CHAPTER I

INTRODUCTION

In this chapter, the researcher discussess about: (1)Background of the Study,

(2)Problem of the Study, (3)Objective of the Study, (4)Significant of the Study.

1.1. Background of the Study

Language is very important in human life that is needed for real

communication among people. Ogden (2009:1) stated that language is one of

distinctive characteristics of human beings. The language may show people’s

nationality. In the world, there are many countries that have many of cultural

background with more than hundred of mother tongue. For example, when an

Indonesian learns new language as like English, linguistically the way they learn

will be affect by both their tribe and national language. This condition shows both

tribe and national language will make problem in learning new language.

The problems that usually arise is error in both verbal and non-verbal aspect.

According to Brown (2007:258) Error is a term reffering to a performance that takes

place when the deviation arises as a result of lack of knowledge. In that it is a failure

to utilize in a short, we cannot deny error when we learn new language because that

is the process of learning.

English has become one of the well-known languages in the world, many

people in the world think that it is important for them to learn English as their

second language or foreign language. As the first foreign language to be study and

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taught in the school, English has four skills: listening, writing, reading and speaking.

In the terms of speaking, there is a micro skill that is pronunciation. The aspects of

pronunciation consist not only the segmental features like how to pronounce vowels

and consonants but also the suprasegmental features such as rhythm and intonation

(Ministry of Education.2008).

Additionally, pronunciation is one of the most important parts of English to

communicate with others since there are differences between the symbol and its

sounds. As stated by Harmer ( 2000: 183 ) that for all these people, being made

aware of pronunciation issues will be of immense benefit for their own production

and their own understanding of spoken English.

Furthermore, Gilakjani (2012:119) defined pronunciation is a set of habits of

producing sounds. The habit of producing a sound is acquired by repeating it over

and over again by being corrected when it is pronounced wrongly. As the one of the

main aspects of language, pronunciation helps learners to communicate well in

English. As argued by Zimmerman (2004:29) stated that the pronunciation is very

important because it is the first thing to note about the person's ability to speak, in

this case the English language.

Based on an article from Dedi Kurniawan, entitles “The error analysis of the

pronunciation of dental fricatives consonants / θ /, / ð / by the students of English

Education Study Program Faculty of Teacher Training and Education Sriwijaya

University” he said that even many foreign language learners believe that the major

difficulties to communicating in English is the pronunciation. But the factual reason

 3

why learners must study pronunciation is to avoid misunderstanding to interpret

meaning and context in the sentence. Beside that, the intelligibility in pronunciation

of sounds also need to be consider.

According to Munro (2008), the intelligibility in pronunciation was often

hindered because of the nonnative speakers’ mispronunciation at the segmental

level. That is, English sounds or phones (consonants and vowels) were not produces

properly. This is because a lack of understanding how to pronunciation the target

language well and several errors was made by foreign language learners in

pronuncing words in target langauge, such as replacement of fricatives consonants /

θ /, / ð / with / t /, / d /, for e.g. some students are likely to pronunce the initial sound

[θ] in the word thank [θæŋk] as tank [tæŋk] and [ð] in the word they [ðeI] as day

[deI].

O’Grady (1996:28) stated that fricatives are consonants produce with a

continuous airflow through the mouth. In others hand, fricative is made by air being

forced through a narrow. In English there are mainly nine fricatives : [f], [v], [ϴ],

[ð], [s], [z], [ʃ], [Ʒ], [h]. And English fricatives are devide into two major categories

of voicing quality,: voiced fricatives [v], [ð], [z], and [Ʒ] and voiceless fricatives [f],

[θ], [s], [ʃ], and the glottal [h].

According to statements above, it related to my observation in second

semester of English Education Study Program STKIP Nurul Huda Sukaraja, the

problem that occurs is the students make an errors to pronunce dental fricative
 4

consonants. It happend because the students can not to distinguish the way to

pronunce of voiceless and voiced dental fricative consonants.

Based on the problems above, the researcher intend to conduct research under

the title “An Analysis of Students’ Error in Pronuncing Dental Fricative Consonants

([θ],[ð]) of the Second Semester Students of English Education Study Program of

STKIP Nurul Huda Sukaraja”.

1.2. Problem of the Study

1.2.1. Limitation of the Problem

Based on the background above, the researcher limited the research on

pronunciation dental fricative consonants, seeing that the most difficult sounds to

pronunce by the students is dental fricative consonants ([θ],[ð]). The research

conducted in the second semester students of English Education Study Program of

STKIP Nurul Huda Sukaraja.

1.1.1.2.2. Formulation of the Problem

Based on the limitation of the research above, the researcher formulated

the problem, the statement of the problem is:

1. How is the pronunciation of the second semester students’ of English Education

Study Program of STKIP Nurul Huda Sukaraja in pronuncing dental fricative

consonants?

2. what is the types of error in pronuncing dental fricative consonants was made

by second semester students of English Education Study Program of STKIP

Nurul Huda Sukaraja?

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1.2.3. Objective of the Study

Based on the problem statement above, the objectives are:

1. To find out level of pronunciation skill of the second semester students’of

English Education Study Program of STKIP Nurul Huda Sukaraja.

2. To find out types of error in pronuncing dental fricative consonants was made

by second semester students of English Education Study Program of STKIP

Nurul Huda Sukaraja.

1.4. Significance of the Study

The result of this research is expected to be useful for the readers, the institution

and the students who interested in English Education. And this result is hoped to be

useful for the lecturers of English, as reference in designing teaching strategies, so

the students of English education will perform better in speaking English with the

hope they can also avoid in mispronuncing of dental fricatives consonants.

1. For the writer

It is expected that the result of this study can contribute in improving students‟

awareness to pronounce fricatives consonants correctly in performing

pronunciation.

2. For the Reader

The result of this study is able to become reference to study pronunciation errors

and it can be used as additional knowledge in linguistics. This research can

 6

improve the speaking ability in order to minimize pronunciation errors of dental

fricatives consonants.

3. For other Research

The result of this research can be used as one of the references and information

for further research related with the field.

 CHAPTER II

LITERATURE REVIEW

In this chapter, the researcher would like to present : (1)The Concept of

Pronunciation, (2)The Concept of Consonant, (3)The Concept of Fricatives

Consonants, (4) The Concept of Error, (5) The Concept of Error Analysis,

(6)Related Previous Study.

.1. The Concept of Pronunciation

According to Mahuda and Endang (2011:1), cited in Mayasari (2013:6) stated

that “ Pronunciation is the production of speech sound for communication ”.

Meanwhile, Dalton (cited in Hasan 2014:31) stated that “ Pronunciation is the

production of significant sounds which is used as a part of a code of particular

language and to achieve meaning in the context of use ”. For a variety of reasons,

many words in English are not pronunce the way they are spell, and some sounds

can be create by more than one combinations of letter. In learning English,

pronunciation is one of the skills that should be master by the English language

learners, cause the different pronunciation or different sounds will make a different

meanings.

Gilbert (2004:3) stated that pronunciation is the way in which a word is

pronounced. He wrote that if someone cannot hear English well, she or he cut off

from the language. And if someone cannot be understand easily, she or he cut off

from conversation with native speakers (Gilbert 2004:3). While Brown (2000:22)

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state that views on teaching pronunciation have changed dramatically over the last

half century of language teaching.

