Sesuai dengan permintaan my sister SITI WARDHANI FAUSA akhirnya saya membuat sedikit tulisan tentang judul-judul skripsi pronouncation......semoga bermanfaat
AN ERROR ANALYSIS OF ENGLISH VOICELESS PLOSIVE CONSONANTS [p], [t], [k] PRONOUNCED (Classroom Action research).
CHAPTER I
ABSTRACT
The final project mainly aims at determining the dominant errors made by the students in pronouncing the words containing English voiceless plosive consonants. This study was conducted because in Indonesia have one variant only. On the other hand, in English has more than one variant. They are aspirated and not aspirated. Therefore, it is possible that the students find some difficulties to pronounce the words containing English voiceless plosive consonants.
A pronunciation test was used to gather the data. Twenty four (24) sentences were pronounced by the students. The students’ pronunciation were transcribed into phonetic transcription and then analyzed. The test was given to 33 students as the samples or 14.6% out of the fifth semester students of the English
Department of UNNES in the academic year of 2008/2009 numbering 226 students. A purposive random sampling was used to get the samples.
The errors were classified into two categories. They are English voiceless plosives consonants [p], [t], and [k] in stressed syllable and English voiceless plosive consonants [p], [t], and [k] in unstressed syllable. Based on the analysis, the mean or proportion of the errors made by the 33 students in pronouncing English voiceless plosive consonants [p], [t], and [k] was 35.61%. Meanwhile, they made 53.28% errors out of the English voiceless plosive consonants in stressed syllables and 17.93% errors out of the English voiceless plosive consonants in unstressed syllables.
From the analysis of students’ wrong pronunciation, the writer took some conclusions. The students are “excellent” in pronouncing English voiceless plosive consonants [p], [t], and [k] in unstressed syllables but the students are “fair” in pronouncing English voiceless plosive consonants [p], [t], and [k] in stressed syllables.
Based on the result of the research, it could be suggested that for the teachers, they should be good model in pronouncing English sounds, pay more attention to their student’s pronunciation and teach them more about English sounds. For the students, they should learn and practice more in pronouncing English sounds especially English voiceless plosive consonants [p], [t] and [k].
AN ANALYSIS OF STUDENTS ERROR IN ENGLISH PRONUNCIATION
CHAPTER I
INTRODUCTION
A. Background
In English language teaching, there are four language elements namely: structure, vocabulary, pronunciation and spelling. Those elements are though in order to develop the students’ skill in the language learning. One second of them should be noticed is pronunciation is considered difficult element method that can be applied in learning pronunciation.
The researcher has observed that in junior high school students are lack of pronunciation while Nurhayati (2008:1), states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication. When speakers mispronounce some words or phrases, people can be misunderstanding. To reduce it, the teacher must equip the learner with English certain degree accuracy and
fluency in understanding, responding and in expressing him self in the language in speech in other the learners communicatively in using the language.
This chapter focused on the rationale for the study. It outlined the research problem, and its context. It also looked at the objectives of the study and various definitions of kinds of errors. It also presented hypotheses, ethical considerations, and significance of the study, limitations as well as the organisation and work plan of the study.
Error analysis is an invaluable source of information to teachers. It provides information on students' errors which in turn helps teachers to correct students' errors and also improves the effectiveness of their teaching. According to Richards et al., (1996:127), error analysis has been conducted to identify strategies which learners use in language learning, to track the causes of learner’s errors, obtain information on common difficulties in language learning or on how to prepare teaching materials. Similarly, Michaelides, (1990:30) states that the systematic analysis of student’s errors can be of great value to all those concerned, i.e., teachers, students and the researchers. For teachers it can offer clear and reliable picture of his students’ knowledge of the target language. Willcott, (1972:73) conducted an error analysis to discover some of the problems that native speakers of Arabic had with the syntax of written English.
The study of errors themselves without proper analysis would have been misleading. The number of correct responses gives a good picture of which items are being mastered and which are not. Therefore, this study hopes to enlighten teachers on the errors that require remedial work so that time is not wasted on ????????????????????
