PRONUNCIATION ERRORS IN VOWELS BY VOCATIONAL SCHOOL STUDENTS.
PRONUNCIATION ERRORS IN VOWELS BY
VOCATIONAL SCHOOL STUDENTS
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Attainment of
Sarjana Pendidikan Degree in English Education
By:
RATNA DEWI BR GINTING
Registration Number: 2123121042
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ginting, Ratna Dewi. 2016. Registration Number: 2123121042.
Pronunciation Errors in Vowels by Vocational School Students. A Thesis.
English Educational Program, Faculty of Languages and Arts, State
University of Medan, 2016
The aim of this study was to find out the pronunciation errors in long vowels in
speaking test that have been made by the office administration and travel agency
students SMK Negeri 1 Binjai. It was conducted by using qualitative research.
The sample of this study was 30 students from office administration and travel
agency students. The instrument of this research was speaking test that recorded
in each student. The results shown the total errors in office administration students
were103 while in travel agency students were 118. The percentage of the error of
office administration class was 47% and the percentage of the error of travel
agency class was 53%. It shown that their ability in speaking test was still low. It
was concluded that office administration students were better than travel agency
students in speaking.
Keywords: pronunciation error, long vowels, speaking test
i
ACKNOWLEDGMENTS
All praises and the greatest thankfulness to Allah who has blessed, given
time, opportunity, health, and mercy to the researcher in finishing this thesis
entitled “Pronunciation Errors in Vowels by Vocational School Students” to fulfil
the requirements for the degree of Sarjana Pendidikan (S.Pd) at English
Department, Faculty of Languages and Arts, State University of Medan.
In the process of writing this thesis, so many people have always assisted,
supported, prayers, suggested, helped, advised, and motivated the researcher.
Therefore, the researcher would like to express her thanks and her sincere
appreciation that directed to:
Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of
Medan.
Arts, State University of Medan.
Department, Faculty of Languages and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Prof. Dr. Hj. Summarsih, M.Pd, the Head of English and Literature
Dra. Meisuri, M.A, the Secretary of English and Literature Department
and her Examiners who have given suggestion and comments in the
process of writing this Thesis.
Nora Ronita Dewi, S.S., S.Pd., M.Hum, the Head of English Education
Study Program, Faculty of Languages and Arts, State University of
Medan.
Dra. Sortha Silitonga, M.Pd. her Academic Advisor and Second
Thesis Advisor for her valuable advice, precious time, guidance, his
patient, suggestion and support as long as the process of finishing
Thesis.
Drs. Johan Sinulingga, M.Pd. her first Thesis Advisor for his valuable
advice, precious time, guidance, his patient, suggestion and support as
long as the process of finishing Thesis.
ii
Drs. Elia Masa Gintings, M.Pd, as her Examiners who have given
suggestion and comments as long as the process of finishing Thesis.
All the Lectures of English Department, who have taught and adviced
her during the academic year.
Eis Sri Wahyuningsih, S.Pd., M.Pd and Mr. Pantes, the
administration staffs of English and Literature Department who always
helped the researcher during her academic year.
Drs. Muhammad Basir , the Headmaster of SMK Negeri 1 Binjai who
has given the permission to conduct the research in the school and also
for students in XI Office administration and XI Travel Agency for their
particiaption and attention during the research.
Alm. Payo Ginting and Tambar Malem Br Barus, her lovely parents,
her beloved brother Rimton Ginting, S.Pd and Zulfirman Ginting, S.E
and her beloved sister Yanti Mandasari Br Ginting, S.Pd for the
support, pray, love, struggle and every other things they have given that
can make the researcher finished her study program.
support, motivation and beatiful day spent together
Her best partner Anto Parulian Simorangkir, S.Pd, for his love,
Her beloved friends Boy Simangunsong, Putri Sembiring, Shely
Hutajulu, Silmi Tahari, SimonSilalahi, Betharia Pandia, M.Arif,
Diah Ayu, Barli and all her friends in English Education 2012 for their
endless support, attention, pray, and love and beatiful day spent
together.
Finally, the researcher hopes this thesis can give the contribution to
the English Education students and also further pedagogical researcher.