Based on the statements above the researcher conclude that pronunciation is

the production of sound by using our speech organs for communication. The

pronunciation of English involves the production of individual or isolate sounds and

the utterance of words, phrases, and sentences with correct spelling, stressing,

rhytm, and intonation. Then Gilbert (2004:3) wrote that, there are six basic

components of pronunciation which include intonation, stress word, vowels,

consonants, dipthong, and silent letter.

1. Intonation

Intonation refers to the way the voice goes up and down in pitch when we are

speaking and the rise and fall of our voice as we speak. In general, there are two

types of intonation: (a) rising intonation and (b) falling intonation. Rising

intonation occurs in: (1) yes/no question, (2) question tag, (3) in special emphasis.

Falling intonation occurs in: (1) declarative sentences (simple,compound, and

complex), (2) question tags, (3) special emphasis, (4) yes/no question.

Example :
1) Are you ready to go ? (rising intonation)
2) Do you have any time to meet this afternoon ? (rising intonation)
3) Have you seen it ? (rising intonation)
4) Where do you live ? (falling intonation)
5) She is ten years old. (falling intonation)
6) Turn left at the post office. (falling intonation)

2. Stress word
 9

In general stress is place in important words in sentences, and the most

important one is given the strongest stress. Important words in a sentences includes

noun, verb, adjective, adverb, and demonstrative pronounce (this, that, these,

those). Other words are not stress. When a word has two or more syllables, the

learner should consult the dictionary to find out which syllable is stressed.

Example :
Table 1
No Words Phonetic Symbol
1 Edu`cation / ,e ʤu `keɪ ʃn /
2 Eco`nomic / ,i:kə `nɒ mɪk /
3 En`counter / ɪn `kaʊn tə(r) /
4 Moti`vation / ,məʊ tɪ `veɪ ʃn /

3. Vowel

In phonetic a vowel is a sounds is produced by comparatively open

configuration of the vocal tract, with vibration of the vocal cords but without

audible friction, and which is a unit of the sound system of a language that forms

the nucleus of a syllable. The vowels are twelve that is: /iː/, /i/, /ɪ/, /e/, /æ/, /ɑː/,

/ɒ/, /ɔː/, /ʊ/, /u:/, /u/, /ʌ/, /ɜː/, /ə/.

Table 2
No Vowels Pronounced Example
1 i: read length See /si:/
2 ɪ read short Sit /sIt/
3 E read short Ten /ten/
4 Æ read short Hat /hæt/
5 ɑ: read length Arm /ɑ:m/
6 ɒ read short Got /gɒt/
7 ɔ: read length Saw /sɔ:w/
8 ʊ read short Put /pʊt/
9 u: read length Too /tu:/
 10

10 ʌ read short Cup /kʌp/

11 ʒ: read length Fur /fʒ:(r)/
12 ə read short Paragon /pærəgən/

4. Consonants

In articulatory phonetics, a consonant is a speech sounds that is articulated

with comple te or partial closure of the vocal tract. The consonant are twenty four:

p, b, t, d, k, g, tʃ, ʤ, f, v, θ, ð, s, z, ʃ, Ʒ, h, m, n, ŋ, l, r, j, w.

Table 3
No Consonants Pronounced Example
1 p Peh Pen /pen/
2 b Beh Bad /bæd/
3 t Teh Tea /ti:/
4 d Deh Did /did/
5 k Keh Cat /kæt/
6 g Geh Got /gɒt/
7 tʃ Tceh Chin /tʃin/
8 dʒ Tjeh June /dʒu:n/
9 f Fff Fall /fɔ:l/
10 v Vvv Van /væn/
11 Ө Tteh Thin /өIn/
12  Ddeh Then /en/
13 s Sss So /səʊ/
14 z Zzz Zoo /zu:/
15 ʃ Suuu She /ʃi:/
16 Ʒ Zuuu Vision /’viʒn/
17 h Heh How /haʊ/
18 m Emm Man /mæn/
19 n Enn No /nəʊ/
20  Engg Sing /sI/
21 l Leh Leg /leg/
22 r Wreeh Red /red/
23 j Jeh Yes /jes/
24 w Weh Wet /wet/

5. Dipthongs
 11

Dipthong is a sound formed by the combination of two vowels in a single

syllable, in which the sounds begins as one vowel and moves toward another.

There are eight dipthongs that is: /eɪ/, /aɪ/, /əʊ/, /aʊ/, /ɔɪ/, /ɪə/, /eə/, /ʊə/.

Table 4
No Diphtongs Pronounced Example
1 eɪ ei pay /pei/
2 aɪ ai eye /ai/
3 aʊ ou ow /aʊ/
4 əʊ eu nose /nəʊz/
5 ɔɪ oi noise /nɔiz/
6 ɪə ie ear /Iə(r)/
7 eə ee hair /heə(r)/
8 ʊə ue poor /pɔ:(r)/

6. Silent letter

Is a letter combination of the alphabet that is usually not pronounced in a

word. Carney defines silent letter as a condition where letters are often supposed to

‘speak’ to the reader (2012, p. 40). There are three types of silent letter as mention

by Carney. Those types are presented below.

a. Auxiliary letter

Auxiliary letter is an extra letter to make up distinct complex graphical unit.

This type of letter can be seen in the letter “w” of [wr] in ‘wrest’ with [r] in ‘rest’

and “a “ of [ea] in ‘leather’ with [e] in ‘tether’ (Carney, 2012, p. 40 ).

b. Inert letter
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Inert letter is the type of silent letter where the letter is spelled and

pronounced in certain form, but unpronounced in other form. This type of silent

letter can be seen in the letter “g” which occur in the ‘signature’ and ‘signal’, but

disappeared in the words ‘sign’ and ‘signed’ (Carney, 2012, p. 41 ).

c. Empty letter

Empty letter are letters which are unpronounced but they do not have a

special function like auxiliary letter or inert letter. The silent consonant can be

classified based on its letter and its consonant clauster. Consonant only found in

the onset and the coda of syllable. The letter containing empty letters in the onset

like “h” in ‘heiress’, ‘honest’ and ‘ghost’. Empty letter on the coda is as in

‘myrrh’ and ‘rhythm’ (Carney, 2012, p. 42 ).

Table 5
No Silent letter Example
1 b Subtle, doubt, climb
2 c Scence, muscle
3 d Wednesday, sandwich, handkerchief
4 g Gnaw
5 h Ought
6 n Know, knee
7 l Talk, half, could
8 m Auntumn, column
9 p Psychology, receipt
10 r Car, more, core
11 s Island, aisle
12 t Whistle
13 w Write, wrong
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.2. The Concept of Consonant

Kelly (2001:2) stated that consonant sounds may be voiced or unvoiced. It is

possible to identify many pairs of consonants which are essentially the same except

for the element of voicing (for example /f/,as in fan, and /v/, as in van). Consonants

are made by causing a blockage or partial blockage in the mouth, many learner will

only come to say sounds intelligibly through careful listening and practice.

Consonant may be classified into voice consonant and voiceless consonant. A

voiced consonant is a sound produced when the vocal 9 cords are vibrating. While,

voiceless consonants is a sound made with no vibration of the vocal cord (Dale and

Poem, 2005: 116).