Improving the Students’ Mastery Of Pronunciation through Team Assisted Individualization (A Classroom Action Research)
HAPTER 1
INTRODUCTION
A. Background
In English teaching, there are four language elements namely: Structure, Vocabulary, Pronunciation and Spelling. Those elements are through in order to develop the student skill in the language learning. One second of them should be noticed is pronunciation which is considered difficult element method that can be applied in learning pronunciation.
Nurhayati ( 2008 ) states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication when speakers mispronounce the word, people can be misunderstand. To reduce it, the teacher must equip the learner with English certain degree accuracy and fluency in understanding, responding and in expressing
him self in the language in speech in other the learners communicatively in using the language.
The specific characteristic of English learners who categorized as good and successful oral skill developer is those good pronunciation accent. A good pronunciation accent suggested is a accent of pronunciation that sounds like native speakers. Therefore, it is necessary for English learners to have a good pronunciation to support them to be good speakers ( Nurhayati, 2008 ). Teachers of English as a foreign language should be sensitive in viewing and overcoming such problems above.
Among those language skills, one most focused until today is speaking. We know that speaking playsan important role in human communication. The importance of having ability to speak is becoming more noticed moreover for the students of English department. They are asked to be able to speak English. It will seem to be ridiculous when they still cannot use English in communication.
Although speaking is the easiest way of learning, it does not mean that speaking has no component. It is like other language skills, each student must begin speaking by knowing its components such as fluency, accuracy, spelling and pronunciation. Those components relate to one another and need learning in order to have pleasant speaking. The absence of one of those components will produce a poor result of speaking.
Realizing this problem, the students need to focus in one speaking component. In this case, pronunciation is chosen as one phenomenon in English. It refers to the way in which a language or a particular word or sound is pronounced. (Hornby AS, et. Al, 1974. Oxford Advenced Leorner,s Dictionary of current. English. USA N London. O. U ). Pronunciation is definitely the biggest thing that people notice when we are speaking. We use English for communication so automatically we need pronunciation. Good pronunciation should be one of the first things that we learn in English. We still can communicate without using advanced vocabulary we can use simple words to say what we want to say. We do not have to use advanced English grammar because we can use simple grammar structures instead but there is no simple pronunciation.
Pronunciation has its own components to learn and it is not simple as well as many people think. If we try to contrast between English and Indonesian language we will find that there are some sounds in English pronunciation that are absent in Indonesian language. We call it as contrastive sounds. For instance the phonetic of /θ/ and /ð/ in words such as “think” and “the.” Many Indonesian pronounce them as /sIη/ and /de/. This is a common mistake that cannot be overlooked because can cause misunderstand.
Therefore, the students have to learn the English pronunciation as much as possible in order to improve their pronunciation skill so that their pronunciation is intelligible. In doing this, they will need one strategy that can???????????????????/
THE USE OF SHORT STORY “JAKA TARUB” IN TEACHING PRONUNCIATION OF ENGLISH VOWEL SOUNDS
CHAPTER I
INTRODUCTION
1.1 General Background
English is one of the most widely used international languages. It has been spread all over the world and it plays an important role in global communication. It is just because many counties have English as their mother tongue and as the official language. Consequently, English is used as a means daily communication of their citizens. Besides, it is obviously proved that English is mostly used as a means of communication in international contact.
Language is not only used for daily conversation but also used in education, research and science both spoken and written. Considering those function of language, people study language both formal and informal. In Indonesia, English is taught as the first foreign language from Junior high school students up to
University. Now, it has also been introduced to Elementary school students, as one of the main subjects should be learned. As the first foreign language, English is considered difficult to learn by Indonesian students, since they have been speaking their mother tongue since their childhood.
As a means of communication, English like any other languages is primarily spoken, while the written from is secondary since it is just a representation of what is actually spoken.Because of the different areas with various conditions, culture, and social background, people speak different languages, which are only used to communicate with their own respective group. Accordingly, they face some problems when they want to communicate with people from other group that speak a different language. Therefore, they must understand the language of the people they want to communicate with in order to understand each other.
