A case study of pronunciation errors produced by a Papuan elesp student of Sanata Dharma University.

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ABSTRACT

Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University. Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study deals with pronunciation error produced by a Papuan ELESP Student, especially Pegunungan Bintang region from Ketengban Ethnic Race. This topic is selected because the writer realizes that, pronunciation is important in building the speaking skill on every English learner and user. Since pronunciation is a part of speaking skill. This study focuses on two problems, which are: (1) What are the pronunciation errors made by the ELESP student from Papua? (2) What efforts can be done to improve the pronunciation of the ELESP student from Papua?

This research is a qualitative research; the methodology is used in this research is case study. The reason of selecting this method is because the number of the ELESP student from Papua as the subject in this study is very limited. The data is taken by using observation and analyzed by using library study.

Based on the research, the subject produced both mistakes and errors. These occured in the different phoneme which given in the 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 (iː, ɪ , e, æ, ɜː, ə, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthongs (eɪ, aɪ, ɪə, ɔɪ, əʊ, eə, əʊ, aʊ, ʊə).The writer will focus on the error. The error occured when the subject pronounced the word as it is written and has lack of understanding in pronouncing the silent letter.

Finally, the writer gives the suggestion to all English learners to do the drilling by peer practice reading aloud; therefore the English learner will get feedback from their partner in order to improve their English pronunciation skill.

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ABSTRAK

Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University.Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Penelitian ini berhubungan dengan kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan bahasa inggris Universitas Sanata Dharma yang berasal dari Papua daerah Pegunungan Bintang Suku Ketengban. Topik ini dipilih karena penulis mengamati bahwa, pelafalan adalah hal yang penting dalam mengembangkan kemampuan berbicara pada para pengguna atau para pelajar Bahasa Inggris. Penelitian ini berfokus pada dua permasalahan, yaitu: (1) Apa saja kesalahan pelafalan yang dilakukan oleh mahasiswa pendidikan Bahasa Inggris asal Papua ? (2) Apa saja upaya yang dapat dilakukan guna memperbaiki pelafalan oleh Mahasiswa pendidikan bahsa inggris asal Papua ?

Penelitian ini merupakan penelitian kualitatif. Metodologi yang dipergunakan merupakan metode studi kasus. Alasan penggunaan metode studi kasus pada penelitian ini dikarena jumlah dari subjek penelitiannya terbatas. Data yang diperloeh didapatkan dari observasi dan dianalisa menggunakan kajian perpustakaan.

Berdasarkan penelitian ini, subjek penelitian melakukan baik error dan kesalahan pada 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 ), Vowel ( (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthong (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).Kesalahan terjadi karena ketidak telitian subjek saat membaca kata kata, sehingga subject terkadang melafalkan kata dengan tidak lengkap. Eror terjadi ketika subjek melafalkan kata seperti bahasa tulisan dan subjek juga kurang paham tentang “silent letters".

Akhirnya, penulis memberikan saran kepada seluruh pembelajar Bahasa Inggris untuk melakukan drilling dan praktik membaca bersuara secara berpasangan atau berkelompok. Dengan cara seperti ini maka para pembelajar Bahasa Inggris akan mendapatkan masukan dari teman belajar guna mengembangkan kemampuan melafalkan kata- kata dalam Bahasa Inggris.

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A CASE STUDY OF PRONUNCIATION ERRORS PRODUCED BY A PAPUAN ELESP STUDENT OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Angela Derosario Daho Student Number : 091214073

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

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ABSTRACT

Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University. Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study deals with pronunciation error produced by a Papuan ELESP Student, especially Pegunungan Bintang region from Ketengban Ethnic Race. This topic is selected because the writer realizes that, pronunciation is important in building the speaking skill on every English learner and user. Since pronunciation is a part of speaking skill. This study focuses on two problems, which are: (1) What are the pronunciation errors made by the ELESP student from Papua? (2) What efforts can be done to improve the pronunciation of the ELESP student from Papua?

Based on the research, the subject produced both mistakes and errors. These occured in the different phoneme which given in the 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 (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).The writer will focus on the error. The error occured when the subject pronounced the word as it is written and has lack of understanding in pronouncing the silent letter.

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ABSTRAK

Daho, Angela Derosario. (2015). A Case Study of Pronunciation Errors Produced by a Papuan ELESP Student of Sanata Dharma University.Yogyakarta. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Berdasarkan penelitian ini, subjek penelitian melakukan baik error dan kesalahan pada 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} ), Vowel ( (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and Diphthong (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).Kesalahan terjadi karena ketidak telitian subjek saat membaca kata kata, sehingga subject terkadang melafalkan kata dengan tidak lengkap. Eror terjadi ketika subjek melafalkan kata seperti bahasa tulisan dan subjek juga kurang paham tentang “silent letters".

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viii

PAGE OF DEDICATION

"

Achieving big things acting is not enough but must be dreaming;

not only planning, but also believing.

"

-Anatole France-

“

Then let us come near to the seat of grace without fear, so that

mercy may be given to us, and we may get grace for our help in

time of need

.”

-Hebrew 4:16-

I dedicate this work to: - My self

- My beloved parents and two younger brothers.

- Siswoharjono’s family (Jogja) and Tadeus Daho’s family(Flores). - My beloved fiancé Dento Budi Jaya Putra.

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ACKNOWLEDGEMENTS

First and foremost I would like to express my great gratitude to my Lord Jesus Christ for His love and grace due to the accomplishment of this final paper. There was confusion before I started to write this final paper, but with His guidance finally I found a way to finish this.

Moreover, I would like to take this opportunity to thank the following people who supported me in finishing my final paper. In writing and completing this final paper, my thanks go to Carla Sih Prabandari, S.Pd., M.Hum. as my academic advisor and my major sponsor of my final paper , for her patience, advice and corrections during completion of my final paper. My special thanks then go to Paulus Kuswandono, Ph.D, Drs. Barli Bram, M.Ed., Ph.D. Henny Herawati, S.Pd., M.Hum., Patricia Angelina., S.Pd., M.Hum. as the board examiners and to all lecturers in the English Language Education Study Program who had given their knowledge and helped me during my study in Sanata Dharma University.

I also would like to express my sincere gratitude to my beloved parents Tephiana Agustin and Tarsisius Nurdahlan Daho , my younger brothers Kevin Avelino Dehenu Daho and Joan Phillip Xerafim Daho, my cousin Vera Moktaningrum, my besties Christina Rasma Prasanti and my fiancé Dento Budi Jaya Putra, for their love, attention and support during finishing my study.

I could never forget my best friends the twin Agnes and Alice, Monique, “MbokDhe” Danik, Christin “Entin”, Septi “Asep”, my all friends in 09

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academic year, and all my friend from the July 2015 defense for being my friends. I thank them for their support. Neither will I forget the SPD team, the Dove Traveler’s member Sr. Lusia Uskono, Sr.Ratna Amunnutur, Elias Duyala, Elip Lepi, and Agustina “Ustyn” Asa.

My next gratitude expressions go to PPA Domby Kid’s Hope I (Kak Nita, Kak Indri, Kak Hana, Kak Dori, Kak Wawan and all the tutors also the mentors), SMA BOPKRI 2 Yogyakarta and SMA Santa Maria Yogyakarta especially Bapak Drs. Sabas Pudyantoro (Alm). Thanks for giving me support and opportunity to get a valuable teaching experience while working on my final paper.

This final paper is dedicated to all of them with the hope that this final paper will give them some benefits. I thank them all and may God bless them.