Meanwhile, According to Baker (2005: 24) consonants is a sound, voiced and

voiceless, in which the air stream is obstructed through a narrowing or complete

closure of the mouth passage in the other words. The sound of a consonant depends

on whether or not the vocal cords vibrate, where and how it is formed.

Based on the statement above the researcher conclude that consonants are

forming by interrupting, restricting, and diverting air flow in a variety of ways.

There are three ways of describing the consonant sounds:

1) The manner of Articulation

As well as knowing where a sound is made, it is important to know how it is

made. Consonants involve at least two articulators. When the articulators are moved

closer together, the air flow between them changes, for instance, it can be stopped or
 14

made a turbulent. The way a sound is made is called manner of articulation. Most

manners of articulation are combinable with most places of articulation. Several

kinds of manner articulations will be explained as follow:

A. Stop articulations

Stop articulations are those sounds where a complete closure is made in the

oral tract between two articulators. On this kind of sound, the airstream will be

looked as if they stopped or blocked when the consonant is pronounced. Two

articulators are moved against each other so that there is no space for the airstream

to out for a while then let the airstream to go out abruptly.

Plosives are made with a complete closure in the oral tract, and with the velum

raise, which prevents air escaping through the nose. English plosives include the

sounds [p t k b d g]. The term plosive relates to the way the stop is released with

what is sometimes called an explosion, the example are: purse, talk, kite, bel,

done, gone.

Nasals are made with a complete closure in the oral tract, but with the velum

lowered so that air escapes through the nose. Nasals are usually voiced in English,

as in ‘same, next, and working’. The airstream is obviously let in to the nasal

cavity and out through it. That is why this is called nasals sound. The sounds are

represented by the symbol [n], [m], and [ng].

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B. Fricative articulations

Fricative articulations are the result of two articulators being in close

approximation with each other. The articulators are generated close enough

together for air to pass between them, because the gap between them is small, the

airflow becomes turbulent and creates friction noise so that the hissing sound is

produced. Fricatives in English include [f v θ ð s z ʃ ʒ], the example are: fish, vow,

think, then, loose, lose, wish, vision.

Affricates are plosives which are released into fricatives. English has two

kinds of affricates: [tʃ dʒ], both post alveolar, as in ‘church’ and ‘judge’. These

sounds are produced with friction at the glottis. When the stops sound followed by

the fricatives, the sound which causes some friction sound, it will make new sound

called affricates. The process of this sound production is almost the same with the

fricative sounds.

C. Approximant

Approximants in English include the sounds [j w l r] The English

approximants [w j r] are central and [l] is lateral. Approximants are among the

phonetically most complex of sounds in English because they typically involve

more than one articulation, the example are: evil, wet, roar, and yelp.

2) The Place of Articulation

According to Ogden (2009: 12), “articulators are the parts of the vocal tract

that are used in producing speech sounds”. They are classified into two kinds, active
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and passive. Active articulators are the articulators that can move, as exemplified,

the tongue tip is an active articulator in sounds like [s] [t] [n], it moves up to behind

the teeth, meanwhile the passive articulator is the bony ridge behind the upper teeth

known as alveolar ridge. Passive articulators are articulators that cannot move, but

are the target for active articulators. Most places of articulation are described by

reference to the passive articulator. Place of articulation focuses on where the

sounds are made and produced. On sounds production, each consonant has its own

articulator’s place. The consonants on this place of articulation are classified as

follow:

A. Bilabial

Bilabial sounds are sounds made at the lips. ‘Bi-’ means ‘two’, and ‘labial’ is

an adjective based on the Latin word for ‘lips’. In English, the sounds [p b m] are

bilabial.

B. Labiodental

Labiodental sounds are made with the upper teeth (‘dental’) against the lower

lip (‘labio’) then, the labiodental sounds [f v] occur. Labiodental sounds can be

made with the teeth against either the inside surface of the lip (endolabial) or the

outside edge of the lip (exolabial).

C. Dental

Dental sounds are generated with the tip of the tongue touch the back of the

upper teeth. Then dental sounds [θ ð] occur. In English as in the initial sounds of
 17

‘think’ and ‘then’ are included in dental, that is produced with the tongue between

the teeth.

D. Alveolar

Alveolar sounds are made at the alveolar ridge. This is a bony ridge behind the

upper teeth. Alveolar ridge is behind the upper teeth. When producing consonant

sounds such as in word ‘dent’ and ‘luck’ it can be felt that tip of the tongue makes

a light contact with alveolar ridge. Sounds with an alveolar place of articulation in

most varieties of English are [t d n l r s z].

E. Post alveolar

Post alveolar sounds are made just behind (‘post’) the alveolar ridge. There are

four of these in English, [ʃ] and [ʒ], the sounds spelt [sh] in word ‘ship’ [ʃip], and

[si] in ‘invasion’, and the sounds [tʃ dʒ] as in ‘church’ and ‘judge’.

F. Palatal

Palatal sounds are made with the tongue body, the massive part of the middle

of the tongue, raised up to the hard palate, or the roof of the mouth. Palatal sounds

are not common in English, except for the sound [j], which is usually spelt [y], as

in ‘yes’, ‘yacht’, ‘yawn’, or as part of the sequence [ju] represented by the letter [u]

in words like ‘usual’ and ‘computer’.

G. Velar

Velar sounds are made with the tongue back raised towards the soft palate.

The soft palate is at the back of the roof of the mouth, and is also known as the
 18

velum. The sounds [k g] are velars, as is the sound [ŋ], represented by [ng] in

words like ‘king’, ‘wrong’ and ‘hang’.

H. Glottal

Glottal sounds are made at the glottis, the space between the vocal folds,

which are located at the larynx. English uses a number of such sounds: [h] as in

word ‘head’ and ‘hat’.

3) The Force of Articulation

With regard to the force of articulation, the are two terms are use here. They

are fortis/strong and lenis/weak. In spoken English, ‘fortis’ happens to equate with

unvoiced sounds, which require a more forcefully expelled airstream than ‘lenis’

sounds, which in English happens to be voiced. An example pair is /p/ (unvoiced,

and fortis), and /b/ (voiced, and lenis). Therefore, we can conclude that there are

three ways to describe the consonant sound. The manner of articulation refers to the

interaction between the various articulators and the airstream. Beside that, the place

of articulation gives information about what the articulators actually do. On the

other hand, with regard to the force of articulation, the are two terms, they are

fortis/strong and lenis/weak.

.3. The Concept of Fricatives Consonants

Clark (1996: 46) confirms that “fricative is a potentially stable articulation

produced by a constriction in the vocal tract that is narrow enough to create

turbulent airflow”. The noise of this turbulence gives many fricatives a characteristic
 19

hissing or sibilant quality. Additionally in the case of dental, alveolar and post

alveolar fricatives, the front incisor teeth contribute to phonetic quality, since they

deflect the airflow coming from the constriction, producing some additional

turbulence. Fricatives consonants are sounds made with a small opening made by

articulators, allowing the air to escape with some friction. The escaping air is

turbulent and produces a noisy friction-like sound, called frication. The lower

articulator is close to the upper articulator, quite close so that air cannot escape,

creating frication. The essential components of a fricative are obstructed air-flow

with frication.

