RESEARCH FINDINGS AND DISCUSSION

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter discusses misarticulation, causes of the problems and some possible solutions to overcome the problems. The data in study were taken from the observation conducted on the seventh grade hearing-speech defective students of SLBN 3 Yogyakarta and interviews with their parents and teachers. The participants were three hearing-speech defective students. The following part is the findings and the discussion on the misarticulation problems made by each of them, an analysis of the causes of the problems and possible solutions.

1. English Articulation Problems Faced by the Seventh Grade Hearing-Speech

Defective Students of SLBN 3 Yogyakarta After conducting observation, the researcher found that there was a common problem of misarticulation in pronouncing English phonemes. The example of the difficulties could be seen when the students tried to pronounce and differentiate voiced and voiceless sounds and pronounce several vowels and diphthongs. As a result, these problems affected the shape of syllables and words. There are several types of misarticulation. The types of misarticulation would be discussed in this chapter as the classification of the students’ problems. The collected data showed that each of the students experienced different articulation problems. The discussion of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI articulation on each student along with the classification of types of misarticulation will be discussed bellow. Student A During the pronunciation process, the researcher found four types of misarticulation that happened in the initial, middle, and final position of sounds in the words. The types of misarticulation that occurred to this student were as follows: a. Omission Omission is the process of omitting one or more sounds a vowel, a consonant or the whole syllable in a word or phrase. It can be found in the initial, middle, or final position of the word. The researcher found the sound which was omitted in the initial position as in the word usual [juʒʊ əl]. This student omitted the [j] sound because the way how pronounced this sound in the Indonesian language was different from the English language. As the result, this student pronounced this word as [uʒʊ əl]. This process happened because items in the Indonesian language were given a new shape in the English language. In this case, the Indonesian language as the first language influenced the way she pronounced English words. In the Indonesian language, the name of the letter and its sound were the same. [u] in the Indonesian language was pronounced as [u] but in the English language it was pronounced as [ju]. Other phoneme that can be categorized as items on the Indonesian language that were given a new shape in English were [v], [tʃ],[dʒ] and [z]. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The omission process also occurred in the middle position of the word. Omitting the sound in the middle position occurred in the word poor [pʊ ər] where the sound [ ə] was omitted and in the word both [bəʊθ] [boʊθ] where the sound [u] was omitted. This student pronounced those word as [pu:r] instead of [pʊ ər] and [bo θ] instead of [bəʊθ] [boʊθ]. Another omission occurred in the final position of the word. Pronouncing three words that contained two sounds, the student showed omission in the final position. There were the [p] sound as in the word pump [pʌmp] which was pronounced [pʌm] and jump [dʒʌmp] which was pronounced [dʒʌm] and the [k] sound as in the word desk [desk] which was pronounced [des]. b. Sound addition Sound addition refers to the process by which an extra sound is added to a word. The data collection showed four words that experienced sound addition. Sound addition occurred in the middle and final position of the word. The sound addition in the middle position occurred in the word often [ fn], where the sound [t] was added, the sound [g] was added in the word night [naɪt], the sound [w] was added in the word answer [ :ns ə] and the sound [ə] was added in the word church [tʃɜ:tʃ]. As the result, this student pronounced [ ftn] instead of [ fn], [naigt] instead of [naɪt], [answ ər] instead of [ :nsər], and [ʧərʧə] instead of [tʃɜ:tʃ]. