Pronunciation Error Review of the Related Literature

14 data by listening to the every detail of the pronunciations such as the stress and the number of syllable after being consulted with the Cambridge Advanced Learner Digital Dictionary 3 rd edition about the phonetics transcription and the sounds. The reason of choosing Cambridge Advanced Learner Digital Dictionary 3 rd edition is because the digital version will help the researcher a lot in comparing the intended and actual pronunciation. This chapter presents the results of the research, including the data analysis and the answers to the research questions. These are the research questions, the first one is “What are the pronunciation errors made by the ELESP student from Papua?” and the second one is “What efforts can be done to improve pronunciation of ELESP student from Papua?” After conducting the research, the researcher found out that the subject of this study used Ketengban language as his daily conversation when the subject met his friends who came from the same ethnic race . He used Bahasa Indonesia when he had an interaction with people who were not come from the same race. He also spoke in English when he needs to speak at the campus and he uses passive English when he had chats with foreigners via email. This ELESP student from Papua had difficulties in pronouncing 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 i ː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ, and diphthongs e ɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә. The researcher used digital dictionary Cambridge Advanced Learner Digital Dictionary 3 rd edition and Pronunciation 1 handbook English Pronunciation. The English Speech Sounds Theory Practice to evaluate the ELESP student’s 15 pronunciation. The procedures of this analysis were: First, the student’s results of the recording were collected and compared with the actual pronunciation based on the dictionary of the English pronunciation. Second, the student’s pronunciation recordings were analyzed whether they was correct or not. Third, the researcher analyzed the error and the mistake in pronunciations produced. The goal of this final paper is to answer the two research questions which are, “What are the pronunciation errors made by the ELESP student from Papua?” and “ What efforts can be done to improve the pronunciation of the ELESP student from Papua?”. These are the analysis of Table 2.1, mispronunciations mostly occur in this part specifically on the nineteen consonants from twenty four 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. The mistake and the error occur in sections p, b, d, g, f, s, z, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ, j. From the fifteen sections the researcher generates them into error and mistakes. The error occurs in the thirteen sections p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ. While the mistake occurs in six sections, they are d, f, z, ʒ, θ, ŋ, j.