Yogyakarta, 31 July 2015

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TABLE OF CONTENTS

PAGE OF TITLE..………... i

PAGES OF APPROVAL ……… ii

STATEMENT OF WORK’S ORIGINALITY ……….………...….….... iv

PERNYATAAN PERSETUJUAN PUBLIKASI………... v

ABSTRACT ………. vi

ABSTRAK ……… vii

PAGE OF DEDICATION ……….…... viii

ACKNOWLEDGEMENTS ………... ix

TABLE OF CONTENTS ………... xi

LIST OF TABLE………... xiii

CHAPTER I INTRODUCTION ……… 1

A. Research Background ………..… 1

B. Research Method ………... 5

CHAPTER II DISCUSSION ………... 9

A. Review of the Related Literature ………..….. 9

1. Error ………..… 9

2. Pronunciation Error ……….. 10

3. English Phonology ……….. 11

B. Data Presentation ………..……… 13

C. Analysis and Discussions ……….……. 30

1. The Pronunciation Errors Made by ELESP Student from Papua 31 2. The Efforts to improve the Pronunciation of the ELESP student from Papua ……….. 33

CHAPTER III CONCLUSIONS AND RECOMMENDATIONS….…….... 35

A. Conclusions ………... 35

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xii

REFERENCES … ……….………. 38 APPENDICES ………...……. 40 Appendix 1 ……….…….. 40

Table 1 . The Subject’s Mispronunciation of Consonants’ Table

Appendix 2 ……….……. 46 Table 2 . The Subject’s Mispronunciation of Vowels’ Table

Appendix 3……….…….. 49 Table 3 . The Subject’s Mispronunciation of Diphthongs’ Table

Appendix 4……….…….. 52 Consonants’, Vowels’, and Diphthongs’ Chart

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xiii

LIST OF TABLES

Table 2.1 The Subject’ Mispronunciation of Consonants’ Sounds ………… 16 Table 2.2 The Subject’ Mispronunciation of Vowel’s Sounds .……….. 24 Table 2.3 The Subject’ Mispronunciation of Diphthong’s Sounds ………… 28

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CHAPTER I

INTRODUCTION

This chapter consists of the research background and the research method. The research background consists of the background of the study and the reasons of choosing the topic of the study. The research background discusses about the benefit of this study, the research problem, and the objective of the study. The research method discusses about the methodology used in this study and the research procedure.

A.Research Background

English is one of many international languages used in the international communication. Therefore people learn and even use English as their communication media. Unfortunately, not all English learners can pronounce the English words correctly. They often neglect their pronunciations. Pronunciation understanding according to Nunan (2003) is the sounds that we produced when we speak. It is used as the media communication (p.112).

Pronunciation is related to the use of words, paraphrases and sentences in communications to make meaning. In this research, pronunciation is defined as the ability to have a good English spelling. Pronunciation is related to sounds production

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of the target language. According to Otlowski’s (2001) opinion about the importance of pronunciation “....without adequate pronunciation skills the learner's ability to communicate is severely limited.” The fact is that the native speaker of English will get difficulty in grabbing the information when you speak with unclear pronunciation. Of course, it clearly shows that the native speaker will easily understand what the speakers say when they pronounce the words correctly and clearly. According to Celce-Murcia (1987) “ a bad pronunciation is a communication that cannot be understood by the listener”. Pronunciation is one of the most important language skills. However, pronouncing the words correctly is not an easy thing to do.

This issue becomes a major problem faced by the English Language Education Study Program (ELESP) of Sanata Dharma University in Yogyakarta, especially for the students who come from Papua. The subject of this study is a male ELESP student who comes from Papua and uses Papuan language called “Ketengban” language as his mother tongue. The first reason of choosing the Papuan ELESP student is that, when the researcher compares to other ELESP students, the student coming from Papua get difficulty in following the system of each course during the study in this university. Papua is a remote area which has a lower standard of education compared to Yogyakarta. This student from Papua has less knowledge about English compared to other ELESP students. Therefore the ELESP student from Papua get a year for English short course before entering the academic year after being accepted in ELESP Sanata Dharma University. This program is used to help them in gaining the basic of English knowledge as their background before entering

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the new academic year in ELESP. The second reason is that since the subject studies in this ELESP, the subject is expected to be a teacher. Being a teacher means being a role model for his future students, so he is also expected to teach English and the pronunciation. As a consequence, he has to master at least reading the phonetic symbols. Richards and Rogers (1988) say that “Phonetic symbol is important to learn in order to speak accurately” (p.52). These two reasons encourage the researcher to conduct this research.

Since the subject of this research is very limited, the researcher decides to use Case Study as the research method. The objective of using this kind of research is to maximize the data collection from the subject of this research. The participant comes from the seventh semester student in ELESP Sanata Dharma University. The subject of the research comes from Papua especially from Pegunungan Bintang region and uses Ketengban language as his mother tongue.

There are two research questions made by the researcher:

1. What are the pronunciation errors made by the ELESP student from Papua? 2. What efforts can be done to improve the pronunciation of the ELESP student

from Papua?

From the research problems above the researcher has some objectives, they are;

1. To find out the pronunciation errors which often occurs by the ELESP students from Papua .

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2. To give him some feedbacks in order to improve the pronunciation of the ELESP student from Papua.

The research has some beneficial aspects for the students from Papua, for the learning strategy in English Language Education Study Program, as well as the future researcher.

1. For the ELESP Sanata Dharma University

From this research, the ELESP Sanata Dharma University can make various activities in Pronunciation class; therefore the students will be interested in joining this class.

2. For the ELESP Students From Papua

a. From this research, the students from Papua especially those who are learning in ELESP can be aware with the difficulties that they will find in pronouncing words in English

b. They will be more confident in speaking and keeping on trying to cover all their difficulties in pronouncing the words in English.

3. For the Future Researchers

To give inspiration or idea for the next researcher in developing or continuing this kind of research.

Error or mistake is usually made by students in second language acquisition. According to Chiang (1981) “Students’ errors are thus treated as a surface phenomenon and are sometimes the learner’s own system to approximate the real system of the target language (p.10)”. Through the information of the second

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language acquisition, we can give them considerate feedback, so they can achieve the successful learning.

Pronunciation according to Nunan (2003), is the sounds that we produced when we speak. It is used as the communication media (p.112). In this research, Pronunciation is defined as the ability to have the good English speaking ability. Pronunciation is related to the sounds production of the target language.

Phonetics according to Franklin and Rodman mean the study of speech sounds that is utilized by all human languages to represent meaning. In this research, speech sounds can be classified into 24 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 ), 12 vowels (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and 9 diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә).

Phonetics symbol according to Forel and Genoveva (2005) is the sounds of language by means of symbols that have one value (p.3). In this research, phonetics symbol means conventional sign used in writing to represent speech sounds. For example, the word “pump”, is represented into /pʌmp/ as the phonetics symbol or transcription.

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B.Research Method

This research was conducted by using qualitative research. This research aims to understand the pronunciation errors made by the ELESP student coming from Papua. According to Norman (2005), qualitative data means “A non numeric data collection or explanation based on the tributes of the graph or source data.”

The purpose of qualitative research was to gather the data in depth understanding, rather than the numeric one. The researcher used descriptive qualitative research to describe the data and characteristics of the issue being researched, and deals with everything that can be studied.

To gain the data the researcher conducted the case study. According to Yin (1984), he defines the case study research method as an empirical inquiry that investigates a contemporary phenomenon within its real-life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used (p. 23). Through case study, the researcher collected the data, and then the data were analyzed, called as document analysis. Data analysis is a process of gathering, modeling, and transforming the data with the goal by giving the information, suggesting the conclusion, and supporting the decision, (Heffernan, 2001). The researcher analyzed the data gathered in research for gaining the answer to the question formulated in problem formulation.

These are some procedures of the research; first of all, the researcher had a classroom observation during the course. The reason of conducting classroom observation was to observe the errors which are produced by the subject during

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pronouncing words when he spoke English naturally. In this case, the researcher observed the subject of the study only. Thus, the researcher joined to the course that developed the speaking skills of the subject. Fortunately, the researcher and the subject took the same SPD class and joined in the same group; therefore the researcher could easily do the observation. Second, from the note taken, the researcher found the problem that is produced by the subject research.