Medan,
September 2016
The writer,
Ratna Dewi Br Ginting
iii
Reg. No. 2123121042
iv
TABLE OF CONTENTS
ABSTRACT .............................................................................................. i
ACKNOWLEDGEMENTS ..................................................................... ii
TABLE OF CONTENTS ......................................................................... iv
LIST OF FIGURES .................................................................................. vi
LIST OF TABLES .................................................................................... vii
LIST OF PICTURES ............................................................................... viii
LIST OF APPENDICES .......................................................................... ix
CHAPTER I INTRODUCTION ............................................................. 1
A. The Background of the Study ......................................................... 1
B. The Problem of the Study................................................................ 6
C. The Objective of the Study ............................................................. 6
D. The Scope of the Study ................................................................... 6
E. The Significance of the Study ......................................................... 7
CHAPTER II REVIEW OF LITERATURE ......................................... 8
A. Theoretical Framework ................................................................... 8
1. Pronunciation ............................................................................ 8
2. Error .......................................................................................... 11
3. Vowel ........................................................................................ 14
4. Long Vowels ............................................................................. 16
5. Speaking .................................................................................... 17
6. English for Specific Purposes in Vocational School ................. 21
B. Relevant Studies .............................................................................. 22
C. Conceptual Framework ................................................................... 23
iv
CHAPTER III RESEARCH METHODOLOGY ................................... 25
A. Research Design .............................................................................. 25
B. The Location of the Study ............................................................... 26
C. Population and Sample .................................................................... 26
D. Instrument of Data Collection ......................................................... 27
E. The Procedure of Data Collection ................................................... 27
F. Technique for Analysing Data ........................................................ 28
G. Validity and Reliability ................................................................... 29
CHAPTER IV DATA AND DATA ANALYSIS..................................... 30
A. Data ................................................................................................. 30
1. Students’ Pronunciation Errors in Office Administration Class. 30
2. Students’ Pronunciation Errors in Travel Agency Class ........... 32
B. Data Analysis .................................................................................. 33
1. Analysis of Pronunciation Errors .............................................. 33
CHAPTER V CONCLUSION AND SUGGESTION ............................ 45
A. Conclusion ...................................................................................... 45
B. Suggestion ...................................................................................... 46
REFERENCES ......................................................................................... 47
APENDIXES ............................................................................................. 51
v
LIST OF FIGURES
Figure 2.1 Elements of Pronunciation ......................................................... 10
Figure 2 .2 Conclusion of Conceptual Framework ...................................... 24
vi
LIST OF TABLES
4.1 Errors in Office Administration Class ................................................... 29
4.2 Errors in Each Student in Office Administration Class.......................... 30
4.3 Errors in Travel Agency Class …........................................................... 31
4.4 Errors in Each Student in Travel Agency Class …................................. 31
4.5 Comparing the Results of the Two Classes in Pronounce Vowels ........ 34
4.6 Possible Errors in Sounds Vowels in Both Classes ................................ 43
vii
LIST OF PICTURES
Picture 4.1 Error in pronounce /ɑː/ …......................................................... 36
Picture 4.2 Error in pronounce /iː/ .............................................................. 38
Picture 4.3 Error in pronounce /uː/ …............................................................... 39
Picture 4.4 Error in pronounce /ɜː/ ............................................................. 41
Picture 4.5 Error in pronounce /ɔː/ …......................................................... 43
viii
LIST OF APPENDIXES
Appendix A The Eyes and Voice of a House ............................................. 51
Appendix B Examine Test .......................................................................... 52
Appendix C Speaking Test Office Administration ..................................... 62
Appendix C Speaking Test Travel Agency ................................................ 77
Appendix D Photos of Research ................................................................. 92
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, the use of English has increased in our country Indonesia,
especially to face the globalization era that motivates every people learning
English with the aim that Indonesian people can communicate with other
people from overseas by using international language. Language is a system of
arbitrary conventionalized vocal, written, or gestural symbols that enable
members of a given community to communicate intelligibly with one another
(Brown, 2000:5). Language is an important part of human and communication
facility that has
been existing since people need to express themselves to
communicate each other. Language is a system of communication used within
a particular social group.
English is important in curriculum because it is one of the major
languages in the world which used as the common language in many aspects
of human activities. In Indonesia the status of English language is very
important for students of all levels, for example, to master speaking skill, the
teacher must train and equip the learner with a certain degree of accuracy and
fluency in understanding, responding, and in expressing himself in the
language in speech.
1
2
Pronunciation is important for second learner because in curriculum
2013, the students have to master pronunciation. They have to practice some
words before they read the reading aloud.
Students also have to know the pronounce the words correctly in order
can communicate fluently with others. Learning English in speaking is not
only knowing the meaning of words and the structures but also knowing how
to pronounce the words correctly and clearly. To pronounce the words
correctly, we should know how the sounds are produced.
In Indonesia, English taught as a foreign language and included as a
compulsory subject for junior and senior high school level. In senior high
school level, both for General High School and Vocational School, English
taught as an adaptive subject that aimed to prepare the student to be able to
communicate in English which is needed relevant with their major.