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI c. Substitution Substitution is the process of substituting a certain sound with another sound. From pronunciation process, twenty-nine words underwent substitution, consisting of eight words that experienced substitution in the initial position, fifteen words that experienced substitution in the middle position, and six words that experienced substitution in the final position. The substitution occurred in the consonants, vowels and diphthong. There was a consonant which was substituted by another consonant, a vowel which was substitute by another vowel, a diphthong which was substituted by another diphthong or a single vowel. The substitution occurrence was presented in the table 4.1. Table 4.1. Articulation errors categorized as substitution Word Pronunciation Location of error Oxford Advanced Learner’s Dictionary Student’s Copy [k pɪ] [ c pi] Initial Shopping [ʃ pɪ ŋ] [ s piŋ] Initial Under [ʌnd ər] [ u nd ər] Initial Apple [æpl] [ a pl] Initial Voice [voɪs] [ f ois] Initial Think [ θɪŋk] [ t i ŋk] Initial This [ðɪs] [ t is] Initial Out [aʊt] [ o ut] Initial Guess [ges] [g u s] Middle Take [teik] [t æ k] Middle PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Repeat [rɪpit] [r e pit] Middle Young [jʌ ŋ] [j o ŋ] Middle Table [teibl] [t æ bl] Middle Feel [fi:l] [f e l] Middle Stuff [stʌf] [st u f] Middle Soon [su:n] [s o n] Middle Note [n əʊt] [n o t] Middle House [haʊz] [h ou z] Middle Fear [fɪ ər] [F ea r] Middle Day [deɪ] [d a i] Middle world [wɜ:ld] [w o rld] Middle post [p əʊst] [p o st] Middle Pound [paʊnd] [p nd] Middle Give [ɡɪv] [Gi f ] Final Zoo [Zu: ] [Z o: ] Final Please [Pli:z] [Pli s ] Final Have [Hæv] [Hæ f ] Final Ago [ əɡəʊ] [ əg o ] Final Yesterday [jest ədei] [jestəd ai ] Final NOTE: is used to symbolize the substitution process that occurred Table 4.1 showed three sounds that experienced substitution from voiced sound into voiceless sounds. They were the sounds [z] substituted by [s], [v] substituted by [f] and [ð] substituted by [t], for example, the substitution of [z] as a voiced sound by [s] as a voiceless sound occurred in the word please [pliz], which was pronounced as [plis]. Another case of substitution was from a voiced sound [v] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI into a voiceless sound [f] in the word voice [voɪs] which was pronounced as [fois], give [ɡɪv] which was pronounced as [gif], and have [hæv] which was pronounced as [hæf]. According to Swan and Smith 2001:281 “The [v] sound is rare in Indonesian words. Indonesian students are likely to replace [v] by [f], especially at the end of word”. There was also substitution of the sound [ʃ] by the sound [s] in the initial position such as in the word shopping. As the result, the word shopping [ʃ pɪ ŋ] was pronounced as [s pi ŋ]. There were several sounds that did not exist in the Indonesian language such as [tʃ], [ʒ], [æ], [ʃ], [ ə], [ ], [ʃ], [θ], [ð]. From the collected data, those sounds were changes from one sound into another sound which could be easily pronounced. The examples of this phenomenon could be found in the word think [ θɪŋk] which was pronounced as [ti ŋk] and this [ðɪs] which was pronounced as [tis]. It was very likely that an Indonesian native speaker who learned the English language would find that the sounds were unusual and he or she might not be able to produce them and replace them with sounds from the Indonesian language that were similar to [ θ], namely [t]. According to Paulston and bruder 1976: 96 this phenomenon was called aural recognition. They mentioned that aural recognition of new sounds was a very difficult step for students in whose mother tongue the sound was absent or existed as an allophonic variant. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI d. Distortion Distortion is the type of misarticulation characterized by the changing sounds of a certain language to sounds that are not normally used or that change the whole meaning of the word or that bring no meaning. Distortion phenomena were presented in the table 4.2. . Table 4.2. Articulation errors categorized as distortion Word Pronunciation Oxford Advanced Learner’s Dictionary Student’s Cup [kʌp] [cup] Party [p :ti] [præti] Ooze [u:z] [ose] Thermometer [ θəm mɪtə] [termometr] Nature [neɪtʃ ə] [nature] Approve [ əpru:v] [aprofe] Husband [hʌzb ənd] [husbʌn] Sunday [sʌndei] [sundai] Chair [tʃe ər ] [cʌir] Picture [pɪktʃ ə] [piktur ə] Budget [bʌdʒ ət] Budget Huge [hju:dʒ] Huge Agree [ əɡri:] Agre Television [teliviʒn] Telefision method [me θəd] [metod] although [ɔ:lð əʊ] [altoug] Sugar [ʃʊɡ ə] [sugʌr] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI delicious [dɪlɪʃ əs] [delicious] Gigolo [ʒɪɡ ələʊ] [gigolo] mine [maɪn] [mine] Family [fæm əli] [fʌmili] Blame [bleɪm] [blame] Mountain [maʊnt ən] [mountain] Mango [mæ ŋɡəʊ] [ma ŋo] Behind [bɪhaɪnd] [behind] Lamp [læmp] [lam] Yellow [jel əʊ] [jelow] Refuse [rɪfju:z] [refuse] Apricot [eɪprɪk t] [aprɪc t] Oak [ əʊk] [oak] Tomorrow [t əm rəʊ] [tum ro] Air [e ə] [air] Hair [he ə] [hair] White [waɪt] [wite] vow [vaʊ] [fow] Table 4.2. Shows thirty five words which experienced distortion. It also shows that the students pronounced the sounds the way it was written. For example, the word picture [pɪktʃ ə] was pronounced as [pikturə] and the word mango [mæŋɡəʊ] was pronounced as [ma ŋo]. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Student B The researcher found that student B made four types of misarticulation. The misarticulation occurred in the initial, middle, and final positions. The types of misarticulation that student B made were as follows: a. Omission Eight words could be identified as containing omission. Four sounds were omitted in the middle position of the word. They were the [n] sound as in the word under [ʌnd ər], the [k] sound as in the word picnic [pɪknɪk], the [g] sound as in the word mango [mæ ŋɡəʊ] and the [i] sound as in the word white [waɪt]. Omission was also found in the final position of the word. They were the [g] sound as in the word pig [pɪɡ] and egg [eɡ], the [k] sound as in the word desk [desk], the [t] sound as in the word point [poɪnt]. As a result, the student pronounced those words as [pi], [e], [des], and [poin]. Table 4.3. Articulation errors categorized as omission Word Pronunciation Location of error Oxford Advanced Learner’s Dictionary Student’s under [ʌnd ə] [ad ər] Middle picnic [pɪknɪk] [pini] Middle final mango [mæ ŋɡəʊ] [ma ŋo] Middle white [waɪt] [wat] Middle pig [pɪɡ] [pi] Final egg [eɡ] [e] Final PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI desk [desk] [des] Final point [poɪnt] [poin] Final b. Sound addition There were ten sounds in ten words which experienced sound addition. Four words experienced sound addition in the initial position of the word with one sound addition [p]. Another sound addition occurred in the middle position of the word. They were presented in Table 4.4. Table 4.4. Articulation errors categorized as sound addition Word Pronunciation Location of error Oxford Advanced Learner’s Dictionary Student’s Mob [m b] [m p ob] Initial My [maɪ] [m p ʌi] Initial Mine [maɪn] [m p ʌin] Initial Pull [pʊl] [ m pul] Initial Any [Eni] [en t i] Middle Often [ fn] [ ftn] Middle Night [naɪt] [nai g t] Middle Guess [ɡes] [g u es] Middle Answer [a:ns ər] [a:ns w ər] Middle Give [ɡɪv] [g a iv] Middle NOTE: is used to symbolize the sound addition process that occurred PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI When this student was asked to pronounce the words in which the initial position contained the bilabial sounds [p, b, m], he often made sound addition with other bilabial sounds, for example the word my [maɪ]. This student tended to pronounce it as [mpai]. The same phenomenon happened to such words as mine [maɪn], which was pronounced as [mpain], pull [pʊl] which was pronounced as [mpul] and mob [mob] which was pronounced as [mpob]. c. substitution Twenty seven words underwent substitution. The substitution occurred in the initial, middle and final position of the word. Six words experienced substitution in the initial position, thirteen words experienced substitution in the middle position and eight words experienced substitution in the final position. They were presented in Table 4.5. Table 4.5. Articulation errors categorized as substitution Words Pronunciation Position of error Oxford Advanced Learner’s Dictionary Student’s Eat [i:t] [ e t] Initial Apple [æpl] [ a pl] Initial Voice [vois] [ f ois] Initial This [ðɪs] [ t is] Initial Shopping [ʃ pɪ ŋ] [ s pɪ ŋ] Initial Out [aʊt] [ o ut] Initial Poor [pʊ ə ] [p or ] Middle PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Sad [sæd] [s a d] Middle Tall [tɔ:l] [t a l] Middle Repeat [rɪpi:t] [r e p e t] Middle Tall [tɔ:l] [t a l] Middle Stuff [stʌf] [st u f] Middle Soon [su:n] [s o n] Middle World [wɜ:ld] [w o rld] Middle Young [jʌ ŋ] [j o ŋ] Middle Fear [fɪ ər] [f ea r] Middle Table [teibl] [t æ bl] Middle Post [p əʊst] [p o st] Middle Pound [paʊnd] [p nd] Middle Have [hæv] [hæ f ] Final Yesterday [jest ədɪ] [jestəd ʌi ] Final Book [bʊk] [bu i ] Final Wish [wɪʃ] [wi s ] Final Book [buk] [bu i ] Final Finish [fɪnɪʃ] [fini s ] Final Please [pli:z] [pli s ] Final Day [dei] [d a i] Final NOTE: is used to symbolize the substitution process that occurred Table 4.5. Showed substitution phenomena. Some of the words were pronounced as in the written form, for examples, there was the substitution of the sound [i] by the sound [e]. The substitution occurred in the word repeat [rɪpi:t] which was pronounced as [repet]. The researcher also found the pronunciation of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI sound [r] as in the word poor [pʊ ə] which was pronounced as [por] and repeat [rɪpi:t] which was pronounced [repet] where the trill phoneme [r] as found in the