who have hearing defects become the main cause of obstruction of access to childrens learning in a family environment
4 Time of Intervention Education is very influential on the language development of deaf
children. The earlier a child is given education and training how to communicate, the more quickly the child will develop language.
b. Types of Misarticulation
Johnson 1967 and Cerney 2007 mention four types of misarticulation, as follows:
1. Omission Omission is one type of misarticulation that often occurs in the language
process. A speech sound may be more or less habitually omitted, as in saying pay [
peɪ
] for play [
ple
ɪ
]. Another example of a speech omission is saying “at” for “hat” or “oo” for “shoe.” This process can be found in the initial, middle or final
position of the word where one or more sounds a vowel, a consonant or whole syllable in a word or phrase are omitted.
2. Substitution Substitution is the process of substituting certain a sound with another
sound. The example is taken from the word run [w
Λ
n] rather than [r
Λ
n]. In this process the r sound experiences change into w.
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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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