Vocational school is one option for students interested in practical
postsecondary education and job training. Vocational School is an educational
unit that aimed to be a medium to improve the students’ ability in a particular
major which is targeted to improve the human resources in their work field.
Vocational school trains the students in improving their skills so they will be
able competing after they finished their study. This skill supported by English
ability will have more value than others who doesn’t master English (UU
Sistem Pendidikan Nasional No. 20 Tahun 2003).
In syllabus of curriculum 2013 for vocational school, English has
three level of Competency Standards—Novice, Elementary, and Intermediate
3
level— which are divided based on the grades. The competence of these levels
is can communicate in good English equal all levels. As for the Students of
General High School, in Vocational School English has four different
language skills contended in Indonesian English teaching, namely speaking,
reading, writing, and listening.
In fact, in the researcher’s observation at SMK Negeri 1 Binjai
majoring in office administration and travel agency, it was found that
students’ speaking skill was still low. Most of students were confused about
what they pronounce in reading aloud, especially in pronounce vowels of
English. They were confused to differentiate the short vowels and the long
vowels. Therefore, students often made errors in pronouncing vowels in long
and short vowels especially in speaking because when they make error in long
and short vowels, the meaning of the words will be different, and create
misunderstandings between people who speak and those who listen.
Vocational school majoring in office administration and travel agency
is chosen because there is perspective stated by the society that students of
travel agency have more ability in speak English because they have job
opportunities to speak English more. Speaking skill is important for them
because after they graduate from the school and want to get job, do the
interview, and speak with overseas people, they must have skill in speaking
skill in order communicate in good communication.
Pronunciation is one of the most important parts of languages to speak
with other people. Pronunciation is the way a certain sounds or sounds are
4
produced to make pronunciation correctly (Richards 2010:469). It is important
to teach and analyse the students’ pronunciation to avoid the misunderstanding
with other when we are speaking. As stated by Harmer (2000:183) that for all
people, being made aware of pronunciation issues will be of immense benefit
not only to their own pronunciation but also their understanding of spoken
English.
The teaching of pronunciation for the Indonesian students is quite
difficult. (Palawa, 2013). For example, students feel confused when the
teacher ask them to speak with others and reading aloud. They don’t know
whether the words they said is same with the symbols in long and short
vowels. So, Erdogan (2005) states that they always make error when they are
speaking and it is inevitable that learners make mistakes in the process of
foreign language learning, as Hasyim (2002) states that errors in foreign
language teaching especially in English are the cases which are difficult
enough to avoid. Many aspects that can cause the learners of English as a
foreign language make errors, for example, the learners’ mother tongue and
the lack of teacher’s correction
Therefore, teachers have responsibility to check the students’ error in
speaking and to give feedback, but most of them do not it. Few teachers could
not tolerate to the student error. They think that the error correction wasting
their time. However, the students feel upset, and makes a distinction between
them and their teacher in dealing with errors and understanding of error
correction (Fang and Mei, 2007). Whereas, when we give feedback in correct
5
pronunciation, may discourage the students and disturb they recitation in
pronunciation (Syafei,1988).
Error is an activity to identify, classify or describe the errors made by
second language or foreign language in speaking and reading (Brown, 2000)
Research about pronunciation errors in vowels is quite popular in
education field, particularly in countries where English is as the second or
foreign language. Mayasari (2013) conducted a study to find out the error of
pronunciation in vowels in reading aloud which 63% make error in
pronouncing vowels. Fitria (2014) conducted a study about pronunciation
error in vowels in reading aloud which 93% students difficult to pronounce
vowels. Jumrina (2013) conducted a study about pronunciation error in vowels
in reading aloud which 41% students difficult to pronounce vowels.
The purpose of this research is to find out the ability of the office
administration and travel agency students in pronounce vowels in reading
aloud. So, it is important to know the error of students’ pronunciation. The
analysis of students’ pronunciation errors is important in order to know
students’ needs then to know the solution of it. The researcher hopes that the
findings in the analysis of students’ pronunciation errors in vowels at SMK
Negeri 1 Binjai can be useful for education progress to improve the students’
ability in pronunciation which is still low in speaking skill, especially when
the students want to get job, do the interview, and speak with overseas people,
they can communicate in good communication.
6
B. The Problem of the Study
Based on the background of the study above, the research problem of the
study was formulated as the following in question:
1. What errors were in long vowels that eleventh grade of office
administration and travel agency students at SMK Negeri 1 Binjai made?
2. What was the most dominant errors in types of long vowels that eleventh
grade students of SMK Negeri 1 Binjai made?