Every language has its own characteristics such as structures, vocabulary, or sound systems, which may be different from those in other language. English, in this case, has its own features in pronunciation, which are different from those of the learner’s own language. Learners should know how to pronounce English words naturally. However, it is not easy for them to learn the pronunciation problems faced by the learners may be easily understood. Since their childhood, they have been speaking their own mother tongue, which has been deeply implanted in them as part of their habits.
Language means that you can both create communication that has meaning that we choose and interpret the meaning of others when they communicat???????????????????????????
THE PROBLEMS IN PRONOUNCING ENGLISH FRICATIVES
CHAPTER I
INTRODUCTION
This Chapter consists of general background, reasons for choosing the topic, research questions, objectives of the study, significance of the study, method of investigation, the limitation of the study, and the outline of the study. Below are the detailed descriptions.
1.1 General Background
Language is a means of communication among human beings. With the language, people can cooperate and get along with each other; they can do whatever they are going to do. English, as other languages used by mankind in the world, is a means of communication among human beings. By this means, orally or written, they could interact with each other and do everything in their society as social beings.
As an international language, English is a demand for countries throughout the world. Indonesia is
one of the countries that uses English as a foreign language. As a foreign language, English is very different from Indonesian, not only in terms of vocabulary and its structure but also in terms of its sound system. Christopersen (1981:1) says, “Every language on earth has its own particular set of words, most of which are quite different from those of any other languages”.
Therefore, Indonesians have problems when they learn English, both in making good English sentences and in pronouncing them correctly. Pronunciation is absolutely crucial in learning language including English. It has significant role in determining the degree of literacy in one’s communication with others, in as much as to talk with other people one must pronounce words. Yet, pronunciation problems are common in learning foreign languages, including English. Ramelan (1985: 4) states: If someone wants to learn a foreign language he will obviously meet all kinds of learning problems. Those difficulties have to do with the learning of sound system, the learning of the new vocabulary items and the learning of the unfamiliar ways of arranging the foreign words into sentences.
We have to pay attention to pronunciation because when we make mistakes in pronouncing English words, it can cause misunderstanding between the speaker and the listener. There will be good communication if the words are pronounced correctly and fluently.
Most of Indonesian students have problems in producing some of the English sounds and some of them are fricative consonants [f, v, θ, ð, s, , , z, r, h]. Ramelan (1985:119) argues “an Indonesian student, in learning English, is likely to have difficulty in pronouncing the English fricatives [v, θ, ð, , , r] since these sounds are not used by most Indonesian speakers in speaking their language”. Pronunciation becomes very essential in learning English because when we make mistakes in pronouncing the English words, the listener may not understand what we mean. The pronunciation of the English fricatives is essential although English fricatives are just a small part of the English phonology. Recently, in Pondok Pesantren Durrotu Ahlissunnah Waljamaah \Gunungpati Semarang, there is a community of English fans named Aswaja Conversation Club (ACC). This club has 30 members. They are supposed to have great potential ability to be able to pronounce some fricatives of English sounds that are difficult for most Indonesian students as stated above. Some of the fricatives are?????????
AN ANALYSIS OF STUDENTS’ ERRORS IN PRONOUNCING ENGLISH VOWELS
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Every human being has a language. It is used to convey messages to other people and without a language the people will find it difficult to communicate and express their ideas, thought and wishes. According to Finocchiaro (1974: 3), “Language is a system of arbitrary, vocal symbols, which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact.”
In Indonesia, people speak Indonesian as their second language to communicate with anyone (Indonesian) whatever his first language he speaks (Javanese, Madurese, Sundanese, etc), but when they want to speak to other people coming from other countries, they cannot use Indonesian as a means of communication. English is a way to solve the miscommunication between Indonesian and people from other
countries since English is used as an international language.