In this case the subject research was a Papuan ELESP Sanata Dharma who comes from Ketengban ethnic race. When the researcher conducted this research, the subject was in the 8th semester. After that, the researcher made a list of word as the oral instrument for the subject. Next, in weekly meeting the researcher asked the subject research to pronounce the list of words. The first turn, the subject pronounced the words himself. The second turn, the subject pronounced the word after the researcher gave the example how to pronounce the word. The third turn, the subject pronounced the word himself again just like in the first turn. Then the result of the voice recording was analyzed by the researcher to compare each word with the phonetic transcription and sound from the Cambridge Advanced Learner Digital Dictionary 3rd edition.

During the research, the researcher gave the subject three attempts to pronounce each section. The first turn, the subject pronounced the words himself. The second turn, the subject pronounced the words after the researcher gave him the example of pronouncing words by using interactive or digital dictionary. The third turn, the subject pronounced the word himself again just like in the first turn. Then, the result of the voice recording was analyzed by the researcher by comparing each

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word with the phonetic transcription from the Cambridge digital dictionary. In order to prove the researcher’s argument, the researcher consulted to the related literature. The reason of making the three attempts in pronouncing the words was used to differ whether the subject made the error or the subject did not know how to pronounce the words.

In order to make the data feasible to analyze, the data was presented in a form of the raw data of pronunciation test. The format of the table was according to Widiarti (2002), we can see the example of the table below:

Words Pronunciation Number

of Cases

Intended Actual

The researcher provided the list of words taken from the Pronunciation 1 handbook English Pronunciation. The English Speech Sounds Theory & Practice. The researcher chose this book because the subject had passed the Pronunciation 1 course. The reason of making the table was to present the raw data and to show the difference between the intended and actual pronunciation.

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CHAPTER II

DISCUSSION

This chapter is divided into three parts, namely the review of the related literature, the data presentation and the analysis. In review of the related literature, the researcher will discuss the theories concerning the pronunciation. Then, in data analysis, the researcher will discuss the data analysis result and the discussion on each table in order to answer the research questions.

A.Review of the Related Literature

In this part, the researcher provides some theories related to conduct this research. The theories are taken from books and academic journals. These theories are used to support the idea of the researcher’s arguments scientifically.

1. Error

Error and mistake are usually made by students in second language acquisition. According to Brown (2000), error occurs because the lack of competence, while mistake occurs because of the lack in performance. Based on Brown’s theory the researcher concludes that error and mistake are two different things, error occurs because of the lack of understanding of the students while mistake occurs because of missing or slipping of the tongue.

According to Chiang (1981), students’ errors are thus treated as the surface phenomena and are sometimes the learner’s own system to approximate the real

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systems of the target language (p.10). Through the information of the student’s second language acquisition errors, the teacher can give them considerate feedback. The feedback helps the students in achieving successful in learning. After the teacher find the errors, the teacher needs to analyze them, to make sure whether they are is included in error or mistake. Error analysis is the systematic study of learners’ errors. Corder (1967) states that the use of error analysis in three respects: to the linguistics researcher, to the teachers and to the learners themselves. Thus, it is necessary to point out those errors. Analysis exclusively concerns with “systematic error”, not with mistakes and lapses.

2. Pronunciation Error

Pronunciation, according to Nunan (2003: 112), is sounds that we produce when we speak. It is used as the communication media. In this research, pronunciation is defined as the ability to have a good English spelling. Pronunciation is related to sound production of the target language. Pronunciation error, according to the researcher, is a sound mistake made by students when speaking. According to Dulay, Burt and Krashen (1982),”second Language acquisition is the process of learning another language after the basic of the first has been acquired (p.74).” Pronunciation error can occur during student is learning about second language acquisition.

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3. English Phonology a. Phoneme

According to Bright (1970) ”a phoneme is the smallest contrastive unit that may bring about a change of meaning, because bit and pit mean different things [b] and [p] are different phonemes in English” (p.179). Phonemes can be distinguished one word of language to another word of the same language. The distinctive feature of languages means the element, which serves to distinguish one word to another phoneme.

b. Phonetics

Boyanova (2002) defines phonetic as an independent branch of linguistics which studies the sound matter of the language, its semantic function and the lines. In this research, phonetics is a study of a speech sounds; speech sounds can be classified into 24 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 ); consonant’s Figure Table is available on the appendix, there are 12 vowels (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ); vowel’s Figure Table is available on the appendix, and 9 diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә); diphthong’s Figure Table is available on the appendix.

Phonetics symbols represents the sounds of the speech Webster’s Collegiate Dictionary,Woolf (1980 :855) defines phonetics as representing speech sounds by means of symbols that have one value only (p.855). In this research, phonetic symbol means conventional sign used in writing to represent speech sounds. For example in the word “pump” represented into /pʌmp/ as the phonetic symbol.

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c. Dialect

Elfenbein et al., defines dialect as the variant or variety of language used by different speakers who are separated by geographic or social boundaries (as cited in Francis, 1992 pp349-355). In this thesis, the researcher talked about Papuan dialect from Pegunungan Bintang region especially about Ketengban Language from Ketengban ethnic group.

d. Stress Pattern

According to Allan (1997), there are two functions of stress pattern. Firstly, it is used to refer to the syllable which is marked as stress if it is marked in lexicon or dictionary. Secondly, it has been suggested that the rhythm of certain language is dependent on the regular occurrence of stressed syllable connected in speech.

e. Sounds

Errors in individual sounds may affect how strong a student’s accent is perceived, rather than how far they are accurately understood (Munro and Derwing, 1999). In this research, the researcher would like to see how deep the Ketengban’s dialect affects to the subject’s accent in pronouncing English words. f. Silent Letters

According to Locke (1978) “Words with silent letters have been used in efforts to discover phonological involvement in visual word recognition.” In this research, silent letters are letters that appear in the spelling of words but do not make a sound; it is used to identify the reader’s ability in pronouncing words

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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

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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 3rd edition about the phonetics transcription and the sounds. The reason of choosing Cambridge Advanced Learner Digital Dictionary 3rd 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} (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ, u: , ʊ, ɔː, ɒ), and diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә, әʊ, aʊ, ʊә). The researcher used digital dictionary Cambridge Advanced Learner Digital Dictionary 3rd edition and Pronunciation 1 handbook English Pronunciation. The English Speech Sounds Theory & Practice to evaluate the ELESP student’s

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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).

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Table 2.1. The Subject’s Mispronunciation of Consonants’ Sounds

Consonants No Words

Pronunciation Number

of Case

Intended Actual

/p/ 1 Cupboard /ˈkʌb.әd/ /ˈkʌb.әrd/ 2 2 Pneumonia /nuːˈmoʊ.njә/ /pnuːˈmoʊ.njә/ 2

/b/ 1 Doubt /daʊt/ /daʊbt/ 2

/ d/

1 Raised /reɪzd/ /reɪsed/ 1

2 Riddance /ˈrɪd. ә nts/ /ˈrɪnd. a nts/ 1

/g/ 1 Gnaw /nɔː/ /gnɔː/ 2

/f/ 1 Sphere /sfɪәr / /spɪәr / 1

2 Cough /kɒf/ /koug/ 2

3 Tougher /tʌfә r / /tougә r / 2

4 Nymph /nɪm pf / /nɪm/ 2

/s/

1 Wrestler /ˈres.lә r / /ˈrets.lә r / 2 2 Adjacent

/

әˈ

d

ʒ

e

ɪ

. s ә

nt/

/

әˈ

d

ʒ

e

ɪ

.

tʃ ә

nt/

2 /z/ 1 Dizzy /ˈdɪz.i/ /dɪz.zi/ 1 / ʃ / 1 Douche /duːʃ/ /dauːtʃ/ 2 2 Charade /ʃәˈrɑːd/ /tʃˈrɑːd/ 2 /ʒ/ 1 Measure /ˈmeʒ.ә r / /ˈmes.ә r / 2 2 Leisure /ˈleʒ.ә r / /ˈles.ә r / 2 3 Prestige /presˈtiː d ʒ/ /presˈtiːd_/ ₁ 4 Seizure

/

ˈ

si

ː

.