.3.1. The Production of Fricatives

Friction can be generated in two ways in the vocal tract. One way is to

produce a constriction of close approximation. To achieve this, two articulators are

far enough apart so that air can pass between them, but close enough together so that

when it does, it becomes turbulent and produces friction noise. This is how friction

is produced for labiodental fricatives [f v] and dental fricatives [θ ð] (as in ‘think’

and ‘then’). The other way is to direct a channel of air at another surface, such the

alveolar ridge, and when the moving air hits this surface, it becomes turbulent. This

is how friction is produced for alveolar fricatives [s z] and post alveolar fricatives [ʃ

ʒ] (as in ‘ship’ and ‘pleasure’).

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1. Labiodental Fricatives

For labiodental fricatives [f v], air passes between the upper teeth and lower

lip. Labiodental articulations are made with the upper teeth on either the outside or

the inside of the lower lip. They do not sound very different from each other and,

as far as is known, no variety of English exploits the difference because they are

made without involvement of the tongue.

Examples:
[f] word-initial: feet, father, fool, fail, photo
word-medial: affair, defend, offer, tougher, loafer
word-final: leaf, laugh, cough, stuff, roof
[v] word-initial: veal, vat, vain, vice, voice
word-medial: ever, navy, over, silver, cover
word-final: leave, give, have, move, dove

Figure 1 Section of labiodental [f,v]

(Source, Cruttenden 2014: 197)

2. Dental Fricatives
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The fricatives [θ ð] can be made with the tongue blade attaches the upper

teeth. In other varieties, the friction is generated against the back of the teeth and

the tongue is held relatively flat so that the air escapes through quite a wide

channel. This wide channel is what makes the fricatives [θ ð] so quiet in

comparison with [s z]. In the case of dental fricatives, this is a wide area at the

front of the tongue.

Examples:
[θ] word-initial: thief, thick, thatch, thong, thought
word-medial: ether, ethics, method, author, anthem
word final: heath, smith, breath, path, cloth
[ð] word-initial: there, this, then, though, they
word-medial: breathing, leather, gather, father, mother
word-:final: seethe, with, soothe, lathe, writhe

Figure 2 Section of dental fricatives [θ , ð]

(Source, Cruttenden, 2014: 199)

3. Alveolar Fricatives
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In English, for instance, the letter ‘s’ is articulated as [z] when it comes out

after the letter having the voiced sound, especially in the final position such as:

‘peas’ [pi:z], ‘knickers’ [nikəz], ‘mews’ [mju:z], ‘news’ [nju:z], ‘nowadays’

[nauədeiz]. The alveolar fricatives [s z] are made with a groove in the center of the

tongue. This sound is made through with the center of the tongue attach the hard

palate. The jaw is fairly close, so that the upper and lower teeth are close together.

Examples:
[s] word-initial: sat, sample, soon, soap, sign
word- medial: pieces, losses, essay, axes, concert
word-final-s: farce, famous, dose, ice, fierce
[z] word-initial: zeal, zest, zoo, zone, zero
word-medial: easy, hesitate, bazaar, bosom, thousand
word-final clusters: ribs [bz], heads [dz], legs [gz], limbs [mz],

Figure 3 Section of alveolar [s,z]

(Source, Cruttenden 2014: 202 )

4. Post Alveolar Fricatives

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The post alveolar fricatives [ʃ ʒ] are made with a constriction that is further

back than [s z]. Their place of articulation is described as palate-alveolar or post

alveolar. The tongue has a wider channel than for [s z], and it is convex behind the

groove, rather than concave as for [s z]. Like [s z], [ʃ ʒ] can be produced with the

tongue tip either up or down. Gimson (1980: 77) states that the phoneme [ʒ] in

English rarely appears in the word initial and final positions. The phoneme [ʒ]

occurs only in loan words, for instance in the word initial: ‘gigolo’ [ʒigəloʊ],

‘gigue’[ʒig], ‘genre’[ʒenrə], ‘jalousie’[ʒæluzi], and in the word final as in:

‘prestige’ [prɛstiʒ], ‘barrage’ [bæraʒ] , ‘rouge’ [ruʒ].

Examples:
[ʃ] word-initial: sheet, shed, shop, sugar, shout
word-medial: Asia, ashore, bushel, cushion, rashly
word final: dish, cash, wash, push, finish
[ʒ ] word-initial (in French loan words) :gigolo, gigue, jabot, genre
word-medial: pleasure, leisure, usual, confusion, decision
word-final: barrage, rouge, beige, garage

Figure 4 Section of Post Alveolar [ʃ ʒ]

(Source, Cruttenden 2014: 205)
.4. The Concept of Error
 24

According to Richards (1990:95), error is the use of linguistic item (e.g. a

word, a grammatical item, a speech act, etc) in a way which afluent or native

speaker of the language regards as showing faulty or incomplete learning. Errors are

sometimes classified according to vocabulary (lexical errors), pronunciation

(phonological error), grammar (syntactic error), misunderstanding of a speakers’

intention or meaning (interpretive error), production of the wrong communicative

effect e.g. through the faulty use of a speech act or one of the rules of speaking

(pragmatic error) in the study of second and foreign language learning, errors have

been studied to discover the processes learners make use in learning and using a

language.

21.4.1. The Distinction between Error and Mistake

A. Error

Explaining about definition of errors, Erdogan says that “An error is the use

of linguistic item in a way that fluent or native speaker of the language regards it

as showing faulty or incomplete learning”. It means error can be happen because

the learner does not know what is correct and cannot correct by himself.

Furthermore, Error is a term reffering to a performance that takes place when the

deviation arises as a result of lack of knowledge (Brown, 2007:258). An error

arises only when there was no intention to commite one. View from the

perspective of its characteristics, errors are systematic, consistent deviance which

is characteristic of the learner’s linguistic system at a given stage of learning. In

 25

conclusion that errors can be identify by comparing original utterance with

reconstruction utterance that is correct sentences having the meaning intend by the

learner.

B. Mistake

A mistake refers to a performance error that is either a random guess or a

slip, in that it is a failure to utilize a known system correction. The hesitations, slip

of the tongue, random ungrammaticalities, and other performence lapses in native

speaker production also occur in second language speech (Brown, 2007:257).

Mistake is derivations due to performance factors such as memory limitation,

fatigue, and emotional strain. If the learners are able to correct a fault in their

output, it is assume that the form their select was not the one intend, and shall say

that the fault is a mistake.

From the statement above, the researcher conclude that mistake is occur

when a learner in learning writing or speaking they less of attention, exhausted,

carelessness or some aspect of performance.

.4.2. Sources of Error

According to Brown (2007:263-266), they are some several sources of error

that may influence in second language leearning the sources is: interlingual transfer,

intralingual transfer, context of learning and communicating strategies.

1) Interlingual transfer
 26

According to Brown (2007:263) the beginning stages of a second language

are characterized by a good deal of interlangual transfer from the native language.

Moreover, the interlingual error are errors which are caused by interference from

the native language they learn. It means that the errors made by language learner

are influences by their first language.

To identify the error, it can be compare to the target language. Here the

students directly pronunce their mother tongue into second language because they

didn’t know the correct form of the sentence. The instance for the interlingual

transfer is at pronuncing the word ‘group’ /gru:p/. Mostly, learners pronunce it

as /grʊp/, due to probable spelling inference of ‘group’ /gru:p/ in Bahasa Indonesia

that hasn’t long vowel on its sound system.