Indonesian language substituted as the flap sound [r] in the English language. Student B tended to pronounce the phoneme r always with trill phoneme. This tendency was due to the fact that deaf children, who had learned the Indonesian thrill phoneme r, found it hard to distinguish it from the English flap sound r because both phonemes were same to them when they ‘read’ it through the speaker’s lips. During Indonesian pronunciation classes, for every error in the pronunciation of the sound [r] the teacher always put the back of his hand on the student’s neck to make sure that the student made sound vibration. As a result, every time the student encountered a word that had the sound r, he would pronounce it with vibration. This made the sound r as a trill sound. d. Distortion Forty nine words underwent distortion. They were presented in Table 4.6. Table 4.6. Articulation errors categorized as distortion Words Pronunciation Oxford Advanced Learner’s Dictionary Student’s Cup [kʌp] [cup] Feel [fi:l] [el] Ooze [u:z] [ose] Food [fu:d] [od] Shoe [ʃu: ] [soe] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Thermometer [ θəm mɪtə] [ter] Ago [ əɡəʊ] [kego] Nature [neɪtʃ ə] [nature] Approve [ əpru:v] [ʌprofe] Pump [pʌmp] [pum] Husband [hʌzb ənd] [husbʌn] Sunday [sʌndei] [sundai] Chair [tʃe ər ] [sc ər] Picture [pɪktʃ ə] [mpikstur] Church [tʃɜ:tʃ] [ʧərcs] Jump [dʒʌmp] [ʤum] Budget [bʌdʒ ət] [buet] Huge [hju:dʒ] [hue] Take [teɪk] [tai] Agree [ əɡri:] [agre] Butterfly [bʌt əflaɪ] [butrfli] Television [teliviʒn] [telefision] Think [ θɪŋk] [ti ŋ] Method [me θəd] [metod] Both [b əʊθ] [bot] Although [ɔ:lð əʊ] [alto] Zoo [zu:] [o: ] Sugar [ʃʊɡ ə] [sugar] Delicious [dɪlɪʃ əs] [delicious] Wash [w ʃ] [was] Gigolo [ʒɪɡ ələʊ] [hiholo] Usual [ju:ʒʊ əl] [usual] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Family [fæm əli] [famili] blame [bleɪm] [blame] Note [n əʊt] [note] Mountain [maʊnt ən] [mountain] As seen on Table 4.6, the word husband [hʌzb ənd] was pronounced as [husbʌn]. This example showed that there was a difference between the Indonesian and English sound systems, specifically the vowels. In this case, the sound [ ə] in the word husband [hʌzb ənd] was pronounced as sound [a] by the student. In this example, student’s pronunciation was influenced by sound system of the Indonesian language, where [a] sound was pronounced as [a] sound as in the written form, where as in the English language, the pronunciation of the sound [a] can be pronounced as [a], [ ə], [ ], [æ], and [ʌ]. Student C Student C was very unique in terms of articulation. From the observation, the sounds that he produced could not be identified into types of misarticulation because they were not clear. All the sounds that he produced were nasal and squeaky. Edja Dardjo 1995:56 mentioned that nasality was the sounds that hearing-speech defective persons produced due to the narrowing or inadequate development of the nostrils. The air was expelled through the nose more than through the mouth for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI pronunciation purposes. As a result, the resonance was reduced so that it was difficult to avoid the nasal sounds. When he was asked to pronounce Indonesian words, this student could not pronounce them clearly either. From the interview his parents, it could be concluded that this student has a bad background of language development and history of health. After further interviews with parents, it turned out that: His parents had never trained or encouraged him to learn to pronounce words. As a result, his organs of speech did not function well. Further, he was not accustomed to communicating verbally. He always expressed himself using signs. His parents did not introduce new words to his vocabulary. Consequently, he had limited vocabulary with incorrect pronunciation. In addition to his bad hearing, his right eye was blind. He had difficulty to learn reading. Unfortunately, this condition made the parents help him child by doing his homework without explaining to him. The way the parents assisted him gave a negative effect. His language development was slow and he could not develop his reading ability. He was behind his classmates, who were also categorized deaf.

2. The possible causes of the English articulation problems faced by seventh