ʒә

/

ˈ

si

ː

.s

ә

/

/dʒ/ 1 Hinge /hɪndʒ/ /hɪŋ/ 2

/θ/ 1 Thought /θɔːt/ /tɔːt/ 2

2 Throw /θrәʊ/ /trәʊ/ 1

/ð_/ ₁ _Though _/ðәʊ_/ _/_tәʊ_/ ₂

/n/ 1 Hinge /hɪndʒ/ /hɪŋ/ 2

2 Ointment /ˈɔɪnt.mәnt/ /ˈɔɪt.mәnt/ 2 /ŋ/ 1 Wriggling /ˈrɪg.liŋ ̩/ /ˈrɪg.li ̩/ 2 2 Handkerchief /ˈhæŋ.kә.tʃiːf/ /ˈhænd.kә.tʃiːf/ 2 3 Juncture /ˈdʒʌŋk.tʃә r / /ˈdʒʌk.tʃә r / 2 4 Finger /ˈfɪŋ.gә r / /ˈfɪŋ.dʒә r / 2 /j/ 1 Argue /ˈɑːg.juː/ /ˈɑːguː/ 1

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Here is the detail analysis on each consonant’s sections as follows: a. Mispronouncing of Consonant /p/ with Silent Letter

In the word Cupboard “Cupboard”, in this word the subject was not understands how to pronounce the silent letter /p/.

The error occurred when the subject pronounced the phoneme /r/ as /ˈkʌb.әrd/, it should be pronounced as /ˈkʌb.әd/. The subject made the error by pronounced /r/ in the first attempt; it means that the subject did not know that the /r/ sound should not be pronounced. In the second attempt, the researcher and the subject pronounced the word together after listening to the interactive dictionary and the subject pronounced it well. When the researcher asked him to pronounce it alone in the third attempt, the subject repeated the error.

b. Mispronouncing of Consonant /p/ with Silent Letter

In the word “Pneumonia”, the subject pronounced the phoneme /p/ as /pnuːˈmoʊ.njә/. It should be pronounced as /nuːˈmoʊ.njә/. The error occurred when the phoneme /p/ in the word Pneumonia functioned as the silent letter, pronounced by the subject. It means that the subject did not know that the /p/ sound should not be pronounced. In the second attempt we pronounced the word together after listening to the interactive dictionary and the subject pronounced it well. When the researcher asked him to pronounce it alone in the third attempt, the subject repeated the error.

c. Mispronouncing of Consonants /b/ with Silent Letter

In the word “Doubt”, the error occurred when the subject pronounced the word as /daʊbt/ using consonant /b/. It should bepronunced as /daʊt/.

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The subject makes the error by pronounced /b/ in the first attempt. It means that the subject did not know that the /b/ sound should not be pronounced because the phoneme /b/ here is functioned as the silent letter. In the second attempt the researcher and the subject pronounced the word together after listening to the interactive dictionary and the subject can pronounce it well. When the researcher asked him to pronounce it alone in the third attempt, the subject repeated the error. d. Mispronouncing of Consonant /d/

In the word “Raised”, the subject pronounced the phoneme /d/ very well, but the mistake occurred when the subject did not pay enough attention in pronouncing the ending of the word. In this case the subject pronounced as /ed/, while it should be pronounced /d/.The mistake occurred in the first attempt.

In the word “Riddance”, the subject pronunced the phoneme /s/ very well The mistake happens because the subject pronounced the phoneme /n/ as /ˈrɪnd. a nts/ while it should be /ˈrɪd. ә nts/. In this case the subject was not careful in reading before pronouncing the word.This mistake occurred in the first attempt of pronouncing words.

e. Mispronouncing of Consonant /g/ with Silent Letter

In the word “Gnaw”, the error occurred because of the subject pronounced /g/ while it should be silence. The subject made the error by pronouncing /g/ sounds in the first attempt. It means that the subject did not know that the /g/ sounds should not be pronounced because the phoneme /g/ here is functioned as the silent letter. In the second attempt the researcher and the subject pronounce the word together after listening to the interactive dictionary and the subject

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pronounced it well. When the researcher asked him to pronounce it alone in the third attempt, the subject repeated the error.

f. Mispronouncing of Consonant /f/

In the word “Sphere”, the subject pronounced the phoneme /p/ as /spɪәr //. It should be pronounced as /sfɪәr/. The mistake occurred because the subject pronounced the consonant /p/, while two consonants /ph/ standing together should be pronounced as /f/. The mistake occurred in the first attempt of pronouncing the words.

In the word “Cough”, the subject pronounced the phoneme /g/ as /koug/. It should be pronounced as /kɒf/. The error occurred because the subject pronounced the phoneme /g/, while two consonants /gh/ standing together should be pronounced as /f/.This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Tougher”, the subject pronounced the phoneme /g/ as /tougәr/. It should be pronounced as /tʌfә r /. The error occurred because the subject pronounceed the phoneme /g/, while two consonants standing together /gh/ should be pronounced as /f/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Nymph”, the subject pronounced the phoneme /_{m/ very well} and the error occurred when the subject putted the consonant /m/ as the ending sound of the word. It should be ended with /f/ sound as /nɪm pf /. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

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g. Mispronouncing of Consonant

/s/

In the word “Wrestler”, the error occurred when the subject pronounces the phoneme /t/ as /ˈrets.lәr /while it should be silent as /ˈres.lәr /.

This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Adjacent”, the subject pronounced the phoneme /_dʒ_{/ very} well, while the error occurred when subject pronounced the consonant /tʃ/ /as /әˈdʒeɪ. tʃ ә nt/ . The words should be read as /әˈdʒeɪ. s ә nt/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

h. Mispronouncing of Consonant /z/

The mistake occurred in the word “Dizzy”, the subject pronounced the phoneme /z/ very well. The mistake occurred when the subject added the phoneme /z/ as /dɪzˈ.zi/. It occurred because the subject pronounces phoneme /z/ twice. This error occurred in the first attempt of pronouncing words because the subject was not careful enough in reading the word.

i. Mispronouncing of Consonant / ʃ /

In the word “Douche”, the error occurred twice. First, the subject pronounced /ʃ/ as /tʃ/. Second, the subject pronounced the phoneme /uː/ as /auː/. Therefore the subject pronounced the word “Douche” as /duːʃ/ while it should be /dauːtʃ/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

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In the word “Charade”, the error occurred when the subject pronounced /ʃ/ as /ʃәˈrɑːd/ into /tʃ/ as /tʃˈrɑːd/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

j. Mispronouncing of Consonant /ʒ/

In the word _“Measure”, the error occurred when the subject replaced the consonant /ʒ/ into consonant /s/. The subject of this research pronounced it as /ˈmes_.ә_{r / while it should be pronounced as /}ˈ_meʒ_.ә_{r /. This error occurred in the} first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Leisure”,the error occurred when subject pronounced it into /ˈles_.ә_{r /. It should be pronounced as /}ˈ_leʒ_.ә_{r /. The subject replaced the} consonant /ʒ/ into /s/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Seizure”, the mistake occurred when the subject pronounced it as /ˈsiː.sә_{r /. It should be pronounced as /}ˈ_siːʒә_{r /. The subject replaced} consonant /ʒ/ into /s/. It occurred in the first attempt of pronouncing words.

In the word “Prestige” mistake occurred when the subject pronounced it as /presˈtiː d /. It should be pronounced as /presˈtiːdʒ/. The subject replaced consonant /ʒ/ into /d/. This mistake occurred in the first attempt of pronouncing words.