The Indonesian government has chosen English as the first foreign language. It means that it is taught in all educational institutions at all levels from elementary school up to university. Besides, as stated above English is used as lingua franca, as it is an international language used in many countries throughout the world. For this reason, millions of Indonesian students want to learn English in order to be able to speak English. When learning a new language, anyone studies the components of language.
Language has three major components including phonology, vocabulary, and grammar (Nasr, 1980: 2). Language is primarily spoken; therefore the sounds are very important. In this relation, phonology takes an important role. According to Ramelan (1994: 1), phonology is the study of phones or speech sounds. There are two studies of phonology, phonetics and phonemics. Phonemics is the study of speech sounds with a view to finding out the significant units of sounds in a given language. Phonetics is the study of speech sounds as sounds, without regard to their function as signalling units of language.
Phonetics is divided into two kinds, namely Articulatory Phonetics and Acoustic Phonetics. Articulatory phonetics studies speech sounds from the point of view of their ways of production by the speech organs. Articulatory phonetics explains the suprasegmental and segmental features. Suprasegmental features, which refer to such feature as stress, pitch, length, intonation, and other features, always accompany the production of segmental. Segmental features refer to sound units arranged in a sequential order. Segmental features consist of vowels and consonants, diphthongs and their distribution.
Pronunciation plays an important role in learning a second or a foreign language. Although students have English subject at school, most of them often make errors, for example: in listening, speaking, reading, and writing. The writer explained before that language has three major components including phonology, vocabulary, and grammar. Among these components, phonology takes an important role. Automatically, phonology relates with pronunciation. So, the?????????????????????????????????????
STUDENTS’ ABILITY IN PRONOUNCING ENGLISH FRICATIVES
CHAPTER I
INTRODUCTION
This chapter contains general background of the study, reasons for choosing the topic, statements of the problems, objectives of the study, significance of the study, limitation of the problems, and organization of the study.
1.1. General Background of the Study
Human being is created as a social creature. S/he cannot live by her/himself. S/he needs other people’s help in order to live. Therefore, s/he uses a language to convey her/his messages and to express her/his feelings, ideas, opinions, thoughts, and wishes. S/he does not have to study hard in order to speak a language perfectly.
There are two major functions of language use i.e. interactional function and transactional function. Interactional function has to do with how humans use language to interact with each other, socially or
emotionally; how they indicate friendliness, cooperation, or hostility, or annoyance, pain or pleasure. The transactional function has to do with how humans use their linguistic abilities to communicate knowledge, skills, and information. (Yule, 1985:5) Even a baby has his own language to convey her/his desires; babbling and cooing. These are the results of how a baby imitates sounds around him. A healthy baby is able to hear sounds around her/him and imitate them. Years later s/he can speak his mother tongue perfectly.
There are two forms of language, the spoken and the written form. The spoken form is regarded as the primary language. Someone will still be able to use a language without knowing the writing system of the language. There are many languages used in the world. It is impossible to cooperate with other countries without understanding their culture and language. Among many major languages in the world, English is considered as an international language. Harmer (1983:1) identified English as a lingua franca, that is: “A language widely adopted for communication between two speakers \whose native languages are different from each other and where one or both speakers are using it as a second language.”
English is used in many sectors of international affairs such as economy, education, politics, science, etc. Many books, magazines, newspapers, etc from other countries are written in English. Realizing the importance of English, it is taught in many countries in the world, including Indonesia.
In Indonesia, English has been taught since the proclamation of Indonesia’s independence. Years ago, only the language of the rulers were taught in schools. Now, English is taught in many institutions either formal or informal. It is taught for six years as a compulsory subject from Junior High School up to Senior High School and it is also taught for some semesters at university.
According to the 1995 English curriculum for Elementary School, it is taught in Elementary School as a local content. According to the 1994 Basic Curriculum Outline, English teaching in Indonesia, covers the four basic skills: listening, speaking, reading, and writing (Depdikbud, 1994:108). However, teaching learning English needs a???????????????
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