An Analysis of Students’ Pronunciation Errors

Maiza, Masfa

doi:10.38114/joeel.v1i1.27

Cited by 10 publications

(13 citation statements)

References 2 publications

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“…They also get difficulties in pronouncing the consonant /tʃ/ like in word culture as that should be pronounced as /ˈkʌl.tʃə r/, but they pronounce it as /kultur/. These errors are in line with the findings of the researches conducted by Frijuniarsi (2018), Simarmata &Pardede (2018), andMaiza, (2020). Besides, many researchers have studied the effectiveness of vlogs to improve students' speaking skills (Valimbo & Hartati, 2018;Lestari, 2019;Asyiah, 2019;Putri & Sari, 2020;Weganofa & Khoiro, 2021;and Nurviyani & Rahayu, 2018).…”

Section: Introductionsupporting

confidence: 58%

Pronunciation Errors in Students’ Vlog Projects

Martanti¹

2022

acit.j.teach.educ.

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This research explored the pronunciation errors produced by the students in their vlog projects and the linguistics factors that contributed to their errors. This study employed a descriptive qualitative method. The data were collected from the vlogs made by the students which were uploaded on Youtube channels. The participants were 30 students of the Air Transport Management study program in STTKD Yogyakarta. The data collection technique was done by observation and documentation. The data were analyzed by applying qualitative data analysis. The data were classified using the theory from Bonaventura, Herron, and Menzel (2000). The results showed that there were 67 pronunciation errors existed in the vlog projects. The mispronunciations could be categorized into three types of errors, namely: the problems of non-native sounds as many as 34%, the carry-over of pronunciation regularities from the mother tongue as many as 45%, and the over-generalization of target language (L2) regularities as many as 21%. It is expected that the findings can help students diagnose their errors and mistakes in English pronunciation and later can motivate them to improve their English proficiencies. Besides, it can help the teachers develop strategies to minimize students’ errors in pronunciation.

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Section: Introductionsupporting

confidence: 58%

Pronunciation Errors in Students’ Vlog Projects

Martanti¹

2022

acit.j.teach.educ.

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“…Let's start with the first error in the minimum pair above: changing the palato-alveolar consonant /ʤ/ to the velar consonant /g/. Because of the similarity between the consonants, it makes sense if the pronunciation of the consonant /ʤ/ is turning into the consonant /g/ because the students were confused about how to place the tongue clearly and, of course, the English language knowledge limitation, particularly in this consonant (Maiza, 2020). The second error in this basic pair, which is already becoming the most prevalent, is changing the voiced palate-alveolar consonant /ʤ/ to one of the consonants in Indonesian, which is the consonant /j/.…”

Section: Resultsmentioning

confidence: 99%

Interlingual Errors in Indonesian EFL learners' Pronunciation: From Minimal Pairs to Speaking Ability

Sayogie

Adbaka²

2022

Elsya

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The majority of previous research observed phonemes produced individually to examine errors. As a result, based on the concept of minimum pairings, this study offered a novel way of assessing interlingual errors based on the concept of minimal pairings. This study examines the interlingual errors in consonant minimal pairs to see the correlation between the errors and the speaking ability that happened to high school students. There are several consonants which are being used such as /v/, /θ̠/, /ð̠/, /ʃ/, /t̠ʃ/, /ʤ/, /f/, /t/, /d/, /z/, and /s/ as indicators to find the interlingual errors. This study is descriptive qualitative research that examines the interlingual errors produced by high school students when utilizing English minimal pairs of consonants. All of the consonants acted as the test tool for the 19 selected students in the form of 10 minimal pairs. The research found that students did have difficulties when they were pronouncing the consonant minimal pairs such as /d/ & /ð/, /f/ & /v/, and /ʃ/ & /t̠ʃ/. Thus, the difficulties that occurred in the students’ pronunciation also generate speaking ability between students based on the interlingual errors. The findings showed that high school students mostly struggled with their pronunciation when uttering consonants that do not exist in the Indonesian language. In conclusion, interlingual errors play an important role as a method in teaching a foreign language to see the consonant errors happen in high school students when pronouncing the English language.

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“…It is the ability to recognize the smallest part of the sound, which is called phonemes. It is also the ability to distinguish the differences between graphemes (letters) and phonemes (sounds) (Maiza, 2020). The key to phonemic awareness is understanding the symbolic nature of writing and its relationship in written and oral language (Hassan, 2014).…”

Section: Phonemic Awarenessmentioning

confidence: 99%

/a?/ Recognition: Maximizing English Sounds and Spelling Exercises in Pronunciation Class

El-Sulukiyyah

Istiqomah

2021

edulangue

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Pronunciation is an essential part of language learning. We need to possess intelligible pronunciation to communicate effectively. The study of pronunciation sometimes becomes fatigued and challenging for teachers. They should not employ a repeat after me technique but include senses, sights, or even move to teach pronunciation. Sounds and spelling exercises could be helpful for effective pronunciation practice because they relate to phonemic awareness or sound recognition. This descriptive qualitative research used sounds and spelling exercises in pronunciation practices involving 42 students, focusing on/a?/ recognition at an Indonesian English Education Study Program. Students were given the exercises of sounds and spelling and then observed the progress of pronunciation ability. The results showed that this exercise could help students remedy their pronunciation, especially in /a?/ sounds. The significant improvement indicated the effectiveness of the practice because it is related to phonemic awareness, which allowed them to distinguish the sounds and the letters. As students knew and could predict the sounds in the written words, they precisely corrected their pronunciation, especially in words consisting of /a?/ sounds.

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An Analysis of Students’ Pronunciation Errors

Cited by 10 publications

References 2 publications

Pronunciation Errors in Students’ Vlog Projects

Pronunciation Errors in Students’ Vlog Projects

Interlingual Errors in Indonesian EFL learners' Pronunciation: From Minimal Pairs to Speaking Ability

/a?/ Recognition: Maximizing English Sounds and Spelling Exercises in Pronunciation Class

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