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k. Mispronouncing of Consonant /dʒ/

In the word “Hinge”, the error occurred because of the subject replaced the consonant /dʒ/ into /ŋ/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

l. Mispronouncing of Consonant /θ/

In the word “Thought”, the error occurred when the subject replaced the phoneme /θ/ as /θɔːt/ into phoneme /t/ becomes /tɔː_{t/. This error occurred in the} first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Throw”, the subject pronounced the phoneme/r/ very well. The subject made mistake by pronouncing the phoneme /θ/ as /θrәʊ/ into the phoneme /t/ as /trәʊ/. This mistake occurred in the first attempt of pronouncing words.

m. Mispronouncing of Consonant /ð/

In the word “Though”, the error occurred when the subject replaced the phoneme / ð_{/ as /}ðәʊ_{/ into phoneme /t/ becomes /t}әʊ_{/. This error occurred in the} first attempt of pronouncing words and the subject repeated the error in the third attempt.

n. Mispronouncing of Consonant /n/

In the word “Hinge”, the error occurred when the subject replaced the consonant /dʒ/ with /ŋ/ as the ending sound of the word. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

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In the word “Ointment”, the subject pronounced the phoneme /ɔɪ

/

_very

well. The error occurred when the subject did not pronounce the consonant /n/ as /ˈɔɪt.mәnt/ in the word “Ointment”. The phoneme /n/ should be pronounced as /ˈɔɪnt.mәnt/. The error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

o. Mispronouncing of Consonant /ŋ/

In the word “Wriggling”, the subject pronounced the phoneme /g/ very well. The mistake occurred when the subject omitted the phoneme /ŋ/ as /ˈrɪg.li /. It should use /ŋ/ sound as the ending of the word /ˈrɪg.liŋ /. The subject made the error by omitting /ŋ/ sound in the first and last attempt.

In the word “Handkerchief”, the subject pronounced the phoneme /_tʃ_{/ very} well. The error occurred when the subject pronounced the word as /ˈhænd.kә.tʃiːf/. It should be pronounced as /ˈhæŋ.kә.tʃiːf/. The error occurred when the subject pronounced it as “Hand /hænd/”. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Juncture”, the subject pronounced the phoneme /_tʃ_{/ very} well. The error occurred when the subject did not mention the phoneme /ŋ/ as /ˈdʒʌŋk.tʃәr / and it became /ˈdʒʌk.tʃәr /. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Finger”, the subject pronounced the phoneme /ŋ_{/ very well.} The error occurred when the subject replaced the phoneme /g/ as /ˈfɪŋ.gә r / into the phoneme /dʒ/ as /ˈfɪŋ.dʒә r /. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

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p. Mispronouncing of Consonant /j/

In the word “Argue”, the mistake occurred when the subject did not pronounce the consonant /j/ as /ˈɑːg.juː/ and it became /ˈɑːguː/. This mistake occurred in the first attempt of pronouncing words.

Table 2.2 The Subject’s Mispronunciation of Vowels’ Sounds

Vowels No Words

Pronunciation Number of Case Intended Actual

/i:/ 1 Canteen /kænˈtiːn/ /kænˈtɪn/ 2 2 Seed

/si

ː

d/

/sɪd/ 2 3 Complete

/k

ә

m

ˈ

pli

ː

t/

/kәmˈplɪt/ 2 4 Seize /siːz/ /sɪz/ 2

/ɪ/ 1 Private /ˈpraɪ.vәt/ /ˈpraɪ.pәt/ 2

/æ/ 1 Sat

/sæt/

/Sat/ 2 2 Rash /ræʃ/ /Raʃ/ 2 3 Plaid /plæd/ /Plaid/ 2

/

ɜː

/

1 Myrtle /ˈmɜː.tl ̩/ /ˈmɜrtl ̩/ 1

/ ɑː / 1 Camouflage /ˈkæm.ә.flɑːʒ/ /ˈkæm.әʊ.flɑːg/ 2

/ uː / 1 Food /fuːd/ /fʊd/ 2 2 Spoon /spuːn/ /spʊn/ 2 3 Wound

/wu

ː

nd/

/

wʊn

d/

2 4 Chew

/tʃuː/

/tʃʊ/

/ʊ/ 1 Courier /ˈkʊr.i.әr / /ˈkɑʊr.i.әr / 2

2 Woman /ˈwʊm.әn/ /ˈwɔ:m.әn/ 2

/ ɔː / 1 Sword /sɔːd / /swɔːd / 1

/ʌ/ 1 Rubber /ˈrʌb.әr / /ˈrub.әr / 2

These are the analysis of Table 2.2, mispronunciations mostly occur in this part specifically on the eight vowels from twelve vowels (iː, ɪ, e, æ, ɜː, ә, ɑː, ʌ, u:,

ʊ, ɔː, ɒ).There are on sections (iː, ɪ, æ, ɜː, ɑ:, u:, ʊ, ɔ:, ʌ ). From the nine sections, the researcher generates them into error and mistakes.

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The error occur in the seven sections (iː, ɪ, æ, ɑ:, u:, ʊ, ʌ). While the mistake occur in two sections, there are (ɜː and ɔ:). The detail analysis on each vowel’s section as follows:

a. Mispronouncing of Vowel /i:/

The error occurred in all words given. The subject replaced the vowel /i:/ in all words into the vowel /ɪ/. It happened because the subject was not understand in distinguishing /i:/ as a long sound and /ɪ/ as the short sound.

This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

b. Mispronouncing of Vowel /ɪ/

In the word “Private”, the subject pronounced the phoneme /ɪ/ very well. The error occurred when the subject replaced the phoneme /v/ into the phoneme /p/ as /ˈpraɪ.pәt/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

c. Mispronouncing of Vowel /æ/

The error occurred when the subject replaced vowel /æ/ into /a/. All mistakes occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt. In the word “Wagon”, the subject pronounced the /a/ /Wa_go_{n/ it should be /æ/ /}ˈ_wæg.ә_{n/. In the word}_{“Rash”, the} subject pronounced the phoneme /a/ as /Raʃ/ _{it should be /æ/ /ræ}ʃ_{/. In the word} “Plaid”, the subject pronounces it as /Plaid/ it should be /plæd/. It happens because the subject is not careful enough in distinguishing /æ/ and /a/.

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d. Mispronouncing of Vowel

/

ɜː

/

In the word “Myrtle”, the subject pronounced the phoneme /

ɜː

/

very well. The mistake occurred when the subject pronounced the vowel /r/ as /ˈmɜrtl ̩/. It should be pronounced as /ˈmɜː.tl ̩/. The mistake occurred in the first attempt of pronouncing.

e. Mispronouncing of Vowel / ɑː /

In the word “Camouflage”, the subject pronounced the phoneme /ɑː

/

very well. The error occurred when the subject pronounced the word “Camouflage” by putting the consonant /g/ as /ˈkæm.әʊ.flɑːg/. It should end with consonant /ʒ/ as /ˈkæm.ә.flɑːʒ/. The mistake occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

f. Mispronouncing of Vowel / uː /

The error occurred in all words given, the subject replaced the phoneme /u:/ into the phoneme /ʊ/ in all words. It happened becausethe subject was not understand in distinguishing / uː/ as a long sound and / ʊ / as the short sound. The mistake occurs in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

g. Mispronouncing of Vowel /ʊ/

In the word “Courier”, the error occurred when the subject replaced the vowel /ʊ/ as /ˈkʊr.i.ә r / into diphthong /aʊ/ as /ˈkaʊr.i.ә r /. The mistake occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

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In the word “Woman”, the error occurred when the subject replaced the vowel /ʊ/ as /ˈwʊm.әn/ into vowel /ɔ:/ as /ˈwɔ:m.әn/. The error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

h. Mispronouncing of Vowel / ɔː /

In the word “Sword”, the subject pronounced the phoneme /ɔː

/

_{very well.}

The mistake occurred when the subject pronounced the word “Sword” by adding the phoneme /w/ as /swɔː_{d /. It should be pronounced as /s}ɔː_{d /. The mistake} occurred on the first attempt of pronouncing word. The subject was not careful enough in reading the word before pronouncing.

i. Mispronouncing of Vowel /ʌ/

In the word “Rubber”, the subject pronounced the phoneme /b/ easily. The error occurred in the vowel /u/. The subject pronounced Rubber as /ˈrub.әr / using vowel /u/, it should be pronounced by using vowel /ʌ/ as /ˈrʌb.ә r /. The subject made the error by pronouncing /u/ in the first attempt. It means that the subject did not know that it should be pronounced as /ʌ/. The subject repeated the error in the third attempt.