3. Is travel agency students have more good ability in speaking English or
not?
C. The Objective of the Study
In relation to the problem, the objective of this study were:
1. To find out the errors in long vowels that made by eleventh grade of office
administration and travel agency students at SMK Negeri 1 Binjai.
2. To find out the most dominant errors in types of long vowels made by
eleventh grade students of SMK Negeri 1 Binjai.
3. To prove whether travel agency students have ability in speaking English.
D. The Scope of the Study
In this study, the research be focused on pronunciation error, specifically
on speaking skill made by the students of vocational school. The scope of this
study was the error in pronounce vowels in long vowels /ɑː/, /iː/, /ɜː/, /ɔː/, /uː/
7
on speaking skill of the eleventh grade students of office administration at
SMK Negeri 1 Binjai.
E. The Significance of the Study
This study was expected to give valuable contributions theoretically and
practically for the perspective of teachers, students and other researchers.
1. Theoretically perspective
As a reference for the future researcher who want to conduct the same
research and interested in analysing the pronunciation errors made by
students.
2. Practically perspective
a. For the teachers
The writer hopes that this research will be inspiring for English teacher
to know the types of English long vowels and give more exercise about
pronunciation in vowels.
b. For the students
The students can develop and improve their English, especially in
pronunciation skill in pronouncing types of English long vowels.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of the result of the study that has been
discussed in previous chapter and also suggestion for English teacher, students,
readers, and other researchers.
A. Conclusion
Based on the data analysis of research at eleventh grade of office
administration and travel agency students at SMK Negeri 1 is still low. The
conclusion is related to the problems of the study.
1. The students made errors in pronouncing /ɑː/, /iː/, /ɜː/, /ɔː/, /uː/ in reading
aloud that recorded by students. Researcher found that Office
administration students make 21,4 % error in pronounce /ɑː/, 6,8 % error
in pronounce /iː/, 13,6 % error in pronounce /uː/, 10,7 % error in
pronounce /ɜː/, and 47,6 % error in pronounce /ɔː/. While, travel agency
students make 21,2 % error in pronounce /ɑː/, 2,5 % error in pronounce
/iː/, 2,6 % error in pronounce /uː/, 12,7 % error in pronounce /ɜː/, and 49,2
% error in pronounce /ɔː/.
2. The most dominant errors that students made is pronounce /ɔː/ with
percentage 47,6% and 49,2%.
3. The percentage of the error of office administration class is 47% and the
percentage of the error of travel agency class is 53%. This study shown
45
46
that office administration students are better than travel agency students in
speaking.
B. Suggestions
This study hopefully could give advantageous information both
theoretically and practically.
1. For the teachers.
The teachers are expected to give more explanation about pronunciation
in vowels especially in long vowels to the students and expected to give
more exercises continuously to the students about pronunciation in
reading aloud and discuss it together if the pronunciation errors occur.
2. For the students.
The students are expected to learn more about English vowels and to do
more exercise and practice about the pronunciation in vowels to train their
ability in order when they graduated from their school and when the
students want to get job, do the interview, and speak with overseas
people, they can communicate in good communication.
3. For readers.
The readers can improve their knowledge about the types of long vowels
and as a reference to analysed the pronunciation error.
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Texts. Unpublished Thesis. Bandung: Universitas Brawijaya.
Ariyani, Dyna. 2012. Improving Students’ Pronunciation by Using Reading Aloud
in Junior High School. Unpublished Thesis. Pontianak: Tanjungpura
University.
Ary, D. et al. 2010. Introduction to Research in Education. Eighth Edition.
Belmont: Wadsworth Group.
Brown, H.D. 2000. Principles of Language Learning and Teaching. Fourth
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261-270.
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Learning. US-China Education Review Journal. IV (9) 10-14
Febrianti, Ririn Wahyu. 2015. The Use of Cartoon Media in Teaching Speaking
for Eighth Grade Students of SMPN 5 Ponorogo. Unpublished Thesis.
Ponorogo: State Islamic College of Ponorogo.
Fitria, Ana Lailatul. 2014. The errors of English pronunciation on vowels made by
the second year students at SMPN 2 Menganti, Gresik. Unpublished
Thesis. Surabaya: State Islamic University Sunan Ampel Surabaya.
Fraenkel and Wallen. 2003. How to Design and Evaluate Research in Education.
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Gass, Susan M., and Selinker Larry. 2008. Second Language Acquisition an
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Jumrina. 2013. An Analysis of Students’ Pronunciation Errors in English.
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Kelly, Gerald. 2003. How to Teach Pronunciation. London: Longman Group.