2) Intralingual transfer

It is sometimes not easy to categories error sources into interlingual or

intralingual. It can be logically throught of and understand that errors may be

category as either interlingual or intralingual errors. Intralingual errors reflect the

general characteristics of rule learning such as faulty generalization, incomplate

application of rule and failure to learn conditions under which rules apply

(Richards 1974:6). The instance of the intralingual transfer is at pronuncing the

word like ‘prefer’ /prɪfɜ:/ and ‘transfer’ /trænsfɜ:/ are pronunced /prɪfə/ and

/trænsfə/ by generalizing the spelling combination ‘er’ in word such as ‘learner’

/lɜ:nə/ or ‘bigger’ /bɪgə/.

 27

3) Context of learning

Context learning refers to the social situation, in the case of untutor second

language learning, or the classroom with its teacher and its material, in the case of

school learning (Brown, 2007:266). In the classroom context, frequently a teacher

or textbook can lead the learner to make errors because of misleading explanation

from the teacher or faulty presentation or drill of words in a textbook. In social

context, untutor language acquisition can bring about certain dialect acquisition,

which may become a source of error.

4) Communication strategies

According to Brown (2007:266) communication strategy is the conscious

employment of verbal or nonverbal mechanism for the productive communication

of information. As anyone who has try to communicate, learners frequently

experience problem in saying what they want to say because of their inadequate

knowledge. In order to overcome these problems they resort to various kinds of

communication strategies.

.4.3. Types of Error

To classifying the error, the surface strategy taxonomy highlights the ways

surface structure are altered (Dulay, Burt, Karshen 1982:150 cited in Fauziati,

2000:144). This taxonomy classified into four types: omission, addition,

misformation, and misordering.

a) Omissions
 28

Are identified by the absence of an item that must appear in well-form

utterance. For example, the word ‘test’ [test] is pronunce as [tes].

Table 6
No Words Pronunce as
1 Back bæk
2 Listen lisen
3 List lis
4 Count coʊn
5 Felt fel
6 Whom hu:m

b) Addition

Is characterized by the presence of one or more elements that are not need.

For example, the word ‘car’ [ka:] is pronunce as [kΛr].

Table 7
No Words Pronunce as
1 flamingo fləmigəu
2 wind waind
3 bilateral bailætərəl
4 bladder blædər
5 convex konveks
6 dire daier

c) Misformation
Is characterized by the use the wrong form of elements in a phrase or a

sentence. For example is when the learner pronunce the word ‘thin’ [θin] as [tin].

Table 8
No Words Pronunce as
1 thank tank
2 father fader
3 mother mader
4 mind main
5 them dem
 29

6 mercy mersi

d) Misordering

Is characterized by the incorrect placement or order of one more language

elements in a phrase or a sentence. For example, the word ‘ask’ [a:sk] is pronunce

as [a:ks].

Table 9
No Words Pronunce as
1 manage meneij
2 life laif
3 stack stag
4 paint pain
5 pink ping
6 niece nice

.5. The Consept of Error Analysis

In language learning, learner will always produce error whether in spoken or

written language. It is due to mother tongue, intralingual, context of learning, or

other factors ( Brown, 2007:263). The study of error is commonly called error

analysis. Error analysis is a technique for identifying, classifying, and systematically

interpreting the unacceptable forms produced by someone in learning a foreign

language, using any of the principles and procedures provide by linguistics

(Crystal,1985:112). A theoretical function of error analysis is the investigation of the

language learning process. Within mentalist or cognitivist theories of language

acquisition the rationale for studying error is based on the systematic nature of

language learning.
 30

Furthermore, Sunardi Hasyim (2002:42) stated that “error analysis is

advantageous for both learners and teachers. For learners, error analysis is needed to

show them in what aspect in grammar which is difficult for them, where as for

teachers, it is required to evaluate themselves whether they are successful or not in

teaching English”.

In error analysis the language a learner produces is compared with the target

language and the error analyze. Discussing theoretical error analysis as part of apply

linguistics. There are five steps in the process of error analysis: collection of a

sample of learner language; identification of errors; description of errors;

explanation of errors; evaluating errors. While Brown (2007:260-263) suggestes

two steps in the process of error analysis, they are the identification and the

description error. In carrying out the task of performence analysis, the researchers

are called upon to conclude order and logic in this unstable and variable system.

.6. Related Previous Study

One relevant study that discussed similar topic is the following :

First, Dedi kurniawan (2016) wrote a research entitled “The error analysis of

the pronunciation of dental fricatives consonants / θ /, / ð / by the students of

English Education Study Program Faculty of Teacher Training and Education

Sriwijaya University”, the writer concludes: (1) there was a tendency that the

voiced and voiceless dental fricative are substitute with voiced and voiceless

alveolar fricative, (2) variability of error took place in this study, not only /t/ and
 31

/d/ were produce when pronuncing /θ/ and /ð/, but also /s/, /d/, (3) voiced dental

fricative at coda position is the most mark aspect in this study, and (4) there is a

tendency that the longer the length of study, the better the pronunciation of this

two sounds.

The second research is done by Fakhri Fauzi (2014) wrote a research entitled

“ Error Analysis of Sundanese English Pronunciation on Fricatives Sound”, his

research focuses on the labiodental fricatives only. The researcher involves

Sundanese students as his respondents. The research finds that Sundanese students

of English Letters Department made some errors on their pronunciation. Error of

omission and error of addition are found on the vowels and consonant sound

except the fricatives sound. While error of selection, is occurred both on the

fricatives sound and the rest of sound. The researcher also finds that

overgeneralization is one of the reasons why the Sundanese student made errors on

their pronunciation.

Wahyuni Wulandary Mulyadi et al. (2018) wrote a research entitled “An

analysis of Pattani’s students pronunciation in pronouncing English fricative

consonants at UIN Lampung” the writer concludes: (a) the common error occurs

in voiced dental fricative [ð], (b) local error is higher than global error, it is

indicates that the subjects made errors in pronouncing English words without make

miscommunication, (c) error in pronouncing English fricative consonants made by

Pattani’s students causes by interlingual and intralingual transfer; interlingual

 32

transfer plays as a source of error because some English fricative sounds do not

exist in the Malay Pattani; the lack of knowledge by the subjects also means the

source of errors because the subjects have problem in learning second language

thus, error happen.

Based on those three articles, there are similar variable of the research.

Fricatives consonants are variable to be analyzed. There were also some

differences. First, from Budi’s article he focused on voiceless dental fricative was

substituted by voiceless alveolar fricative and voiced dental fricative by voiced

alveolar fricative, he also focus on variability of error took place in his study,

position of the words and length of study the student’s, but the researcher focused

on what is type of error in pronuncing dental fricatives consonants. The second

differences were from Fakhri’s article, he focused on students who have

Sundanese cultural background to know their accuracy in pronouncing fricatives,

he also focused on labiodental fricatives, but the researcher selects the respondents

randomly without considering their cultural background. The third differences

were from Wahyuni’s article, she focused on pattani’s student’s to know their

accuracy and knowledge in pronouncing fricatives, but the researcher selects the

respondents randomly without considering their nationality and knowledge.