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Table 2.3 The Subject’s Mispronunciation of Diphthongs’ Sounds

Diphthongs No Words

Pronunciation Number

of Case Intended Actual

/eɪ/ 1 Aim / eɪm/ / ɑɪm / 2

/aɪ/ 1 Mild /maɪld/ /maɪl/ 2

2 Quaint /kweɪnt/ /kwaint/ 2

/әʊ/ 1 Old /әʊld/ /ɔld/ 2

2 Foe /fәʊ/ /fɔ/ 1

3 Colt /kәʊlt/ /kɔlt/ 2

/eә/ 1 Care /keәr / /kʌr / 2

a

ʊ

/ 1 House

/haʊs/

/hɔːs/

2 Owls

/aʊls/

/ɔːls/

3 Foul /faʊl/ /fɔːl/ 2

4 Town /taʊn/ /tɔːn/ 2

/ʊә/ 1 Tour /tʊәr / /tәɔː r / 2

These are the analysis of Table 2.3, mispronunciations mostly occur in this

part specifically on the eight diphthongs from nine diphthongs (eɪ, aɪ, ɪә, ɔɪ, әʊ, eә,

әʊ, aʊ, ʊә). There are on sections (eɪ, aɪ, әʊ, eә, aʊ, ʊә). From the six sections the researcher generates it into error and mistakes. The error occurs in the six sections

(eɪ, aɪ, әʊ, eә, aʊ, ʊә). The mistake occurs in section (әʊ). The detail analysis on

each vowel’s sections as follows:

a. Mispronouncing of Diphthong /eɪ/

The error occurred when the subject pronounced the word “Aim”_by

replacing diphthong /eɪ/ as / eɪm/ into / ɑI / as / ɑIm /. The error occurred in the

first attempt of pronouncing words and the subject repeated the error in the third attempt.

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b. Mispronouncing of Diphthong /aɪ/

In the word “Mild”, the subject pronounced the phoneme /aɪ

/

_{very well.} The error occurred when the subject pronounced the word “Mild” by putting the ending on the consonant /l/ as /maɪl/, while the ending should be in the consonant /d/ as /maɪld/. The error occured in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Quaint”, the error occurred when the subject replaced the phoneme / eɪ/ as /kweɪnt/ into /ai/ as /kwaint/. This error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

c. Mispronouncing of Diphthong /әʊ/

In the word “Old”, the error occurred when the subject pronounced vowel /ɔ/ as /ɔld/. It should be pronounced by using diphthong /әʊ/ as /әʊld/.The error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

In the word “Foe”, the mistake occurred when the subject pronounced vowel /ɔ/ as /fɔ/. It should be pronounced by using diphthong /әʊ/ as /fәʊ/. The mistake occurred in the first attempt of pronouncing words.

In the word “Colt” the error occurred when the subject pronounced vowel /ɔ/ as /kɔlt/. It should be pronounced by using diphthong /әʊ/ as /kәʊlt/. The error occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

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e. Mispronouncing of Diphthong /eә/

The error occurred, when the subject pronounced the word “Care”_/keә_r_/ by using vowel /ʌ/ it became /kʌr/. The subject thought that, the Indonesian

meaning of the word is “mobil.”_{The error occured in the first attempt of} pronouncing words and the subject repeated the error in the third attempt.

f. Mispronouncing of Diphthong /a

ʊ

The error occurred in all words given, the subject replaced the diphthong /ɑʊ/ into the vowel /ɔ:/. The mistake occurred in the first attempt of pronouncing words and the subject repeated the error in the third attempt.

g. Mispronouncing of Diphthong /ʊә/

The mistake occurred in the word “Tour”_{. The subject pronounced the} word “Tour”_/tʊә _r_{/ by using vowel /}ә_{/ and /}ɔː_{/ as /t}әɔː_r_{/. The mistake occurs in} the first attempt of pronouncing words and the subject repeats the error in the third attempt.

C.Analysis and Discussion

In this part, the researcher answers the two research questions of this study. The two research questions 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?” The answer of these two research questions are based on the data presentation above.

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1. The Pronunciation Errors made by the ELESP Student from Papua. In this part the researcher answer the first research questions, “What are the pronunciation errors made by the ELESP student from Papua?” Based on the data analysis, from the Table 2.1 the errors occurred in 13 consonants they were (p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð, n, ŋ) and the mistakes occurred in 7 consonants they were (d, f, z, ʒ, θ, ŋ, j). From the Table 2.2 the errors occurred in 7 vowels they were ( iː, ɪ, æ, ɑ:, u:, ʊ, ʌ ) and mistakes occurred in 2 vowels they were (ɜː and

ɔ:). From the Table 2.3 the errors occurred in 6 diphthongs they were (eɪ, aɪ, әʊ, eә, aʊ, ʊә) and the mistakes occur in 1 diphthong it was (әʊ). From the analysis above the researcher also found that in this case, the error can occurred because of the reason as follows:

a. The subject had less attention to silent letters.

E.g:Table 2.1 Mispronouncing of Consonants /p/ with Silent Letter

In the consonant /p/ as in “Pneumonia”_{it should be pronounced as}

/nuːˈmoʊ.njә/ but the subject pronounces it as /pnuːˈmoʊ.njә/.

No Words Pronunciation Number

of Cases

Intended Actual

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b. The subject had less attention in reading the words; therefore he often recited the words incompletely until the end of the word.

E.g:Table 2.1 Mispronouncing of Consonants /ŋ/

Consonant /ŋ/ the word “Wriggling” should pronounced as /ˈrɪg.liŋ ̩/ with /ŋ/ sound as the ending but the subject pronounced it as /ˈrɪg.li ̩_{/ with /i/}

sound as the ending.

c. The subject pronounced the word just like it was written. In order to

support this statement the researcher provides an example taken from the data presentation:

E.g:Table 2.1 Mispronouncing of Consonants /ŋ/

Consonant /ŋ./ the word is “Handkerchief” it should be pronounced as

/ˈhæŋ.kә.tʃiːf/, but the subject pronounces it as /ˈhænd_.kә_.tʃ_iː_{f/. The subject}

pronounced the word “Handkerchief” as pronouncing the word “Hand”

tangan in Indonesian.

No Words Pronunciation Number

of Cases

Intended Actual

1. Wriggling /ˈrɪg.li ̩_/ _/ˈ_rɪ_g.liŋ ̩_/ ₂

No Words Pronunciation Number

of Cases

Intended Actual

1. Handkerchief /ˈhæŋ.kә.tʃiːf/ /ˈhænd_.kә_.tʃ_iː_f

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d. The subject also got the difficulty in distinguishing the several sounds, it is clearly shown when the subject should pronounce words whether using [/i:/ or /I/]; [/u:/ or /ʊ/], or [/ð_{/ or /}ɵ_{/ or /t/].:}

E.g:Table 2.2Mispronouncing of Vowel / iː/

In the word Canteen /kænˈtiːn/ using the vowel /i:/ the long sound, but the subject pronounced it as /kænˈtIn/ using /ɪ/, the short sound. This error occurred in all words given.

2. The Efforts to improve the Pronunciation of the ELESP Student from Papua

In this section, the researcher will answer the second research question namely, “What effort can be done to improve the pronunciation of the ELESP student from Papua?” In order to overcome the pronunciation errors, the researcher suggests the ELESP student from Papua to do as follows:

a. The subject can make a group work or pair works to do the pronunciation practice outside the class. He needs to cooperate with other friends who have better pronunciations ability than him.

No Words Pronunciation Number

of Cases Intended Actual

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By peer practice of reading out loud, the subject will get the feedback from the friend in order to improve the subject’s pronunciation skill.

b. The subject can have pronunciation drilling at home. According to Harmer (2000) drilling technique in repeating structural pattern trough oral practice. In this study, the subject needs to drill himself to practice pronouncing around 10 new words every day. The subject can consult his pronunciation whether it is correct or not by using Interactive dictionary or digital dictionary.

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CHAPTER III

CONCLUSIONS AND RECOMMENDATIONS

In this chapter the researcher presents the result of chapter II, the data analysis and the discussions. The following paragraphs provide the answer of research problem of conclusion and recommendations. The recommendations will be divided into three suggestions, for the future ELESP student from Papua, future researchers and future teachers/lecturers.