Kusnierek, A. 2015. Developing Students’ Speaking Skills through Role-Play.
Journal World Scientific News vol. 73-11.
Mayasari, Elvera. 2013. An Analysis of Error in Pronouncing English Vowels at
the Eighth Students of Grade SMP Negeri 2 Klangenan Kab. Cirebon.
Unpublished Thesis. Cirebon: University of Swadaya Gunung Jati.
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Edinburgh University Press.
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Nasional Tahun 2003.
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Mutiara, Riski I. 2014. Error Analysis on English Pure Vowels Pronunciation
Produced by Customer Service Centre Officers in Juanda Airport.
Unpublished Thesis. Bandung: Universitas Brawijaya.
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University Press.
Pallawa, B Andi. 2013. A Comparative Analysis Between English and
Indonesian Phonological Systems. International Journal of English
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Aloud at X Grade Students of Vocational High School. English Education
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Syafei, Anas. 1998. English Pronunciation: Theory and Practice. Jakarta:
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Sіlfіyah, Nur. Lu’aily. (2014). Error Analysis on English Vowel Sound Product
Made by the Sixth Semester Students of Study Program of English
Unіversіtas Brawіjaya. Unpublished Thesis. Bandung: Universitas
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Pronunciation. Oxford: Macmillan Publisher.
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Banjarnegara in the academic year 2006/2007). Unpublished Thesis.
Semarang: Semarang State University.
http://readingaloudhandbook.com/06th2006/html accessed on July. 31st, 2016
VOCATIONAL SCHOOL STUDENTS
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Attainment of
Sarjana Pendidikan Degree in English Education
By:
RATNA DEWI BR GINTING
Registration Number: 2123121042
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ginting, Ratna Dewi. 2016. Registration Number: 2123121042.
Pronunciation Errors in Vowels by Vocational School Students. A Thesis.
English Educational Program, Faculty of Languages and Arts, State
University of Medan, 2016
The aim of this study was to find out the pronunciation errors in long vowels in
speaking test that have been made by the office administration and travel agency
students SMK Negeri 1 Binjai. It was conducted by using qualitative research.
The sample of this study was 30 students from office administration and travel
agency students. The instrument of this research was speaking test that recorded
in each student. The results shown the total errors in office administration students
were103 while in travel agency students were 118. The percentage of the error of
office administration class was 47% and the percentage of the error of travel
agency class was 53%. It shown that their ability in speaking test was still low. It
was concluded that office administration students were better than travel agency
students in speaking.
Keywords: pronunciation error, long vowels, speaking test
i
ACKNOWLEDGMENTS
All praises and the greatest thankfulness to Allah who has blessed, given
time, opportunity, health, and mercy to the researcher in finishing this thesis
entitled “Pronunciation Errors in Vowels by Vocational School Students” to fulfil
the requirements for the degree of Sarjana Pendidikan (S.Pd) at English
Department, Faculty of Languages and Arts, State University of Medan.
In the process of writing this thesis, so many people have always assisted,
supported, prayers, suggested, helped, advised, and motivated the researcher.
Therefore, the researcher would like to express her thanks and her sincere
appreciation that directed to:
Prof. Dr. Syawal Gultom, M.Pd, the Rector of State University of
Medan.
Arts, State University of Medan.
Department, Faculty of Languages and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Prof. Dr. Hj. Summarsih, M.Pd, the Head of English and Literature
Dra. Meisuri, M.A, the Secretary of English and Literature Department
and her Examiners who have given suggestion and comments in the
process of writing this Thesis.
Nora Ronita Dewi, S.S., S.Pd., M.Hum, the Head of English Education
Study Program, Faculty of Languages and Arts, State University of
Medan.
Dra. Sortha Silitonga, M.Pd. her Academic Advisor and Second
Thesis Advisor for her valuable advice, precious time, guidance, his
patient, suggestion and support as long as the process of finishing
Thesis.
Drs. Johan Sinulingga, M.Pd. her first Thesis Advisor for his valuable
advice, precious time, guidance, his patient, suggestion and support as
long as the process of finishing Thesis.
ii
Drs. Elia Masa Gintings, M.Pd, as her Examiners who have given
suggestion and comments as long as the process of finishing Thesis.
All the Lectures of English Department, who have taught and adviced
her during the academic year.
Eis Sri Wahyuningsih, S.Pd., M.Pd and Mr. Pantes, the
administration staffs of English and Literature Department who always
helped the researcher during her academic year.
Drs. Muhammad Basir , the Headmaster of SMK Negeri 1 Binjai who
has given the permission to conduct the research in the school and also
for students in XI Office administration and XI Travel Agency for their
particiaption and attention during the research.
