/ with sound /t/. The cause might be the sound is unfamiliar for the
participants since there is no such sound in their mother language particularly in Buginese language.
It can conclude that from ten participant, a half of them made error initial position to this sound /ð/
c. Alveolar Fricative
1) The production of /z/ Sound
Sound /z/ is categorized as an alveolar voice fricative sound the students tended to make errors in pronouncing all /z/ sound to be /s/ sound.
This issue happened because there is no /z/sound in students mother language in Buginese consonant.
Initial Position:
Words “Zero”
/ˈzɪərəʊ/: Correct /ˈsɪərəʊ/: Incorrect
Some of participant from the explanation, it can conclude that 2 of participant Pronounced the term incorrectly in initial position. The word
“Zore” supposed to be pronounced as /ˈzɪərəʊ/ but students pronounce it as /ˈsɪərəʊ/. It could be perceived the deviation produced is frequently the changing of sound //z// with sound /s/. Based on the Buginese consonant phoneme diagram there is no /z/ sound exist in Buginese language.
Therefore, the Buginese students tend to mispronouncing /z/ sound because they are unfamiliar with /z/ in their mother language.
Middle Position:
Words “Lazy”
/ˈleɪzi/: Correct /ˈleɪsi/: Incorrect
Some of participant from the explanation, it can conclude that 2 of participant Pronounced the term incorrectly in middle position. The word
“Lazy” supposed to be pronounced as /ˈleɪzi/ but students pronounce it as /ˈleɪsi/. It could be perceived the deviation produced is frequently the changing of sound /z/ with sound /s/. Based on the Buginese consonant phoneme diagram there is no /z/ sound exist in Buginese language.
Therefore, the buginess students tend to mispronouncing /z/ sound because they are unfamiliar with /z/ in their mother language.
Final Position:
Words “Lose”
/luːz/: Correct /loːs/: Incorrect
Some of participant from the explanation, it can conclude that 6 of participant Pronounced the term incorrectly in final position. The word
“loses” supposed to be pronounced as /luːz/ but students pronounce it as /loːs/. It could be perceived the deviation produced is frequently the changing of sound /z/ with sound /s/. Based on the Buginese consonant phoneme diagram there is no /z/ sound exist in Buginese language.
Therefore, the buginese students tend to mispronouncing /z/ sound because they are unfamiliar with /z/ in their mother language.
It can be concluded that from ten participant, most of them made error initial position to this sound /z/ especially in final position.
d. Palato-Alveolar
1) The production of /ʃ/ Sound
Another fricative sound is sound /ʃ/. This sound is called post- alveolar voiceless fricative sound. the Buginese students tended to make errors /ʃ/ sound be /s/ sound.
Initial Position:
Words “Show”
/ʃəʊ/: Correct /səʊ/: Incorrect
Some of participant from the explanation, it can be concluded that 2 of participant Pronounced the term incorrectly in initial position. The word
“Show” supposed to be pronounced as /ʃəʊ/ but students pronounce it as /səʊ/. It could be perceived the deviation produced is frequently the changing of sound /ʃ/ with sound /s/. Based on the Buginese consonant phoneme diagram there is no /ʃ/ sound exist in Buginese language.
Therefore, the buginese students tend to mispronouncing /ʃ/ sound because they are unfamiliar with /ʃ/ in their mother language.
Middle Position:
Words “Fashion”
/ˈfæʃn/: Correct /ˈfæsien/: Incorrect
Some of participant from the explanation, it can be concluded that 2 of participant Pronounced the term incorrectly in middle position. The word
“Fashion” supposed to be pronounced as /ˈfæʃn/ but students pronounce it as /ˈfæsien/. It could be perceived the deviation produced is frequently the changing of sound /ʃ/ with sound /s/. Based on the Buginese consonant phoneme diagram there is no /ʃ/ sound exist in Buginese language.
Therefore, the buginese students tend to mispronouncing /ʃ/ sound because they are unfamiliar with /ʃ/ in their mother language.
Final Position:
Words “Wash”
/wɒʃ/: Correct /wɒs/: Incorrect
Some of participant from the explanation, it can be concluded that 1 of participant Pronounced the term incorrectly in final position. The word
“Wash” supposed to be pronounced as /wɒʃ/ but students pronounce it as /wɒs/. It could be perceived the deviation produced is frequently the changing of sound /ʃ/ with sound /s/.
It can be concluded that from ten participant, few of them made error initial position to this sound /ʃ/.
2) The production of /ʒ/ sound
Sound /ʒ/ is called post-alveolar voiced fricative sound. This sound articulated in the same place as sound /ʃ/. The difference is the vibration of the vocal cords.
Middle Position:
Words “Decision”
/dɪˈsɪʒn/: Correct /dɪˈsɪon/: Incorrect
Some of participant from the explanation, it can be concluded that 7 of participant Pronounced the term incorrectly in middle position. The word
“Decision” supposed to be pronounced as /dɪˈsɪʒn/ but students pronounce it as /dɪˈsɪon/. It could be perceived the deviation produced is frequently the changing of sound /ʒ/ with sound /s/
Middle Position:
Words “Television”
/ˈtelɪvɪʒn/: Correct /ˈtelɪvɪsion/: Incorrect
Some of participant from the explanation, it can be concluded that 6 of participant Pronounced the term incorrectly in middle position. The word
“Television” supposed to be pronounced as /ˈtelɪvɪʒn/ but students
pronounce it as /ˈtelɪvɪsion/. It could be perceived the deviation produced is frequently the changing of sound /ʒ/ with sound /s/.