A. Conclusions

This chapter discusses the conclusions of findings in chapter three. Related to the first research question, it is clear that the ELESP student coming from Papua especially from Ketengban ethnic race gets the difficulties in pronouncing the words especially on the 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 (iː, ɪ , e, æ, ɜː, ә, ɑː, ʌ , u: , ʊ, ɔː, ɒ), and diphthongs (eɪ, aɪ,

ɪә, ɔɪ, әʊ, ɛә, eә, aʊ, ʊә). It happens because of five aspects:

1. The researcher concludes that error and mistake are two different things. Error can occur due to the lacks of knowledge of the subject particular case such as; lack of understanding about silent letter as in the mispronunciation of consonants table /p/, /b/, and /g/,lack of knowledge to differentiate

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between phoneme which has a long sound and a short sound as in the mispronunciation of vowels table [/i:/ and /I/] and [/u:/ and /ʊ/] also in the mispronunciation of consonants table [/ð_{/ and /}ɵ_{/ ], and when the subject}

reads the word as it is written as in mispronunciation consonant table /f/ and /s/ and vowel / ɔː/ and / ʌ/.

2. The Pronunciation Errors made by the ELESP Student from Papua, based on

the data analysis, from the Table 2.1 the errors occurred in 13 consonants they are (p, b, g, f, s, ʃ, ʒ, tʃ, dʒ, θ, ð_{, n,}ŋ_{) and the mistakes occur in 7 consonants}

they are (d, f, z, ʒ, θ, ŋ, j). From the Table 2.2 the errors occurred in 7 vowels they are ( iː, ɪ, æ, ɑ:, u:, ʊ, ʌ ) and mistakes occurred in 2 vowels they are (ɜː and ɔ:). From the Table 2.3 the errors occurred in 6 diphthongs they are (eɪ, aɪ,

әʊ, eә, aʊ, ʊә) and the mistakes occurred in 1 diphthong it was (әʊ).

3. In this research the errors occurred because of several things. First, less attention to the silent letter word. Second, recited the sound or pronouncing words incompletely until the end of the word. Third, the subject pronounced the word as it was written. Fourth, the subject also got difficulty in distinguishing between pronouncing words whether using [/i:/ or /I/] ; [/u:/ or /ʊ/], or [/ð_{/ or /}ɵ_{/ or /t/].}

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4. The efforts to improve the pronunciation of the ELESP student from Papua are by drillings, peer practice of reading out loud and then consulting to the digital dictionary.

A.Recommendations

Pronunciation is as important as listening, reading, and writing because pronunciation skills also develop someone’s speaking skills. The researcher gives some recommendations for the ELESP Sanata Dharma University, the ELESP Students and the future researcher as follows:

1. For the ELESP Sanata Dharma University, the researcher suggests to make

a various activities in Pronunciation class besides drillings, the lecturer can ask the student to make a group work for reading out loud, singing and pronunciation games.

2. For the ELESP students, the researcher suggests making a group work for

reading out loud and students can share some feedback for other students.

3. For the future researcher. The researcher suggests to the future researcher

finding more volunteers to become the subject of the study, develop the test into pronouncing sentence level and allocate more time to do drillings.

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REFERENCES

Allan, C,. (1997). Intonation. Cambridge. Cambridge University Press.

Boyanova, M. (2002). English phonetics. retrieved August 11,2014, from www.studyenglishtoday.net/english-phonetics.html

Bright, J. A. (1970). Teaching English as a second language. London: Longman Group.

Brown, H.D. (2000). Principles of language learning and teaching. New York: Pearson Education.

Celce-Mucia, M. (2001). Teaching English as foreign language: Third edition. Boston: Henle and Henle.

Chiang, T. (1981). Error analysis: A study of errors made in written English by

Chinese Learners. Published M.A. thesis, National Taiwan Normal

University, 1981: Taipei: The Crane.(M.A. thesis, 316 + xi). Corder, S.P. (1967). The significance of learners’ errors. IRAI.5 No4.1967.

Dulay, H. Burt, M & Krashen. S. (1982). Language two. New York: Oxford University Press.

Elfenbein, Hillary, et al. (2007). Toward a dialect theory: Cultural differences in the expression and recognition of posed facial expressions.

American Psychological Association, 131, 131-146.

Forel, C. A. & Genoveva, P. (2005). Phonetics and Phonology: Reader for First

Year English Linguistics. Geneva: University of Geneva.

Franklin, V. & Rodman. R. (1988). An introduction to language. New York: Holt, Reinhart & Winston, Inc.

Harmer, J. (2000). The practice of English language teaching. Cambridge: Cambridge University Press.

Heffernan, C. (2001). The Irish media and the lack of public debate on new reproductive technologies (NRTS) in Ireland. Health 5 (3) :355-371. Indriani, M. I. (2001). English pronunciation: The English speech sounds theory

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Locke, J. L. (1978). Phonetic effects in the silent reading of hearing and deaf children cognition. 6. 175-187.

Munro, M. J. & Derwing, T.M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learning. Language Learnning, 49 (suppl. 1), 285 – 310.

Norman, K. D, & Lincoln, Y. S. (2005). The sage handbook of qualitative research. Thousand Oaks: SAGE Publications.

Nunan , D. (2003). Practical English language teaching. New York: McGraw

Hill Companies.

Otlowski, M. (1998). Pronunciation: What are the expectations? The internet

TESL Journal, Vol IV, no 1, January 1998 (online) retrieved on

August 11, 2014, from http:/iteslj.org/articles/

otlowski-pronunciation.html.

Richard, J. S. & Rodgers, T. S. (1986). Approach and method in language

teaching. London: Cambridge University Press.

Widiarti, Lili .(2002). The influence of the Banyumas dialect background on SMU 2 Purwokerto second semester students’ pronunciation of the English diphthong /eɪ/, /әʊ/, /aʊ/. Thesis . Yogyakarta : Sanata Dharma University

Woolf, H. B. (1980). Webster’s new collegiate dictionary. Massachussetts: G. &

C. Merriam, Co.

Yin, R. K. (1984). Case study research: design and methods. Newburry Park.

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APPENDIX 1

Table 1. . The Subject’s Mispronunciation of Consonants’ Table

CONSONANTS

/ p /

/ b /

/ t /

/ d /

/ k /

No Words Pronunciation Number

of Cases

Intended Actual

1 Apricot /ˈeɪ.prɪ.kɒt/ /ˈeɪ.prɪ.kɒt/ 0

2 Cupboard /ˈkʌb.әd/ /ˈkʌb.әrd/ 2

3 Pneumonia /nuːˈmoʊ.njә/ /pnuːˈmoʊ.njә/ 2

4 Pump /pʌmp/ /pʌmp/ 0

No Words Pronunciation Number

of Cases

Intended Actual

1 Blew /bluː/ /bluː/ 0

2 Doubt /daʊt/ /daʊbt/ 2

3 Rubber /ˈrʌb.әr / /ˈrub.әr / 2

4 Subtle /ˈsʌt.l ̩/ /ˈsʌt.l ̩/ 0

No Words Pronunciation Number

of Cases

Intended Actual

1 Act /ækt/ /ækt/ 0

2 Nutmeg /ˈnʌt.meg /ˈnʌt.meg 0

3 Outward

/

ˈ

a

ʊ

t.w

ә

d/

/

ˈ

a

ʊ

t.w

ә

d/

4 Past /pɑːst/ /pɑːst/ 0

No Words Pronunciation Number

of Cases

Intended Actual

1 Dockyard /ˈdɑːk.jɑːrd/ /ˈdɑːk.jɑːrd/ 0

2 Judge /dʒʌdʒ/ /dʒʌdʒ/ 0

3 Padlock

/

ˈ

pæd.l

ɒ

k/

/

ˈ

pæd.l

ɒ

k/

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/ g /

/ f /

/ v /

/ s /

No Words Pronunciation Number of Cases Intended Actual

1 Choke /tʃәʊk/ /tʃәʊk/ 0

2 Leak /liːk/ /liːk/ 0

3 Talking /ˈtɔː.kɪŋ/ /ˈtɔː.kɪŋ/ 0

4 Thicken /ˈθɪk.n/ /ˈθɪk.n/ 0

No Words Pronunciation Number of Cases Intended Actual

1 Gnaw /nɔː/ /gnɔː/ 0

2 Ignore /ɪgˈnɔːr / /ˈɪgnɔːr / 0

3 Rouge /ruːʒ/ /rouʒ/ 0

4 Wriggling /ˈrɪg.liƞ ̩/ /ˈrɪg.li ̩/ 1

No Words Pronunciation Number of Cases Intended Actual

1 Cough /kɒf/ /koug/ 2

2 Physics

/

ˈ

f

ɪ

z.