Alm. Payo Ginting and Tambar Malem Br Barus, her lovely parents,
her beloved brother Rimton Ginting, S.Pd and Zulfirman Ginting, S.E
and her beloved sister Yanti Mandasari Br Ginting, S.Pd for the
support, pray, love, struggle and every other things they have given that
can make the researcher finished her study program.
support, motivation and beatiful day spent together
Her best partner Anto Parulian Simorangkir, S.Pd, for his love,
Her beloved friends Boy Simangunsong, Putri Sembiring, Shely
Hutajulu, Silmi Tahari, SimonSilalahi, Betharia Pandia, M.Arif,
Diah Ayu, Barli and all her friends in English Education 2012 for their
endless support, attention, pray, and love and beatiful day spent
together.
Finally, the researcher hopes this thesis can give the contribution to
the English Education students and also further pedagogical researcher.
Medan,
September 2016
The writer,
Ratna Dewi Br Ginting
iii
Reg. No. 2123121042
iv
TABLE OF CONTENTS
ABSTRACT .............................................................................................. i
ACKNOWLEDGEMENTS ..................................................................... ii
TABLE OF CONTENTS ......................................................................... iv
LIST OF FIGURES .................................................................................. vi
LIST OF TABLES .................................................................................... vii
LIST OF PICTURES ............................................................................... viii
LIST OF APPENDICES .......................................................................... ix
CHAPTER I INTRODUCTION ............................................................. 1
A. The Background of the Study ......................................................... 1
B. The Problem of the Study................................................................ 6
C. The Objective of the Study ............................................................. 6
D. The Scope of the Study ................................................................... 6
E. The Significance of the Study ......................................................... 7
CHAPTER II REVIEW OF LITERATURE ......................................... 8
A. Theoretical Framework ................................................................... 8
1. Pronunciation ............................................................................ 8
2. Error .......................................................................................... 11
3. Vowel ........................................................................................ 14
4. Long Vowels ............................................................................. 16
5. Speaking .................................................................................... 17
6. English for Specific Purposes in Vocational School ................. 21
B. Relevant Studies .............................................................................. 22
C. Conceptual Framework ................................................................... 23
iv
CHAPTER III RESEARCH METHODOLOGY ................................... 25
A. Research Design .............................................................................. 25
B. The Location of the Study ............................................................... 26
C. Population and Sample .................................................................... 26
D. Instrument of Data Collection ......................................................... 27
E. The Procedure of Data Collection ................................................... 27
F. Technique for Analysing Data ........................................................ 28
G. Validity and Reliability ................................................................... 29
CHAPTER IV DATA AND DATA ANALYSIS..................................... 30
A. Data ................................................................................................. 30
1. Students’ Pronunciation Errors in Office Administration Class. 30
2. Students’ Pronunciation Errors in Travel Agency Class ........... 32
B. Data Analysis .................................................................................. 33
1. Analysis of Pronunciation Errors .............................................. 33
CHAPTER V CONCLUSION AND SUGGESTION ............................ 45
A. Conclusion ...................................................................................... 45
B. Suggestion ...................................................................................... 46
REFERENCES ......................................................................................... 47
APENDIXES ............................................................................................. 51
v
LIST OF FIGURES
Figure 2.1 Elements of Pronunciation ......................................................... 10
Figure 2 .2 Conclusion of Conceptual Framework ...................................... 24
vi
LIST OF TABLES
4.1 Errors in Office Administration Class ................................................... 29
4.2 Errors in Each Student in Office Administration Class.......................... 30
4.3 Errors in Travel Agency Class …........................................................... 31
4.4 Errors in Each Student in Travel Agency Class …................................. 31
4.5 Comparing the Results of the Two Classes in Pronounce Vowels ........ 34
4.6 Possible Errors in Sounds Vowels in Both Classes ................................ 43
vii
LIST OF PICTURES
Picture 4.1 Error in pronounce /ɑː/ …......................................................... 36
Picture 4.2 Error in pronounce /iː/ .............................................................. 38
Picture 4.3 Error in pronounce /uː/ …............................................................... 39
Picture 4.4 Error in pronounce /ɜː/ ............................................................. 41
Picture 4.5 Error in pronounce /ɔː/ …......................................................... 43
viii
LIST OF APPENDIXES
Appendix A The Eyes and Voice of a House ............................................. 51
Appendix B Examine Test .......................................................................... 52
Appendix C Speaking Test Office Administration ..................................... 62
Appendix C Speaking Test Travel Agency ................................................ 77
Appendix D Photos of Research ................................................................. 92
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Nowadays, the use of English has increased in our country Indonesia,
especially to face the globalization era that motivates every people learning
English with the aim that Indonesian people can communicate with other
people from overseas by using international language. Language is a system of
arbitrary conventionalized vocal, written, or gestural symbols that enable
members of a given community to communicate intelligibly with one another
(Brown, 2000:5). Language is an important part of human and communication
facility that has
been existing since people need to express themselves to
communicate each other. Language is a system of communication used within
a particular social group.