grade hearing-speech defective students of SLBN 3 Yogyakarta From the data gathered, it was found out that the students’ misarticulation was likely caused by: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI a. Problem on differentiating English sounds Because hearing-speech defective students had weaknesses in their sense of hearing, they could not receive adequate information on how to differentiate and produce English sounds. As the result, there were some sounds pronounced similarly and some sounds were pronounced incorrectly due to the wrong position of the organs of speech lips, tongue, etc. The examples for this error were found in the sounds [p] [b]; [t] [d]; [g] [k]; [c] [dʒ]; [e], [ ə], [æ]; [f] [v], etc. One example of the similar position of the organs of speech in producing sounds was the pronunciation of the sounds [t] and [d]. This error was due to the position of the tongue, which was drawn too far the back. It was not realized by hearing-speech students because they could not control and evaluate their own voice. b. Problem with background of health, the level of deafness and history of language development The health conditions contributed to the students’ ability to receive information and produce sounds. Based on the interview with parents of the students and some teachers of SLBN 3 Yogyakarta, such conditions as one blind eye, head injuries, broken teeth, and others as described in the students’ profiles greatly influenced the students’ language development. The level of hearing loss was also a major factor that influenced the child’s ability to produce sounds. It meant that the lower the level of hearing loss the greater residual hearing was, the more likely the child would be able to capture the sounds to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI be accepted in his memory. Conversely, the higher the level of hearing loss the smaller the residual hearing was, the less likely the child could catch the sounds and the harder it was to produce a clear sound. Johnson, 1967:56. c. Phonemes in the foreign language that were similar to the first language This made the students substitute the phonemes with similar phonemes in their native language. The examples given in the table showed that the students tended to substitute the phoneme [p] with [b], [ ʃ] with [s], [θ] with [t], phoneme [ð] with [t] or [d], phoneme [ ɒ] with [o], [f] with [v], etc. In the case of pronouncing [p] as [b], Sahulata 1988:58 said that this phenomenon occurred because there was a small but significant difference in the form of a small puff of air following the sound. This “aspiration” was a major characteristic of the pronunciation of [p] in the English language. However, in the Indonesian language there was typically no aspiration of [p]. Without the cue of aspiration, there was a tendency for the English speakers to think that the [p] of the Indonesian language is a [b], which in the English language was often identified by its lack of aspiration. d. Phoneme distribution in the foreign language that was different from that in the first language Although it seemed that Indonesian and English phonemes were the same, it should be noticed that the phonetic features and phonetic realization of both phonemes could be different. Different distributions for each phoneme the two PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI languages could also cause problems. An example of the different phoneme distributions between the Indonesian and English languages was the phoneme [t ʃ]. Because the Indonesian language did not have the phoneme [t ʃ], then children tended to substitute it with a similar phoneme that existed in the Indonesian language. English phonemes that were different from Indonesian phoneme were [t ʃ], [ʒ], [æ], [ ʃ], [ə], [ɒ], [ʃ], [θ], [ð]. Indonesian learners tended to substitute them with [c], [s], [e], [s], [ei], [o], [t], [t]. e. Problem of spelling pronunciation The problem of spelling pronunciation meant the students pronounced the word as it was written. In learning a new language, when students encountered words that were unfamiliar, they tended to pronounce them the way it was written. This happened because in the Indonesian language, the way to pronounce the words was similar to the way they were written. For example, the student pronounced the word husband as [husb ʌnd] and not as [hʌzbənd]. f. Problems of overgeneralization Richards, Platt, and Weber 1985: 40 pointed out that overgeneralization was a process common in both first and second language learning, in which a learner extended the use of a grammatical rule or linguistics item beyond its accepted uses, generally by making words or structures following a more regular pattern. For example, when the student had learned to correctly pronounce a symbol of a certain PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI phoneme, heshe might pronounce all words that contain this symbol with the same pronunciation. The collected data showed that overgeneralization occurred in the symbol [i]. The student had learned to pronounce i as [ai] in the word mine. Later, when heshe met the word give heshe would tend to pronounce it as [gaiv].