Middle Position:
Words “Usually”
/ˈjuːʒuəli/: Correct /ˈjuːsuəli/: Incorrect
Some of participant from the explanation, it can be concluded that 5 of participant Pronounced the term incorrectly in middle position. The word
“Usually” supposed to be pronounced as /ˈjuːʒuəli/ but students pronounce it as /ˈ/ˈjuːsuəli/. It could be perceived the deviation produced is frequently the changing of sound /ʒ/ with sound /s/.
It can be concluded that from ten participant, most of them made error initial position to this sound /ʒ/.
2. Errors in Omission a. Glotal
1) The production of /h/ sound
The /h/ fricative is sensitively flexible for many English speakers depending on the context.
Initial Position:
Words “Hello”
/həˈləʊ/: Correct
Some of participant from the explanation, it can be concluding all the participant Pronounced the term correctly in initial position. The word
“Hello” supposed to be pronounced as /həˈləʊ/. The participant habituate in pronouncing words “Hello”
Initial Position:
Words “Whole”
/həʊl/: Correct /wəʊl/: Incorrrect
The participant from the explanation, it can be concluded only 1 participant Pronounced the term correctly in initial position. The word
“Whole” supposed to be pronounced as /həʊl/. The participant tended to omit the /h/ sound for words in initial and middle position.
Middle Position:
Words “Perhaps”
/pəˈhæps/: Correct /pəˈræps/: Incorect
The participant from the explanation, it can be concluded only 1 participant Pronounced the term correctly in middle position. 1 student mispronounced the /h/ sound by omit the /h/ in the words ““perhaps”. the students tended to avoid the /h/ sound of the words.
It can be concluded that from ten participant, a few of them made error initial position to this sound /h/.
B. DISCUSSION
This study aims to identify the pronunciation errors performed by the Buginese students in the Fifth Semester of English Department in Muhammadiyah University of Makassar. In collecting the data, the researcher used pronunciation test of 27 fricative sounds. The researcher found that the pronunciation errors of fricative sounds made by students are commonly substitution and omission. The Substitution error found in the fricative sound of buginese students pronouncing such us: /v/ become /v/→/f/, /Ө/→/t/, /ð/→/d/, /ʃ/ /ʒ/ /z/→/s/. The Omission found in buginese students pronoun words is /h/→/'/. The students tend to avoid /h/ sound.
In line with Kartyastuti (2017), there are three types of pronunciation errors: the first is substitution. Substitution is a type of error that is characterized by substitute an item and the learners used the wrong form of pronunciation. The second is insertion. Insertion is a form of error that is characterized by the presence of an object which should not appear in the utterance. The third is omission. Omission is a type of error that is characterized by the absence of an item that must appear in well-formed utterance.
Based on the lists of words tested, most of the respondents inclined replaced the the /v/ sound with /f/ sound. The /ʃ/ sound uttered as the /s/, and /t/
sound. The /ʒ/ sound replaced as /s/, /ʃ/ and /s/ sound. The sound of /θ/
pronounced as /t/ and. The sound of /ð/ pronounced as /d/ sound. Last, the sound of /z/ pronounced as /s/ sound. Form the result of pronunciation tested, the substitution type could be found in several of the English fricative sounds that did not contain in buginese fricative sounds. Those are /v/, /ʃ/, /ʒ/, /θ/, /ð/, and /z/. Whereas, the omission type could be found only in sound /h/. The students prefer to pronounced /h/ omit in several words.
The Buginese Consonant such us /b/, /p/, /t/, /d/, /k/, /g/, /c/, /j/, /s/, /h/, /m/, /n/, /n/ and /ŋ/, /I/, /r/, w/ and /y/. The buginese consonant sounds which contained in the fricative consonant the students tend to not make error in pronouncing words. Meanwhile, the fricative consonant which not contain in buginese consonant /v/, /ʃ/, /ʒ/, /θ/, /ð/, the students tend to make error in pronouncing words.
The result of the study appropriate with the previous study that conducted by Ruspita (2014) stated that most of the students have difficulty in pronouncing [θ, ð], [∫, З], [t∫, d ʒ ∫] since these sounds are not found in Indonesian. She concluded that most of the sounds in Fricative consonants are difficult in pronounced by the students. The differences between Puspita’s research and this research is there are several fricative sounds difficult to pronounce. Meanwhile, the result of this research the most difficult sound to pronounce is /ʒ/ sound significant of buginese students made Error.
Among the four types of sources of errors, this study indicates that errors pronunciation in buginese students are influenced by interlingual transfer,
intralingual transfer, and context of learning. The interlingual transfer is an error when the learner has an interruption from learning the second language. The interlingual transfer is a consequence of the first language learner transmission.
For instance, the sound of /v/ pronounced as /f/, sound of /ð/ pronounced as /d/, and sound of /z/ /ʃ/ pronounced as /s/. The students unconsciously pronounce those sounds due to there is no similar sounds in Buginese consonant phoneme.
Only two fricative sounds in Buginese; there are /s/ and h/. Both sounds have affected the ability of students to speak English fricative sounds.
Intralingual errors reflect the general characteristics of the rules of learning, such as faulty generalization based on partial exposure of the target language, inaccurate formulation of the regulations, and failure to understand the circumstances under which the rules apply. For instance, the word of vain was pronounced as /ˈveri/ instead of /feri/. The students seem too generalized all of the /v/sounds as /f/ sound. This issue happened because they do not know the target language very well, and they have trouble using the word. All the learners failed in understanding teachers tutored, so the formulation of a more unassuming concept in the target language was formed.
Moreover, students have no idea to fix and develop their pronunciation without paying attention to how the rules of the target language are used. As a result of the learning context source, most students prefer to learn pronunciation by themselves or in the course. Therefore, an instructor, a textbook, or other media used to gain knowledge might lead to misleading comprehension. So,
students’ have limited comprehension of pronunciation competence. Definetely, will be a source of error because influence students’ acquisitions.