English is important in curriculum because it is one of the major
languages in the world which used as the common language in many aspects
of human activities. In Indonesia the status of English language is very
important for students of all levels, for example, to master speaking skill, the
teacher must train and equip the learner with a certain degree of accuracy and
fluency in understanding, responding, and in expressing himself in the
language in speech.
1
2
Pronunciation is important for second learner because in curriculum
2013, the students have to master pronunciation. They have to practice some
words before they read the reading aloud.
Students also have to know the pronounce the words correctly in order
can communicate fluently with others. Learning English in speaking is not
only knowing the meaning of words and the structures but also knowing how
to pronounce the words correctly and clearly. To pronounce the words
correctly, we should know how the sounds are produced.
In Indonesia, English taught as a foreign language and included as a
compulsory subject for junior and senior high school level. In senior high
school level, both for General High School and Vocational School, English
taught as an adaptive subject that aimed to prepare the student to be able to
communicate in English which is needed relevant with their major.
Vocational school is one option for students interested in practical
postsecondary education and job training. Vocational School is an educational
unit that aimed to be a medium to improve the students’ ability in a particular
major which is targeted to improve the human resources in their work field.
Vocational school trains the students in improving their skills so they will be
able competing after they finished their study. This skill supported by English
ability will have more value than others who doesn’t master English (UU
Sistem Pendidikan Nasional No. 20 Tahun 2003).
In syllabus of curriculum 2013 for vocational school, English has
three level of Competency Standards—Novice, Elementary, and Intermediate
3
level— which are divided based on the grades. The competence of these levels
is can communicate in good English equal all levels. As for the Students of
General High School, in Vocational School English has four different
language skills contended in Indonesian English teaching, namely speaking,
reading, writing, and listening.
In fact, in the researcher’s observation at SMK Negeri 1 Binjai
majoring in office administration and travel agency, it was found that
students’ speaking skill was still low. Most of students were confused about
what they pronounce in reading aloud, especially in pronounce vowels of
English. They were confused to differentiate the short vowels and the long
vowels. Therefore, students often made errors in pronouncing vowels in long
and short vowels especially in speaking because when they make error in long
and short vowels, the meaning of the words will be different, and create
misunderstandings between people who speak and those who listen.
Vocational school majoring in office administration and travel agency
is chosen because there is perspective stated by the society that students of
travel agency have more ability in speak English because they have job
opportunities to speak English more. Speaking skill is important for them
because after they graduate from the school and want to get job, do the
interview, and speak with overseas people, they must have skill in speaking
skill in order communicate in good communication.
Pronunciation is one of the most important parts of languages to speak
with other people. Pronunciation is the way a certain sounds or sounds are
4
produced to make pronunciation correctly (Richards 2010:469). It is important
to teach and analyse the students’ pronunciation to avoid the misunderstanding
with other when we are speaking. As stated by Harmer (2000:183) that for all
people, being made aware of pronunciation issues will be of immense benefit
not only to their own pronunciation but also their understanding of spoken
English.
The teaching of pronunciation for the Indonesian students is quite
difficult. (Palawa, 2013). For example, students feel confused when the
teacher ask them to speak with others and reading aloud. They don’t know
whether the words they said is same with the symbols in long and short
vowels. So, Erdogan (2005) states that they always make error when they are
speaking and it is inevitable that learners make mistakes in the process of
foreign language learning, as Hasyim (2002) states that errors in foreign
language teaching especially in English are the cases which are difficult
enough to avoid. Many aspects that can cause the learners of English as a
foreign language make errors, for example, the learners’ mother tongue and
the lack of teacher’s correction
Therefore, teachers have responsibility to check the students’ error in
speaking and to give feedback, but most of them do not it. Few teachers could
not tolerate to the student error. They think that the error correction wasting
their time. However, the students feel upset, and makes a distinction between
them and their teacher in dealing with errors and understanding of error
correction (Fang and Mei, 2007). Whereas, when we give feedback in correct
5
pronunciation, may discourage the students and disturb they recitation in
pronunciation (Syafei,1988).
