The Students’ Mastery in Subordinating Conjunction

Hasibuan, Risdayanti; Lubis, Fitriadi

doi:10.24952/ee.v9i01.4105

Cited by 2 publications

(4 citation statements)

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“…Remarkably, just a few students had trouble pronouncing the word Thereafter correctly. The findings of Enxhi et al (2012) and Situmeang and Lubis (2020), which revealed that the substitution of /t/ and /d/ is expected from speakers who use Malay and Mandarin as their first languages, respectively, confirm the aforementioned result. They added that one of the causes of this issue is that students find it difficult to make these unfamiliar sounds using their own speech organs.…”

Section: Multi-syllabic Wordssupporting

confidence: 75%

“…In other words, students will probably speak these terms the same way they are written. Situmeang and Lubis (2020), who also found that certain study participants have trouble differentiating between English phonetic features and their distribution, support this finding. Students only mispronounce the sound /z/ in the final position (Size) and the anti-penultimate position while producing the sound (Hospitalization).…”

Section: Multi-syllabic Wordsmentioning

confidence: 56%

“…Yet when this sound is represented by the letters "sh, c, t, ss, s, ch" in English words, a problem arises. The students changed the sound /ʃ/ to /s/ because it has no bearing on the meaning of the phrases in their native language of Indonesian (Situmeang & Lubis, 2020).…”

Section: Multi-syllabic Wordsmentioning

confidence: 99%

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The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship

Tri Angkarini

2023

JET

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This study aims to identify the pronunciation issues with English fricatives that undergraduate students encounter as a result of the intricate link between the English letter and sound. The purpose of this study is to gather comprehensive data regarding students' pronunciation difficulties in terms of the degree of difficulty associated with each English fricative sound, as well as the types of words in which they occur (monosyllabic words, disyllabic words, and multisyllabic words). In order to explain the English sounds that were contributing to the students' pronunciation issues, a descriptive qualitative method was adopted in this study. The information was gathered by recording students speaking 48 words with English fricatives. The results showed that sound /θ/ accounts for 93,9% of the challenges, followed by sound /v/ at 81,8% and sound /ð/ at 60,6%. The main cause of the students' difficulties is the irregularity of the letter-sound relationship and this can be prevented by altering the teaching strategy and making use of listening practice.

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Section: Multi-syllabic Wordssupporting

confidence: 75%

Section: Multi-syllabic Wordsmentioning

confidence: 56%

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The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship

Tri Angkarini

2023

JET

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“…They utilized PRAAT in his research to evaluate the acoustic characteristics of post-alveolar fricatives in children with speech difficulties. Subsequent studies by Adhani et al (2021), Situmeang &Lubis (2020), andEldika &Zainil (2022) examined the significant challenges students faced in pronouncing English fricatives, attributing the difficulties to factors such as a lack of knowledge of the proper pronunciation of consonant fricatives. A study conducted by Putra (2019) also explores the examination of students' pronunciation issues in plosive and fricative consonants.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University

Pratama,

Sada,

Ikhsanudin

2024

jees

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The objective of this research is to describe the percentage of post-alveolar fricative sound pronunciation acceptability among the English Language Education students in their sixth semester at the University of Tanjungpura. The scope of the study would be limited to the comparison of the first and second formants of the participants with those of the native speaker, whose formants were evaluated utilising the PRAAT software. The data was gathered from a pronunciation performance test that was conducted via an audio recording procedure. The study involved a total of 15 participants who were categorised into three distinct ethnic groups, including Indonesian Tionghoa, Dayak, and Malay. Each participant pronouncing a set of 20 words, consisting of both voiceless and voiced post-alveolar fricatives. According to the findings of the study, 1) the percentage of voiceless post-alveolar fricative sounds that were considered ‘Acceptable’ was 40.5%, whereas the percentage of those that were considered ‘Not Acceptable’ was 59.5%., 2) the percentage of ‘Acceptable’ pronunciation of voiced post-alveolar fricative sounds was 42%, while the percentage of those that were ‘Not Acceptable’ was 58%. The inference that can be drawn is that students encounter challenges when attempting to articulate post-alveolar fricative sounds.

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The Students’ Mastery in Subordinating Conjunction

Cited by 2 publications

References 1 publication

The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship

The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship

The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University

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