3. Possible Solutions to Overcome Articulation Problems

In overcoming misarticulation articulation problems of the seventh grade hearing- speech defective students of SLBN 3 Yogyakarta, there are some possible solutions to the students. Speech therapy as one way out assisting deaf children is likely to be effective to assist students in learning pronunciation. Speech therapy in this case can be carried out in three ways: a. Based on the learning strategy: Learning articulation can be done through group and individual strategies. 1. Group learning According to Rusyani http:eprints.uns.ac.id2561167910609201008321.pdf. accessed and downloaded on May 07, 2011, in group learning the teacher deals with two or more students in a special room or the regular classroom. Listening exercises in a group will bring a high spirit to the students and lead to variations that both the students and teacher find interesting. However, this strategy will only be effective if it is applied to students with relatively similar characteristics in terms of learning style, attention span and hearing capacity. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2. Individual learning Rusyani defines individual learning as an articulation exercise with students individually in a special room equipped with various teaching media. The content and techniques of the listening exercise, assessment and evaluation are adapted to the individual student’s needs and capacity. b. Based on the types of media used: In teaching hearing-speech defective students, the proper use of teaching media is something that should be pursued so that learning can be effective and efficient. To stimulate hearing-speech defective students in developing speech ability, the teacher can use a variety of media, such as: 1. Mirror. According to Rusyani, mirrors can be used to develop a visual feedback by controlling the students movement of the organs of speech and by equating the movementposition himself with the position of the teacher’s organs of speech. 2. Phonetic transcriptions. The use of phonetic transcriptions in articulation exercises for hearing-speech defective students helps them to pronounce words based on the way they are phonetically written. The weakness of this media, however, is that the teacher should be accustomed to this system of sound visualization. It is a fact that not all English teachers of SLBN 3 Yogyakarta have a formal educational background of English language education, which means that they are not familiar with phonetic transcriptions. 3. Paper. As stated by Rusyani, a piece of paper can be used as a tool to train the articulation of hearing-speech defective students especially for aspirated sounds. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 4. Minimum word pairs. Sahulata 1988: 65 points out that the simplest procedure for discovering which sounds of a language are contrastive is to find words that differ by only one sound in one position in the word. The words pat and bat as an example, meets this criterion, as do pet and pot, and sin and sing. The use of minimum pairs of words is the most common technique that linguists employ to determine the basic phonemic contrasts of a language system. In this research, the researcher used this method to enable the students to distinguish the pronunciation of similar English words. c. Phonemic training and how to correct the errors For hearing-speech defective persons, the process of producing language sounds cannot be carried out automatically as normal people do. There are many common pronunciation errors, that nearly all hearing-speech defective persons make the errors. However, there are also pronunciation errors made by individual hearing- speech defective persons due to misperception of sounds or because of the rigidity of the organs of speech. Therefore, hearing-speech defective persons need establishment and improvement efforts through articulation practices. Phonemic training is training sessions to optimize the use of the existing hearing in developing students’ capacity in oral communication. The training includes activities to correct students’ errors in pronunciation as an effort to assist them to speak in an understandable way. Edja Dardjo 1995 explain the aims of phonemic training: 1 hearing-speech defective students have the basic correct speech; 2 hearing-speech defective students are able to form correctly so that the speech sounds PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI are understandable to others; 3 hearing-speech defective students are able to correct misarticulated words; 4 hearing-speech defective