 CHAPTER III

METHODOLOGY OF RESEARCH

In this chapter, the researcher would like to present : (1)Method of the

Research, (2)Object of the Research, (3)Source of the Data, (4)Technique of

Collecting Data, (5)Validity and Reliability of the Data, and (5) Technique for

Analyzing the Data.

.1. Method of the Research

Research method is the way that used by writer in collecting data with specific

purpose in the research (Sugiyono, 2010:3). In this research, the researcher used

descriptive qualitative method to conduct this research. Moreover, it is qualitative

research. According to Moleong (2002:3), qualitative research is a research which

yields the descriptive data in the form of written or oral words from observing the

sample. Moreover, Arikunto (2010: 244) states that the final conclusion of

descriptive study should be in words or sentences, not in a number. In describing

students‟ ability and common errors in translating grammatical equivalence,

researcher utilized qualitative research in which the researcher collected the data,

analyzed them and drew conclusion by making statistical form.

.2. Object of the Research

Dealing with the research, the researcher attempts to present object of the

research. The object of the reaearch is the second semester students of English

32
 34

Education Study Program of STKIP Nurul Huda Sukaraja in analysis of

pronunciation dental fricatives consonant [θ] and [ð].

.3. Source of the Data

Data are also the information or material which is use in some research and is

taken from the data source. In this research, the data is obtain from pronunciation

test by giving oral test. The test were conducted on second semester student’s of

English Education Study Program of STKIP Nurul Huda Sukaraja.

.4. Technique for Collecting the Data

In collecting the data, the researcher used pronunciation test. The test is used

because it is consider as most reliable way to get information where the error occurs

and the type of error. The students asked to read a world list. The students’ reading

out loud a list of words and a passage containing target sounds /ð/ and /θ/. The

pronunciation test were 30 words list consisting dental fricatives consosnants. And

the test conduct for 80 minutes. Each consonant occurr at all three positions, that is

onset, middle and coda. Then, the test recorded into audiotapes.

.5. Valdity and Reliability of the Data

.5.1.Validity

Validity refers to extend to which the results of the procedure serve the uses

for which they are intend (Hatch and Farhady, 2002:250-251). In this research, the

researcher used content validity. Content validity is the extend to which a test

measures a representative sample of the subject matter content. Content validity is

 35

concern with what goes into the test. Thus, the degree of content validity in a

classroom test relates to how well the test measure the subject matter content study

and the behaviors which the test tasks require. To make the instrument have

content validity, the researcher sets a test spesification item.

Table 10
Pronunciation Spesification Test
No Objective Material Indicator Number Type
test of item of test
1. To know Dental The students are 30 Pronun
the ability fricatives able to say ciation
of students’ consonant [θ] words with test
pronunciati and [ð] good, based on (oral
on four aspects test).
namely:
accuracy,
fluency,
intonation, and
stressing.

Total 30

.5.2. Reliability

Reliability shows that an instrument can be believe enough to be use as

instrument to collect the data. The reliability is use to know whether the instrument

measures specific characters consistently in certain time or not. Arikunto

(1996:83), says reliable measurement is one that provides consistent and stable

indication of the characteristics being investigated. In this research, the researcher

use spearman rank correlation coefficient to find out the reliability of the test using

SPSS 20. The steps to conduct the relaibility as follows :

 36

a. Prepare the data in the worksheet of SPSS 20.

b. Click variable view.

c. Put R1(Rater 1) and R2(Rater 2), after that click data view.

d. Put the score from R1 and R2.

e. Click Analyze, Correlation, Bivariate Correlation, put variable R1 and R2.

f. In Correlation Coefficient, unchecklist in Pearson, checklist on Spearman

Rho.

g. And for Test of Significance coloumn choose two tailed and checklist on flag

significant correlations.

h. And the last ias OK.

Table 11
Criteria of Correlation Coefficient Interpretation
Interval of Coefficient Grade of Correlation
0.00 – 0.199 Very low
0.20 – 0.399 Low
0.40 – 0.599 Medium
0.60 – 0.799 High
0.80 – 1.000 Very High
(Sugiyono: 2008:257)

Fraenkel and Wallen (2006:161) asumed that the reliability should be at

least 0.70 and preferably higher. From the calculation of students’ try out result at

second semester on faculty of teacher training and education in Baturaja

University, reliability index was 0.77 (see Appendix). So, the calculation of try out

was high grade of correlation. It mean that the prounciation test was reliable and

consistent.
 37

.6. Technique for Analyzing the Data

According to Sugiyono (2009:244), data analysis is a process of finding and

arranging systematically the data found from interviews, field notes, documentation

and test. Data analysis is the most important thing to do in a research. In doing

analysis the researcher used procedures as follows:

1. Coding

Based on Hasan (2004: 24), coding is making codes of each data in the same

category. It means that coding is used to change the identity of the respondents into

symbols either in letter or in number. It is necessary to organize the data and to

make them easier to be analyzed. The researcher transcribed the students’ name into

phonetic transcription ‘R’ ( students’ serial number ). The students’ mistakes in

pronuncing dental fricatives could be identified after listening to the students’

pronunciation from the recorded data several times.

2. Identification

Identification was conducted to determine mispronunciation of English dental

fricatives. Through this step, the researcher listened to the recording of

pronunciation test and transcribed it into written form. Then, the researcher could

determine the correct and wrong pronunciation of students.

3. Classification

Classifying performed to classify the classes of fricatives consonants.

Moreover, the researcher could find the deviation of each kind made by the second
 38

semester students of English Education Study Program of STKIP Nurul Huda

Sukaraja in pronouncing dental fricatives.

4. Tabulating

It is an activity of summarizing all the data which are put into a table. It can be

done only when the coding, the identification and the classification of data is

finished. The researcher used the criterion based on Tinambunan’s criterion as cited

by Tartiasih (2003: 34) in order to know how the students pronounce the English

dental fricatives.

Table 12
Percentage of Respondents Fricative Abilities of Pronunciation Test by
Tinambuan (2003,p.34)

Number of Error in Percentage Level of ability

0-25% Excellent
26 – 50% Good
51 – 75% Fair
76 – 100% Poor

After categorizing students’ level of ability, the researcher put each of deviation

of sounds in form of table such as (Words, Position, Standart Pronunciation,

Students‟ Actual Pronunciation, Deviation, Number of Errors).

5. Describing

After the fouth step, the researcher conducted the next step, which is the

description of the result of the data analysis. In this step, the researcher described the

data presented.
 CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the researcher discusses about findings and discussion of the

research. The researcher presents and discusses about an analysis of students’ error

in pronuncing dental fricative consonants ([θ],[ð]) of the second semester students

of STKIP Nurul Huda Sukaraja.

4.1. Findings

4.1.1. The Result of the Sudents’ Score of Pronunciation Dental Fricative

Consonants

In findings, the researcher presents the data analysis that found in the

recording sound of pronunciation of test dental fricatives consonants taken from

the second semester students of English education study program of STKIP Nurul

Huda Sukaraja. After listened the recording of pronunciation test, in this research

the researcher used 30 word list that consisting dental fricative consonants. The

table below presented the result of test scoring from 20 respondents.

