3. Distortion Distortion is the type of misarticulation characterized by the changing of
speech sounds to sounds that are not normally used or to change the whole meaning of the word or it does not contain meaning. Distortion occurs by turning
the flip and change the sound of consonants as happened in the word morning [mɔ:nɪ
ŋ] said to be [bɔ:dɪŋ] . 4. Sound Addition
Sound addition refers to the process by which
an
extra sound is added to a word. Sound addition is also called insertion. An example is the word something
which is pronounced [s ΛmpθIŋk] instead of [sΛmθIŋ]. In this case, two sounds
are added, namely p and k.
B. Theoretical Framework
Pronunciation ability cannot be separated from the intelligibility aspect in communicative abilities. Learners need to understand and to be understood so they
can communicate. Unfortunately, persons with special needs such as hearing-speech defective students have lack of pronunciation competence, resulting in articulation
errors. The lack of pronunciation competence is also faced by the seventh grade hearing-speech students of SLBN 3 Yogyakarta.
The difficulties in receiving, recognizing, discriminating and producing the sounds as well as the fact that some English sounds do not exist in the Indonesian
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language make the students difficult to pronounce English words. In this case, the seventh grade hearing-speech defective students of SLBN 3 Yogyakarta experience
the phenomena of misarticulation in learning English. This research aims to find out the phenomena of misarticulation of the
seventh grade hearing-speech defective students of SLBN 3 Yogyakarta. Further, it tries to find some possible causes of the problems and, finally, some possible
solutions to overcome those problems. Misarticulation cannot be avoided when one learns a new language.
Misarticulation is one of the related problems to this research. To answer the first problem, the descriptions as pointed out by Johnson 1967 and Cerney 2007 are
used to identify the kinds of articulation problems faced by the hearing-speech defective students of SLBN 3 Yogyakarta such as omission, sound addition,
substitution, and distortion. In order to analyze the data, the researcher recorded student’s pronunciation and transcribed into phonetic transcription. As for the second
problem, Johnson’s 1967 and Casey’s 1981 theories are employed to find the causes of misarticulation. Finally, the possible solutions to overcome the articulation
problems refer to the theories by Rusyani, Sahulata 1988, Edja Dardjo 1995.
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CHAPTER III METHODOLOGY
This chapter discusses the methodology used in the research. There are five sections in the methodology, namely research method, research participants, research
instruments, data gathering techniques, and research procedure.
A. Research Method
This research was conducted to identify the English articulation problems faced by the hearing-speech defective students of SLBN 3 Yogyakarta and their
causes. It also concerned some possible solutions to overcome the problems. However, the object of the research, namely three students of SLBN 3 Yogyakarta,
was not meant to represent the whole population of students with hearing-speech defects.
Since the focus was laid on only one group of students, the method of the research was a case study. A case study has the qualitative value of providing
descriptive data. Ary, Jacobs, Razavieh 2002:440 define this type of research as follows:
“Case study is an in-depth study of a single unit, such as one individual, one group, one organization, one program, and so on. The goal is to arrive at a
detailed description and understanding of the entity.”
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