students can distinguish one word with another word; 5 to utilize students’ organs of speech in the hope that they will be able to talk despite the fact that they are deaf. Following are errors made by the research participants and the suggested ways to correct them. 1 A common error in the pronunciation of the phoneme [p] which is usually pronounced [mp]. There are some possible ways to correct this error: a Write the letter p on a piece paper to represent the phoneme [p], and then pronounce the incorrect [mp] phoneme and the expected [p] phoneme to distinguish the difference. b The [mp] sound produces vibration, while the correct [p] does not. This can be checked by touching the cheeks. c Ask the student to try to pronounce the correct phoneme while they touch his cheeks to feel whether there is vibration. 2 A common error in the pronunciation of the phoneme [b] which is usually incorrectly pronounced as [p]. Some possible ways to correct the error include: a Train the student to feel the difference between [b] and [p]. While the phoneme [b] is pronounced without significant pressure on both lips, phoneme [p] requires pressure. Model the pressure using the thumb and index finger and ask the student to try to imitate the model. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI b Feel the vibration on the lips, neck and chest while pronouncing [b]. [p] does not produce such vibration. 3 A common error in the pronunciation of the phoneme [b] which is mistakenly pronounced as [mb]. Some possible ways to correct this error: a The teacher shows the difference between [b] and [mb] by telling that [b] sound does not produce air through the nose. b Feel the vibration and air through the nose while pronouncing [m]. c Ask the student to block his nostrils using his thumb and index finger. He will not be able to produce the incorrect [mb] sound. The expected sound [b] will appear. 4 A common error in the pronunciation of [m] which is pronounced as [p]. Some possible ways to correct the error: a Make the student aware about the mistake by writing them m to replace their mp mistake. b Ask the student to feel the stress while pronouncing [m] and [p]. [m] produces vibration, while [p] does not, instead, it produces aspiration and tension on both lips. c Ask the student to say mamamama 5 A common error in the pronunciation of [m] which is pronounced as [mb]. Some possible ways to correct this error: a Ask the student to feel and see the lips position while pronouncing [m] and [mb]. [m] is pronounced with both lips pressed against each other. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI b Ask the student to feel the air passing through their nose while pronouncing [m] and his lips aspirated while pronouncing [mb]. 6 Common mistakes on the [f] phoneme pronunciation. [f] is mistakenly pronounced as [p]. The possible ways to correct this include: a Ask the student to investigate the lips position when pronouncing [f] and [p]. b Feel whether there is air coming out when pronouncing both sounds. 7 A common error on [t] which is pronounced as [d]. The possible ways to correct this: a Ask the student to pronounce [d], not [t] and write what phoneme he produces. b Experiment the tongue position when pronouncing [t]. See whether it is pronounced as [d]. 8 A common error on [t] which is pronounced as [tj] or [c]. Some possible ways to correct this: a The mistake is produced because the tongue gives too much pressure on the palate. b Ask the student to investigate his tongue position when pronouncing both [t] and [tj], feel the aspiration, since [t] sound is more aspirated that the [tj]. 9 A common error on [t] which is pronounced as [n]. Some possible ways to correct it: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI a The mistake was produced because there is air passing through the nose. b Ask the student to feel the aspiration when pronouncing [t] and the absence of aspiration when pronouncing [n]. 10 A common error when pronouncing the [t], where the tongue does not produce a smacking sound. Possible ways to correct this error include: a The mistake is due to the position of the tongue, which touches the hard palate. b Ask the student to feel the aspiration of [t]. c Make student realize that they cannot put press his tongue to the hard palate. 11 A common error on [d] which is pronounced as [t]. Some possible ways to correct that: a The teacher tells the student when he substitutes the [d] sound with [t]. b Write both letters, and then, facing a mirror, give him examples of both sounds. 12 A common error on [n] which is pronounced as [l]. Possible ways to correct this: a The mistake is due to the absence of air passing through nose and there is no vibration in the nose. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI b Make the student realize the mistake by writing them both letters representing the sounds. Show him that [n] is mistakenly pronounced as [l] and then cross the [l] word to mark the mistake. c Ask the student to feel the vibration in the neck, chest, nose and cheeks. d Compare the [n] and [l] sounds. [n] let the air through the nose, while [l] emits air from the mouth. 13 A common error on [n] which is pronounced as [d]. Possible ways to correct this: a Make the student aware about the mistake by asking him to see the position of his lips, tongue and teeth when producing the [n] phoneme in front of a mirror. Ask him to try. b Ask the student to make nananana and dadadada sounds. c Ask him to recognize the vibration in the nose, on the cheeks and neck, and show him that [n] sound does not produce air aspiration from the lips. Feel it with the palm of the hand. 14 [n] is incorrectly pronounced as [nr]. Some possible ways to correct this: a This misarticulation is generated from a vibration on the tip of the tongue b Give the student a tongue relaxation exercise. c Ask him feel the vibration on the nose. d Ask him to say nananana and differentiate it from the [ra], [nra] and [na] PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15 A common error on phoneme [tj] which is mistakenly pronounced as [dj]. Some possible ways to correct this: a The mistake is produced because the tongue gives too much pressure on the hard palate. b Ask the student to recognize that the tip of the tongue should touch and press the bottom of the upper front teeth. Feel the vibration on the neck as well. 16 [tj] or [c] is incorrectly pronounced as [s]. Possible ways to correct this: a Ask the student to feel the aspiration and the air puff with help of a piece of thin paper placed in front of the mouth. 17 A common mistake on [h] either by producing a soundless voice or it is mistakenly pronouncing it as [k], [g], or [v]. Possible ways to correct this: a Ask the student to breathe deeply and make the sound hhhhhh through his mouth. 18 A common error on [s] which is incorrectly pronounced as [tj], [y] and [t] or lack of power. Possible ways to correct this: a Ask the student to imitate the tongue position in front of a mirror. b By placing his fingers in front of his mouth, he will feel air hiss out between upper and lower teeth. c Bite a nail between the upper and lower teeth while producing the [s] sound. d The student feels the hiss and aspiration. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19 A common error on [z] which is pronounced as [tj] or [sy]. Some possible ways to correct this: a Show the student the position and shape of the mouth and tongue in front of the mirror, and ask him to make the sound. b Feel the air coming out from the rim of the tongue when pronouncing [z]. 20 A common error on [ ŋ] which is pronounced as [n]. Possible solutions to correct this: a Make the student aware of his mistake by writing the correct sound. b Show him the tongue position when pronouncing [ ŋ] and [n] and ask him to produce words containing the sounds. c Ask him to observe what the teacher says and ask him to write 21 A common error on [k] which is pronounced without aspiration. A possible solution to correct this: a Ask the student to do more exercise on blowing out air to practice making aspiration. He can use a candle and paper. 22 A common error on [k] which is pronounced as [tj]. Possible ways to correct this: a Ask the student to see the position of the tongue in front of the mirror, and then ask him to imitate. b If the tongue is placed excessively close to front teeth, tell him to push it back with a finger. c Feel the tap of the finger, and give him examples. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 23 A common error on [g] is pronounced without the proper form. Some possible ways to correct this: a Show the student the positions of the tongue and lips in front of a mirror, and ask him to feel the vibration on the throat. b Try other and easier phonemes to eventually familiarize the [g] phoneme. 24 [g] is mistakenly pronounced as [k]. Possible ways to correct this: a The misarticulation is due to the wrong position of the tongue, which is brought too far forward. b Draw a wrong position of the tongue and the correct one. 25 Error on the phoneme [d ʒ] which is pronounced as [j]. Possible ways to correct this: a Ask the student to feel the blow and the aspiration of the air in front of the mouth b Show the wrong pronunciation by writing it on a paper PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 70

CHAPTER V CONCLUSIONS AND SUGGESTIONS