After giving the pronunciation test to the respondents, the researcher showed

the result of scoring of the pronunciation test of dental fricative consonants in the

table below :

Table 13

38
 40

The students’ score of pronunciation dental fricative consonants

Respondents’ Number of Score Average Level

Number Words
Rater 1 Rater 2

R01 30 50 55 52,5 Good

R02 30 45 40 42,5 Fair

R03 30 65 55 60 Good

R04 30 50 50 50 Good

R05 30 60 65 62,5 Good

R06 30 55 55 55 Good

R07 30 60 60 60 Good

R08 30 55 55 55 Good

R09 30 65 65 65 Good

R10 30 60 60 60 Good

R11 30 55 65 60 Good

R12 30 65 45 55 Good

R13 30 70 60 65 Good

R14 30 50 65 57,5 Good

R15 30 70 65 67,5 Good

R16 30 45 60 52,5 Good

R17 30 60 55 57,5 Good

R18 30 50 60 55 Good

R19 30 60 50 55 Good
 41

R20 30 65 65 65 Good

∑1152,5

Based on the table above, it found that the level of the pronunciation test of

dental fricatives consonants, the researcher concluded that there was no respondents

were included in excellent level. Furthermore, for the frequency distribution of the

pronunciation test scores on students’ pronuncing skill was displayed on the table

below :

Table 14
Frequency Distribution of the Pronunciation Test Scores on Students
Pronuncing Skill

No Score Interval Level Percentage

Frequency %

1 76 – 100 Excellent 0 0%

2 51 – 75 Good 19 95%

3 26 – 50 Fair 1 5%

4 0 – 25 Poor 0 0%

TOTAL 20 100%
 42

¿= 67,5

¿= 42,5

× = 57,63

Med = 57,50

Mo = 55

N = 20

Based on the table 14, it can be assumed that there is no respondent included in

excellent level. And there are 19 respondents or 95% from 20 respondents were

included in good level. Meanwhile, there is one respondent or 5% from 20

respondent included in fair level. And there is no respondent included in poor level.

.1.2. Type of Error Found in the Pronunciation Dental Fricative Consonants

In this research, the researcher found 550 errors in pronuncing English dental

fricative consonants performed by 20 participants. The result shows the

respondents performed addition, misformation, misordering and omission in their

pronunciation. Table below shows dental fricatives consonants cases which are

substance :

Table 15
Students’ Error in Pronuncing Dental Frictative Consonants [θ] and [ð]

No Words Lette Standard Students’ Error Error

 43

r Phonetics Occurence
Transcription

A. Addition

1. Thwart r [θwɔːt] [ θwəːrt ] 14 times

2 Cloth u: [klɒθ] [ klɒu:θ ] 10 times

3 Birth r [bɜːθ] [ bɜːrθ ] 13 times

4 Worthiness ɔː [ wɜːðinəs ] [wortinəs] 15 times

5 Thermos r [ θɜːməs ] [ tɜːr məs ] 10 times

Total: 62 times

B. Missformation

1. Thank t [ θæŋk ] [ tæŋk ] 4 times

[ tank ] 10 times

z [ zænk ] 1 times

2. Thin [ θɪn ] [ tɪn ] 13 times

3. Theft t [ θeft ] [ teft ] 10 times

[ deft ] 2 times

4. Thwart [ θwɔːt ] [ two:t ] 3 times

[ twəːrt ] 14 times

5. Something [ `sʌmθɪŋ ] [`sʌmtɪŋ ] 11 times

6. Mathematics t [mæθə’mætɪk] [mætə’mætɪks] 15 times

7. Method t [ `meθəd ] [`metod ] 12 times

8. Pathology [ pə`θɒləʤi ] [ patɒləʤi ] 10 times

9. Length [ leŋθ ] [ leŋt ] 5 times
 44

10. Breath [ breθ ] [ bret ] 3 times

d [ bred ] 10 times

11. Cloth t [ klɒθ ] [ klɒt ] 13 times

12. Birth [ bɜːθ ] [ bɜːt ] 4 times

[ bɜːd ] 10 times

13. Than d [ ðən ] [ dən ] 15 times

14. That [ ðæt ] [ dæt ] 15 times

15. There [ ðeə(r) ] [ dər ] 14 times

16. Them [ ðəm ] [ dəm ] 11 times

17. Brother [ `brʌðə(r) ] [ `brʌdə(r) ] 13 times

θ [ `brʌθə(r) ] 2 times

18. Either d [ `aɪðə(r) ] [ `eɪdə(r) ] 12 times

θ [ `aɪθə(r) ] 4 times

19. Father d [ `fɑːðə(r) ] ` [ `fɑːdə(r) ] 14 times

θ [ `fɑːθə(r) ] 3 times

20. Rather d [ rɑːðə(r) ] [ `rɑːdə(r) ] 5 times

θ [ `rɑːθə(r) ] 11 times

21. Worthiness t [ wɜːðinəs ] [ wɜːrtɪnes ] 10 times

d [ wɜːdɪnes ] 7 times

22. Bequeath t [ bɪ`kwi:ð ] [ bɪ`kwi:t ] 13 times

θ [bɪ`kwi:θ] 5 times

23. Smooth t [ smu:ð ] [ smu:t ] 12 times

 45

θ [ smu:θ ] 6 times

24. Lithe d [ laɪð ] [ laɪd ] 4 times

θ [ lɪθ ] 14 times

25. Sheathe d [ ʃi:ð ] [ ʃi:d ] 3 times

θ [ ʃi:θ ] 15 times

26. Thread t [ θred ] [ tred ] 15 times

27. Thought t [ θɔːt ] [ tɔːt ] 4 times

[ tɔːug ] 12 times

28. Lathe θ [ leɪð ] [ leɪθ ] 18 times

29. With d [ wɪð ] [ wɪd ] 5 times

t [ wɪt ] 10 times

30. Thermos t [ θɜːməs ] [ tɜːməs ] 3 times

[ tɜːr məs ] 10 times

Total: 435 times

C. Omission

1. Theft t [ θeft ] [ θef ] 2 times

2. Length θ [ leŋθ ] [ leŋ ] 9 times

3. Lithe a [ laɪð ] [ lɪθ ] 14 times

Total: 25 times

D. Misordering
 46

1. Method ɔ [ `meθəd ] [`metɔd ] 12 times

2. Either eɪ [ `aɪðə(r) ] [`eɪðə(r) ] 4 times

3. Thought u& [ θɔːt ] [ tɔːug ] 12 times

g

Total: 28 times

Based on the table 15, it showed that misformation is the most frequent errors

were made by the students’. It is the highest number which 435 errors out of 550

errors or 80% of the percentage. Then, omission error which 25 errors out of 550

errors or 4%. Addition error which 62 errors out of 550 errors or 11%. And the last

kind of error is misordering. The errors is 28 errors out of 550 errors or 5% of the

percentage. From the total of errors occur above, the most of errors occured on letter

[θ] with a high percentage that is 60%, followed by less percentage of errors in letter

[ð] that is 40%.

4.1. Discussion

In analyzing of the students’pronunciation test, the researcher found that the

level of students’ ability in pronunciation English dental fricatives consonants.

