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faulty presentation and uncontextual material.” In short this set of error
comes from the external factors.
Dulay at al 1982: 150 explain that based on surface category
taxonomy, errors are classified into omission, addition, misordering,
misinformation. In pronunciation, for example omission errors are
characterized by the absence of a sound that must appear in a correct
pronunciation. Dulay at al 1982: 154. For example, the word ‘test’ [test] is
pronounced as [tes]. If learners adds a sound to certain words, it means that
they make addition errors Dulay et al. 1982: 156. For example, they
pronounce the word ‘car [ka:] with [kar].
Dulay et al 1982: 1962 also say that misordering errors are
characterized by the incorrect placement of an item in the words. For
example, the word’ ask’ [a:sk] is pronounced as [a:ks]. Dulay et al. 1982:
158 add that misinformation or situation errors are characterized by the
incorrect choice of an item of sounds. The example is when a learner
pronounces the word’ thin’ [ðin] as [tin].
2.4 Conceptual Framework
Understandable pronunciation is still having possibility to be learned well by young
learners aging 8 to 12 years old. But it is not as easy as we think. However, learners will
find a lot of difficulties in learning English because they are beginners. The difficulties
will lead them to make some errors, namely, they add, omit, misordering, and
misinformation.
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Errors are turning aside of the sound production from the pronunciation rules and
caused the differences with the correct pronunciation when the learners pronounce
some words. However, today error is seen as sign that the learners are in the process of
learning. Therefore, errors should by analyzed in order to know how the learners
acquire the language rules.
As explained in the previous, the pronunciation errors, which may occur
linguistically, are addition, omission, misordering and misinformation. Additional errors
happened when the learners add a certain sound the correct pronunciation ie. [b
3
:rd] for
[b
3
:d], when they omit a sound ie.[buk] for [bukz] they are regarded to makes an
omission error. If the learners replace a certain sound i.e.[a:ks] for [a:sk], they have
made misordering error, and finally when they contribute a certain sound to the correct
pronunciation i.e. [bet] for [bæd] they are regarded to make misinformation error.
There are certain reason that explain why the errors can be happened when they
are learning the language. If these errors are similar to the error that are made by
learners who learning his or her first language, they are called intralingual error.
Contrastively, if these errors are influenced by a learner’s native language they are
called intralingual errors.
In short, if the learner’s native language Javanese exists when they pronounced
some English sound, it means that they have made intralingual errors. If the errors
cannot be found in Javanese, they are regard to make intralingual error.
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CHAPTER III
RESEARCH METHOD
This chapter presents some preparations of research and the technique how to
research properly.
3.1 Place and Time of the Research
