Error Review of the Related Literature

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B. Data Presentation

These are the procedures of the research. First of all, the researcher observed the subject in classroom during the teaching and learning process. Therefore, the researcher joined the course that developed speaking skills of the subject. In this occasion, the researcher joined the SPD class. Fortunately, the researcher and the subject joined in the same group during this class. Therefore, the researcher had enough time to observe the subject and jotted down when the subject had the difficulty in pronouncing the words. Second, from the field note, the researcher analyzed the mistakes that were made by the subject of the research. After the observation, the researcher’s job was to make a wordlist as the oral instrument for the subject. The wordlist was taken from the Pronunciation 1 handbook. The reason of choosing this book was because the subject had passed the Pronunciation 1 course. Then, form of the oral instrument was a list of words. Third, in weekly meeting, the researcher asked the subject research to pronounce the list of words. The weekly meeting consisted of 6 meetings. The first two meetings were used to pronounce the consonants list, the second two meeting were used to pronounce the vowel list, and the last two meetings were used to pronounce the diphthong list. The researcher gave the subject three times to pronounce each section of the wordlist. The first turn, the subject pronounced the words himself. The second turn, the subject pronounced the words after the researcher gave him the example pronouncing words by using interactive or digital dictionary. The third turn the subject pronounced the word himself once again as in the first turns. After the data were gathered the researcher analyzed the 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