35
CHAPTER III CONCLUSIONS AND RECOMMENDATIONS
In this chapter the researcher presents the result of chapter II, the data analysis and the discussions. The following paragraphs provide the answer of research
problem of conclusion and recommendations. The recommendations will be divided into three suggestions, for the future ELESP student from Papua, future researchers
and future teacherslecturers.
A. Conclusions
This chapter discusses the conclusions of findings in chapter three. Related to the first research question, it is clear that the ELESP student coming from Papua
especially from Ketengban ethnic race gets the difficulties in pronouncing the words especially on the consonants p, b, t, d, k, g, f, v, s, z,
ʃ, ʒ, tʃ, dʒ, θ, ð, m, n, ŋ, l, h, r, w, j , vowels iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ , u: , ʊ, ɔː, ɒ, and diphthongs eɪ, aɪ,
ɪә, ɔɪ, әʊ, ɛә, eә, aʊ, ʊә. It happens because of five aspects:
1. The researcher concludes that error and mistake are two different things.
Error can occur due to the lacks of knowledge of the subject particular case such as; lack of understanding about silent letter as in the mispronunciation
of consonants table p, b, and g,lack of knowledge to differentiate
36 between phoneme which has a long sound and a short sound as in the
mispronunciation of vowels table [i: and I] and [u: and ʊ] also in the
mispronunciation of consonants table [ð and ɵ ], and when the subject
reads the word as it is written as in mispronunciation consonant table f and s and vowel
ɔː and ʌ.
2. The Pronunciation Errors made by the ELESP Student from Papua, based on
the data analysis, from the Table 2.1 the errors occurred in 13 consonants they are p, b, g, f, s,
ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ and the mistakes occur in 7 consonants they are d, f, z,
ʒ, θ, ŋ, j. From the Table 2.2 the errors occurred in 7 vowels they are i
ː, ɪ, æ, ɑ:, u:, ʊ, ʌ and mistakes occurred in 2 vowels they are ɜː and
ɔ:. From the Table 2.3 the errors occurred in 6 diphthongs they are eɪ, aɪ, әʊ, eә, aʊ, ʊә and the mistakes occurred in 1 diphthong it was әʊ.
3. In this research the errors occurred because of several things. First, less
attention to the silent letter word. Second, recited the sound or pronouncing words incompletely until the end of the word. Third, the subject pronounced
the word as it was written. Fourth, the subject also got difficulty in distinguishing between pronouncing words whether using [i: or I] ; [u: or
ʊ], or [ð or ɵ or t].
37 4.
The efforts to improve the pronunciation of the ELESP student from Papua are by drillings, peer practice of reading out loud and then consulting to the
digital dictionary.
A. Recommendations
Pronunciation is as important as listening, reading, and writing because pronunciation skills also develop someone’s speaking skills. The researcher gives
some recommendations for the ELESP Sanata Dharma University, the ELESP Students and the future researcher as follows:
1. For the ELESP Sanata Dharma University, the researcher suggests to make
a various activities in Pronunciation class besides drillings, the lecturer can ask the student to make a group work for reading out loud, singing and
pronunciation games.
2. For the ELESP students, the researcher suggests making a group work for
reading out loud and students can share some feedback for other students.
3. For the future researcher. The researcher suggests to the future researcher
finding more volunteers to become the subject of the study, develop the test into pronouncing sentence level and allocate more time to do drillings.
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