PRONUNCIATION ERRORS MADE BY SENIOR HIGH SCHOOL STUDENTS IN READING ENGLISH TEXTS ALOUD
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Abstract
The objective of this study was to identify the types of pronunciation error, causes of pronunciation error, the teacher/students way to overcome pronunciation error, and teacher’s influence in causing students pronunciation error. The method of this study was descriptive qualitative. The objects of this study were 15 students of eleventh graders Global Madani School Bandar Lampung. The texts were 15 texts consisted of 2.417 words. The text were read by the students then were analyzed by the researcher. The result of the data analysis showed that the student’s pronunciation errors were defined into three types. They were pre-systematic, systematic, and post-systematic errors. The students got the difficulties in pronouncing /ŋ/, /d/, /ʤ/, /ʧ/, /z/, /ð/, /θ/, /∫/, and /g/. These phoneme errors were found in the initial, medial and final positions of the words. The causes of errors were interference, intralingual and developmental errors. Interference errors were dialect, accent and the similarities of pronouncing the words between L1 and L2. Intralingual error was the result of the student’s generalization. The developmental error was the student’s result of lack of interlanguage knowledge. The teacher overcomes the errors by three ways. They were repetition, silence and correction.
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How to Cite
Syaputri, W. (1). PRONUNCIATION ERRORS MADE BY SENIOR HIGH SCHOOL STUDENTS IN READING ENGLISH TEXTS ALOUD. English Education Journal, 4(1). Retrieved from http://journal.unnes.ac.id/sju/eej/article/view/6641
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Paltridge, B. 1996.Genre, text type, and, and the language classroom.ELT Journal, 50(3), 237-243. Available on Grammar_Errors.html, Retrieved on December 12th, 2013.
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Selinker, L. 1972. “Interlanguageâ€.International Review of Applied Linguistic in Language Teaching, 10/3, 209-231.
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Carbera, et. al. 2002.Input and Interlanguage in the EFL Classroom: a Case Study with Primary School Teachers. University of La Laguna and University of Las Palmas de Gran Canaria, Spain.CUCE, Revista de Fiologia y suDidactica, No. 25.Retrived on January 9th, 2014.
Cline, F., Johnstone, C., & King, T. 2006.Focus Group Reaction to Three Definition of Reading (as Originally Developed in Support NARAP Goal 1). Minneapolis, M.N.: National Accessible Reading Assessment Project.
Corder, S. P. 1980.research of second language errors. Oxford; Oxford University Press.
Corder, S. P. 1981.Error Analysis and Interlanguage. Oxford. Oxford University Press.
Doddy, et. al. 2008.Developing English Competencies 2: for Senior High School (SMA/MA) Language Programme. SetiaPurna Invest. DepartemenPendidikanNasional.
Doddy, et. al. 2008.Developing English Competencies 2: for Senior High School (SMA/MA) Natural and Social Science Programmes.SetiaPurna Invest. DepartemenPendidikanNasional.
Dulay, H. and Burt, M. 1974. ‘Natural sequences in child second language acquisition’. Language Learning 24 pp 37-53.
Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Fauziati, Endang. 2011. Interlanguage and Error Fossilization: a Study of Indonesian Students Learning English as a Foreign Language. Indonesian Journal of Applied of Linguistics.Vol. 1.No. 1.Retrieved on January 9th, 2014.
Ho, Caroline Mei Lin, 2003. Empowering English Teachers to Grapple with Errors in Grammar. The Internet TESL Journal, Vol. IX, No. 3, March 2003. http://iteslj.org/Techniques/ Retrieved on December 12th, 2013.
Hojati, Alireza. 2012. A Study of the Iranian EFL Students' Errors in the Pronunciation of Ten High-frequency Technology-related English Loan Words.Yazd University.Sheikhbahaee EFL Journal, Vol. 1, No. 2. Retrived on January 9th, 2014.
http://llt.msu.edu/vol5num3/lee/default.html, Retrieved on January, 9th 2014
https://www.det.nsw.edu.au/eppcontent/glossary/app/resource/factsheet/4108.pdf, Retrieved on January 9th, 2014
Huang, Liangguang. 2010. Reading Aloud in the Foreign Language Teaching. Asian Social Science.Vol. 6, No. 4.Retrived on January 9th, 2014.
Kelly, Gerald. 2000. How to teach pronunciation. Essex Longman. England.
Larsen, Diane, et al. 1992. An Introduction to Second Language Acquisition Research.London: Longman.
Luna, Rosa Muñoz. 2010. Interlanguage in Undergraduates’ Academic English: Preliminary Results from Written Script Analysis. Encuentro19, 2010, ISSN 1989-0796.Retrived on January 9th, 2014.
Mees, et. al. 2012.Error Analysis of The Pronunciation of English Consonants by Faroese-Speaking Learners.Retrived on January 9th, 2014.
Nogita, Akitsuka. 2010. Do Japanese ESL learners’ pronunciation errors come from inability to articulate or misconceptions about target sounds?.University of Victoria Linguistics. Victoria. Vol. 20. No 82-116. Retrived on January 9th, 2014.
Nunan, D. (1992), Research Methods in Language Learning, Cambridge: CUP
Ogden, Richard. (2009), An Introduction to English Phonetics, Edinburgh University Press Ltd.
Paltridge, B. 1996.Genre, text type, and, and the language classroom.ELT Journal, 50(3), 237-243. Available on Grammar_Errors.html, Retrieved on December 12th, 2013.
Plum, Guenter. A. 2004. Text and Contextual ConditioninginSpoken English. A Genre-Based Approach. Volume One: Text.
Priyana, et. al. 2008.Interlanguage: English for Senior High School Students XI Language Study Programme.PusatPerbukuanDepartemenPendidikanNasional
Roach, Peter. 1984. English Phonetics and Phonology. Cambridge; Cambridge University Press.
Roach, Peter. 2000. English Phonetics and Phonology.Third Edition.Cambridge; Cambridge University Press.
Rustipa, Katharina. 2011. Contrastive Analysis, Error Analysis, Interlanguage and the Implication to Language Teaching. Stikubank University (Unisbank) Semarang.RagamJurnalPengembanganHumaniora Vol. 11 No. 1.Retrived on January 9th, 2014.
Selinker, L. 1972. “Interlanguageâ€.International Review of Applied Linguistic in Language Teaching, 10/3, 209-231.
Tarone, E. 2006.Interlanguage. Elsevier Ltd. Vol. 4. Retrived on January 9th, 2014.