Error is an activity to identify, classify or describe the errors made by
second language or foreign language in speaking and reading (Brown, 2000)
Research about pronunciation errors in vowels is quite popular in
education field, particularly in countries where English is as the second or
foreign language. Mayasari (2013) conducted a study to find out the error of
pronunciation in vowels in reading aloud which 63% make error in
pronouncing vowels. Fitria (2014) conducted a study about pronunciation
error in vowels in reading aloud which 93% students difficult to pronounce
vowels. Jumrina (2013) conducted a study about pronunciation error in vowels
in reading aloud which 41% students difficult to pronounce vowels.
The purpose of this research is to find out the ability of the office
administration and travel agency students in pronounce vowels in reading
aloud. So, it is important to know the error of students’ pronunciation. The
analysis of students’ pronunciation errors is important in order to know
students’ needs then to know the solution of it. The researcher hopes that the
findings in the analysis of students’ pronunciation errors in vowels at SMK
Negeri 1 Binjai can be useful for education progress to improve the students’
ability in pronunciation which is still low in speaking skill, especially when
the students want to get job, do the interview, and speak with overseas people,
they can communicate in good communication.
6
B. The Problem of the Study
Based on the background of the study above, the research problem of the
study was formulated as the following in question:
1. What errors were in long vowels that eleventh grade of office
administration and travel agency students at SMK Negeri 1 Binjai made?
2. What was the most dominant errors in types of long vowels that eleventh
grade students of SMK Negeri 1 Binjai made?
3. Is travel agency students have more good ability in speaking English or
not?
C. The Objective of the Study
In relation to the problem, the objective of this study were:
1. To find out the errors in long vowels that made by eleventh grade of office
administration and travel agency students at SMK Negeri 1 Binjai.
2. To find out the most dominant errors in types of long vowels made by
eleventh grade students of SMK Negeri 1 Binjai.
3. To prove whether travel agency students have ability in speaking English.
D. The Scope of the Study
In this study, the research be focused on pronunciation error, specifically
on speaking skill made by the students of vocational school. The scope of this
study was the error in pronounce vowels in long vowels /ɑː/, /iː/, /ɜː/, /ɔː/, /uː/
7
on speaking skill of the eleventh grade students of office administration at
SMK Negeri 1 Binjai.
E. The Significance of the Study
This study was expected to give valuable contributions theoretically and
practically for the perspective of teachers, students and other researchers.
1. Theoretically perspective
As a reference for the future researcher who want to conduct the same
research and interested in analysing the pronunciation errors made by
students.
2. Practically perspective
a. For the teachers
The writer hopes that this research will be inspiring for English teacher
to know the types of English long vowels and give more exercise about
pronunciation in vowels.
b. For the students
The students can develop and improve their English, especially in
pronunciation skill in pronouncing types of English long vowels.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of the result of the study that has been
discussed in previous chapter and also suggestion for English teacher, students,
readers, and other researchers.
A. Conclusion
Based on the data analysis of research at eleventh grade of office
administration and travel agency students at SMK Negeri 1 is still low. The
conclusion is related to the problems of the study.
1. The students made errors in pronouncing /ɑː/, /iː/, /ɜː/, /ɔː/, /uː/ in reading
aloud that recorded by students. Researcher found that Office
administration students make 21,4 % error in pronounce /ɑː/, 6,8 % error
in pronounce /iː/, 13,6 % error in pronounce /uː/, 10,7 % error in
pronounce /ɜː/, and 47,6 % error in pronounce /ɔː/. While, travel agency
students make 21,2 % error in pronounce /ɑː/, 2,5 % error in pronounce
/iː/, 2,6 % error in pronounce /uː/, 12,7 % error in pronounce /ɜː/, and 49,2
% error in pronounce /ɔː/.
2. The most dominant errors that students made is pronounce /ɔː/ with
percentage 47,6% and 49,2%.
3. The percentage of the error of office administration class is 47% and the
percentage of the error of travel agency class is 53%. This study shown
45
46
that office administration students are better than travel agency students in
speaking.
B. Suggestions
This study hopefully could give advantageous information both
theoretically and practically.
1. For the teachers.
The teachers are expected to give more explanation about pronunciation
in vowels especially in long vowels to the students and expected to give
more exercises continuously to the students about pronunciation in
reading aloud and discuss it together if the pronunciation errors occur.
2. For the students.
The students are expected to learn more about English vowels and to do
more exercise and practice about the pronunciation in vowels to train their
ability in order when they graduated from their school and when the
students want to get job, do the interview, and speak with overseas
people, they can communicate in good communication.
3. For readers.
The readers can improve their knowledge about the types of long vowels
and as a reference to analysed the pronunciation error.
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