ɪ

ks/

/

ˈ

f

ɪ

z.

ɪ

ks/

3 Sphere /sfɪәr / /spɪәr / 2

4 Tougher /tʌfәr / /tougәr / 2

No Words Pronunciation Number of Cases Intended Actual

1 Canvas /ˈkæn.vәs/ /ˈkæn.vәs/ 0

2 Dove /dʌv/ /dʌv/ 0

3 Loaves /lәʊvz/ /lәʊvz/ 0

4 Oven /ˈʌv. әn/ /ˈʌw. әn/ 0

No Words Pronunciation Number of Cases Intended Actual

1 Axes

/

ˈ

æk.si

ː

s/

/

ˈ

æk.si

ː

s/

2 Pieces

/piːs

i:s

/

/piːs

i:s

/

3 Riddance /ˈrɪd. ә nt_s/ _/ˈ_rɪ_n_{d. a n}t_s/ ₂

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/ z /

/ ʃ /

/ ʒ /

/ tʅ /

No Words Pronunciation Number

of Cases

Intended Actual

1 Dizzy /ˈdɪz.i/ /dɪzˈ.zi_/ ₂

2 Legs /legz/ /legz/ 0

3 Prism

_/

ˈ

_pr

ɪ

_z.

_ә

_m/

_/

ˈ

_pr

ɪ

_z.

_ә

_m/

4 Thousand /ˈθaʊ.z ә nd / /ˈθaʊ.z ә nd / 0

No Words Pronunciation Number

of Cases

Intended Actual

1 Bushel

_/

ˈ

_b

ʊʃ

_.

_ә

_l/

_/

ˈ

_b

ʊʃ

_.

_ә

_l/

2 Charade /ʃәˈrɑːd/ /tʃˈ_rɑː_d/ ₂

3 Dish /dɪʃ/ /dɪʃ/ 0

4 Douche /duːʃ/ /dauːtʃ_/ ₂

No Words Pronunciation Number

of Cases

Intended Actual

1 Leisure /ˈleʒ.ә r / /ˈles_.ә_{r /} ₂

2 Measure /ˈmeʒ.ә r / /ˈmes_.ә_{r /} ₂

3 Prestige /presˈtiːd ʒ_/ _/presˈ_tiːd_/ ₁

4 Seizure

_/

ˈ

_si

ː

_.

ʒә

/

ˈ

si

ː

.

s

ә

/

No Words Pronunciation Number

of Cases

Intended Actual

1 Handkerchief /ˈhæŋ.kә.tʃiːf/ /ˈhænd_.kә_.tʃ_iː_f/ ₃

2 Juncture /ˈdʒʌŋk.tʃә r / /ˈdʒʌk_.tʃә_{r /} ₂

3 Richer /rɪtʃә r/ /rɪtʃә r/ 0

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/ u: /

/ ʊ /

/ ɔ: /

/ ɒ /

No Words Pronunciation Number

of Cases

Intended Actual

1 Chew _/tʃ_uː_/ _/tʃʊ/ 2

2 Food /fuːd/ /fʊd/ 2

3 Spoon /spuːn/ /spʊn/ 2

4 Wound _/wuː_nd/ _/wʊ_nd/ 2

No Words Pronunciation Number

of Cases

Intended Actual

1 Courier /ˈkʊr.i.ә r / /ˈkaʊ_r.i.ә_{r /} ₂

2 Put /pʊt/ /pʊt/ 0

3 Shook /ʃʊk/ /ʃʊk/ 0

4 Woman /ˈwʊm.әn/ /ˈwɔ:_m.ә_n/ ₂

No Words Pronunciation Number

of Cases

Intended Actual

1 Bought /bɔːt/ /bɔːt/ 0

2 Cord /kɔːd/ /kɔːd/ 0

3 Jaw /dʒɔː/ /dʒɔː/ 0

4 Sword /sɔːd / /swɔː_{d /} ₁

No Words Pronunciation Number

of Cases

Intended Actual

1 Gone /gɒn/ /gɒn/ 0

2 Quality /ˈkwɒl.ɪ.ti/ /ˈkwɒl.ɪ.ti/ 0 3 Sausage /ˈsɒs.ɪdʒ/ /ˈsɒs.ɪdʒ/ 0

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APPENDIX 3

Table 3. . The Subject’s Mispronunciation of Diphthong’s Table DIPHTHONG

/eɪ/

/ aɪ/

/ ɪә/

No Words Pronunciation Number

of Cases

Intended Actual

1 Aim / eɪm/ / ɑI_{m /} ₂

2 Ape /eɪp/ /eɪp/ 0

3 Break /breɪk/ /breɪk/ 0

4 Sail /seɪl/ /seɪl/ 0

No Words Pronunciation Number

of Cases

Intended Actual

1 Aisle /aɪl/ /aɪl/ 0

2 Mild /maɪld/ /maɪl_/ ₂

3 Sight /saɪt/ /saɪt/ 0

4 Time /taɪm/ /taɪm/ 0

No Words Pronunciation Number

of Cases

Intended Actual

1 Deer /dɪr/ /dɪr/ 0

2 Idea _/aɪˈ_dɪә_/ _/aɪˈ_dɪә_/ 0

3 Tear /teәr / /teәr / 0

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/ ɔI /

/әʊ /

/ɛә /

/ɔә /

No Words Pronunciation Number of Cases Intended Actual

1 Boy /bɔɪ/ /bɔɪ/ 0

2 Coiled /kɔɪld/ /kɔɪld/ 0

3 Noise /nɔɪz/ /nɔɪz/ 0

4 Ointment /ˈɔɪnt.mәnt/ /ˈɔɪt_.mә_nt/ ₂

No Words Pronunciation Number of Cases Intended Actual

1 Colt /kәʊlt/ /kɔlt/ 2

2 Foe /fәʊ/ /fɔ/ 1

3 Old /әʊld/ /ɔld/ 2

4 Shoulder /ˈʃәʊl.dәr / /ˈʃәʊl.dәr / 0

No Words Pronunciation Number of Cases Intended Actual

1 Care /keәr / /kʌr / 2

2 Pair /peәr / /peәr / 0

3 There /ð_eә_r_/ _/ð_eә_r_/ ₀

4 Wear /weәr / /weәr / 0

No Words Pronunciation Number of Cases Intended Actual

1 Door /dɔːr / /dɔːr / 0

2 Folklore /ˈfәʊk.lɔːr / /ˈfɔː k.lɔːr / 2

3 For /fɔːr / /fɔːr / 0

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51 /aʊ /

/ ʊә/

No Words Pronunciation Number of Cases Intended Actual

1 Foul /faʊl/ /fɔʊl/ 1

2 House /haʊs/ /hɔʊs/ 2

3 Owls /aʊls/ /ɔʊls/ 2

4 Town /taʊn/ /tɔʊn/ 2

No Words Pronunciation Number of Cases Intended Actual

1 Poor /pɔːr / /pɔːr / 0

2 Sewer /sʊәr / /sʊәr / 0

3 Spurious /ˈspjʊә.ri.әs/ /ˈspjʊә.ri.әs/ 0

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APPENDIX 4

Table 1 . Consonant Figure Table

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