Moreover, there is no one respondent included in excellent level. And there are 19

respondents or 95% from 20 respondents were included in good level. In addition,

there is one respondent or 5% from 20 respondent included in fair level and there is

no respondent is included in poor level. From the result of pronunciation test, it can
 47

be concluded that most of the students’ have a good pronunciation, especially in

pronuncing English dental fricative consonants [θ] and [ð].

In addition, the types of pronunciation errors found in the students’

pronuncing of dental fricative consonants. The types were classified based on the

division proposed by Dulay. Those four types are: misformation,omission, addition,

and misordering.

a. Misformation

Misformation is a type of errors which are characterized by the replacement of

an item (Crystal, 1985:295). A performace which the performer use the wrong

form of pronunciation by replace the dental fricatives consonants sound into

another consonants sound. As confirmed before, the students’ perform

misformations in most of error cases. The misformation occurence 80% as the total

error or 435 errors. The finding shows that most of the dental fricative consonants

error are generalized by the students’. The consonants [θ] and [ð] are generalized

misformation to consonants [ t ] and [ d ]. Such in word ‘thin’ [ θɪn ], ‘theft’ [

θeft ] and ‘thank’ [ θæŋk ], they pronunced the word as [ tin ], [ teft ] and [ tank ].

It happened because These two sounds, [ð] and [θ] can be found three places in

English words, for instance, they can appear in word onset, middle and coda

positions, but they do not in Bahasa Indonesia because they are not known and

exerted in the phonological sound of Bahasa Indonesia. As a result, it is very

difficult for the respondents to pronunce English words having either [θ] or [ð].

The respondents are inclined to pronunce them as [t] and [d]. From the analyzing
 48

of the students’ pronunciation test, it was found that this type of errors had many

distributions (2 features of pronunciation error) there are voice sound (consonant)

and unvoiced sound (consonant). And that distribution was made this

misformation errors seemed to be much. It then, could be concluded that actually

each type of error play significant role to the whole total of errors.

b. Addition

Addition is a type of errors which are characterized by the presence of an item,

which should otherwise not appear in wellformed utterance (Fauziati, 2000:146).

In this context, one or more extra sounds are added or to a word. Total of this error

is 62 errors or 11% out of the total error. The addition mostly affected by previous

language of the students’. The language system that recongnize spelling to sound

and denying one or more vowel in a time, are put them difficulty to pronunce.

They seem to insert assist consonant to help them to pronunce. For example the

addition of [ r ] in the word ‘Thwart’ [ θwɔːt ] and as instead they pronunced it as

[ θwəːrt ]. As well as, in the word ‘Birth’ [ bɜːθ ] most students pronunced as

[ bɜːrθ ] this is cases where all of them try to do one – to – one spelling.

Sometimes it creates an additional sound, as in word ‘Cloth’ [klɒθ]. The vowel [

u: ] is used to add by the students’. Therefore, they pronunced it as [ klɒu:θ ]. The

features of pronunciation error was found in the students pronunciation, there are

voice sound (consonant) and long vowel. If it was seen separately, each feature of

this error was categorized into mayority because the number of occurrence of each

aspect was pretty much.

 49

c. Misordering

Misordering is characterized by the incorrect placement or order of one more

language elements in a phrase or a sentence. Total of this error is 28 errors or 5%

out of the total error. For example, they put vowel [ ɔ ] and replace vowel [ ə ] in

word ‘method’ [`meθəd ] pronunced as [`metɔd ]. As well as, in the word ‘either’

[ `aɪðə(r) ]. They replace dipthong [ aɪ ] with dipthong [ eɪ ] and pronunced as

[`eɪðə(r)]. It same with word ‘thought’ [ θɔːt ] they put vowel [ u ] and replaced

consonant [ t ] with consonant [ g ]. And pronunced as [ tɔːug ]. It happened

because the students directly pronunce their mother tongue into second language,

and they also didn’t know the correct form of the sentence. The findings also

showed that there are some of pronunciation aspects was found in this type of

error, there are short vowel, dipthong and voiced consonant.

d. Omission

Omission is a type of errors which are characterized by the absence of an item

that must appear in well-formed utterance (Fauziati, 2000:151). Certain sounds are

not produce – entire syllable or classes of sounds may be deleted. The omission

occurence 25 errors or 4% from the total of error. For example, the students’ seem

to omit letter / t /, / θ / and / a / in word ‘theft’ / θeft /, ‘length’ / leŋθ / and ‘lithe’ /

laɪð /. Therefore, they pronunced the word as / θef /, / leŋ / and / lɪθ /. It happened

bacause the students’ were still lack of knowledge about how the words must be

pronunced in correct form. The pronunciation aspects also found in this error, there
 50

are omission of single vowel and unvoiced consonant sound. The findings also

showed that omission of single vowel had been the biggest contributor in making

the error of omission which were then ranked first. Followed by the least omission

of consonant sound was occured in this type of error.

Based on the discussions above, it can be concluded that the level of students’

ability in pronunciation English dental fricatives consonants was categorized into

good level based on the number of error in percentage ( see table 12 ). And there is

a types of error were found in this research, there are misformation, addition,

omission and misordering. All of the types of error was causing by some factors,

those factors are interlingual transfer, intralingual transfer, language system and

students knowledge about pronunciation.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter the researcher would presented those points: (1) Conclusions,

and (2) Suggestions that related to the previous chapter.

5.1 Conclusions

Based on the findings of the pronunciation test score in pronuncing dental

fricatives consonants, the researcher found the level of students’ ability in

pronuncing English dental fricatives consonants. The result showed that there is no

respondent included in excellent level. And there are 19 respondents or 95% from

20 respondents were included in good level. Meanwhile, there is one respondent or

5% from 20 respondent included in fair level. And there is no respondent included in

poor level.

From the result of pronunciation test, it can be concluded that most of the

students’ have a good pronunciation, especially in pronuncing English dental

fricative consonants [θ] and [ð]. In addition, this research also shows that the second

semester students of English education study program of SKTIP Nurul Huda

Sukaraja made various types of error which they had made in pronuncing dental

fricatives consonants. Those types are misformation with the frequent errors were

made by the students’ is 435 errors out of 550 errors or 80% of the percentage.

Then, omission error which 25 errors out of 550 errors or 4%. Addition error which

47
 52

62 errors out of 550 errors or 11%. And the last kind of error is misordering. The

errors is 28 errors out of 550 errors or 5% of the percentage.

5.2 Suggestions

After the research draw a conclusion, this research proposes the suggestion as

follows:

5.2.1. For the Students

a) The student should be practice pronunciation more often in students daily

activities and hopefully, the students were able to develop and modify the

materials through their own experiences.

b) The student need to be more active in learning pronunciation. They had to be

active in every opportunity that required them to pronounce in English, it made

them more fluent in pronunciation and improve their self-confidence.

.2.2. For the English Lecture and Teacher

a) The lecture and teacher should be able to improve their student’s knowlegde

about pronunciation, not only by giving a lot of theories but also by giving a

lot of exercise both in pronunciation.

b) The lecture and teacher should give the students opportunities to be an actives

student in pronunciation class.

c) The lecture and teacher should be use the scoring in pronunciation when

calculation the students’ score.

 53

.2.3. For the Other Researcher

For the other researcher, this thesis can be used as a previous related study and

short display for her/him who interested to conduct research about

pronunciation.
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