AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH VOWEL AT THE

EIGHTH GRADE STUDENT OF SMP NEGERI 2 KLANGENAN

KAB. CIREBON

A PAPER

Submitted to the Department of English Faculty of Teaching and Educational Sciences

University of Swadaya Gunung Jati in Partial Fulfillment of the Requirements for

Sarjana Pendidikan (S1) Degree

by

ELVERA MAYASARI

NPM 109060090

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHING AND EDUCATIONAL SCIENCES

UNIVERSITY OF SWADAYA GUNUNG JATI

CIREBON

2013

APPROVAL

AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH VOWEL AT THE

EIGHTH GRADE STUDENT OF SMP NEGERI 2 KLANGENAN KAB. CIREBON

By:

ElveraMayasari

NPM: 109060090

Approved by:

SUPERVISOR I,

Herlina, M. Hum

NIK: 31600157

SUPERVISOR II,

Haris Budiana, S.Pd., M.Hum

NIK. 31720267

Acknowledged by:

Dean of the Faculty of

Teaching Sciences and Educational

Prof. Dr. H. Abdul Rozak. M.Pd

NIP: 19580603 198403 1 001

Head of English Department

Jaufillaili, S.Pd. M.Hum

NIK: 31780397

i

STATEMENT

I herewith, acknowledge that this paper “An Analysis of Error in

Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2

Klangenan Kab.Cirebon” is really my own writing with some quotations from

some sources by using the acceptable scientific method of writing.

I make this statement according to the truth. I will responsible for any risk

that will happen in the future if it is proved to offend the ethics of scientific writing.

Cirebon, December 2013

The Writer

Elvera Mayasari

ii

DEDICATIONS

Allah SWT who gives me mercies and blessing.

My Daddy ( Sunanto ), My Mom ( Daniri) thank you so much for

give me everything and always gives me pray, love, and support. I

really love them And I promise I will you proud with me.

My old Sister ( Veny Dian Fatmawati) and young Sister ( Mayang

Pudpa Dewi) And two young My Brother ( Alvianto Prabowo And

Ari Maulana ) who always gives me pray, love and support.

My Beloved boyfriend ( Heri )thank you so much for always there

for me and supported me with a sense of love.

My best Friends (Nopi R, Ria AN, Rosdiana, Astrid H, Devi RN, Ai

Dp, Nurhalifa, Isnamia ) and all my friends of Class G. always

gives motivation and support.

All of my friends who always gives motivation, support and

helping to finish the study. And all people whose names cannot be

mentioned one by one.

I came, my guidance, my exams, my revision and

I won!

iii

Motto

Be an individual who has high

moral character provision for his

right to the next generation

By: vera

iv

ACKNOWLEDGEMENT

The writer would like to say thanks to Allah Swt. The most Gracious and

Most Merciful. Because of his mercy, the writer can be able to finish this paper that

entitled “AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH

VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2

KLANGENAN KAB.CIREBON”. Intended to fulfill one of the requirements for

taking SarjanaPendidikan (S1) Degree.

The writer realizes that this paper is express finished because of the help from

all sides’ therefore, he would like to appropriate gratefully to all the people who

dedicated suggestions, motivations, and knowledge for this paper. Especially the

writer would like to express his gratitude to:

1. H. Dr. Djakaria Mahmud SE. SH. M.Si, Rector of of

SwadayaGunungJati University Cirebon.

2. Prof. Dr. H. Abdul Rozak, M.Pd., Dean of Faculty of Teaching and

Educational Sciences University SwadayaGunung Jati Cirebon.

3. Jaufillaili, S.Pd., M.Hum., Head of English Department of FKIP of

Unswagati Cirebon.

4. Dra. Herlina, M.Hum., the first supervisor, who has given the writer

guidance, motivation and suggestion in completing this paper.

5. Haris Budiana, S.Pd.,M.Hum., the second supervisor who has given the

writer guidance, motivation, and suggestion to the writing this paper.

v

6. All lectures of English Department of UNSWAGATI for giving their

Knowledge, experience, guidance, and support during his study.

The staff of English Department for their help and kindness.

7. Sanuji,S.Pd., Headmaster of SMPN2 Klangenan, KabupatenCirebon, who

has permitted the writer to do the research.

8. Lina Marlina, S.Pd., the English teacher of SMPN 2 Klangenan

Kabupaten Cirebon, who has support, guidance, and help for the

observation.

9. All teachers and staff of SMPN 2 Klangenan KabupatenCirebon for

guiding, support and their motivation.

10. All the students of SMPN 2 Klangenan Kabupaten Cirebon, especially of

eighth grade (class B) students who have contributed for observation and

all people whose names cannot be mentioned one by one.

Finally, the writer hopes that insights this paper has yielded will of benefit for

the writer himself in particular and for the readers in general. The writer could only

pray that Allah, Lord of the World will bless us forever. Amen.

Cirebon, December2013

The Writer

(Elvera Mayasari)

vi

ABSTRACT

Name : Elvera Mayasari

Title : AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH

VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2

KLANGENAN KAB.CIREBON

This paper is an analysis of errors in pronouncing vowels eighth grade

English at SMP Negeri 2 Klangenan. Most of the students may have problems to

pronounce English vowels, although they get English lessons in their school and they

can’t master English pronunciation well. Therefore, students often make errors. The

research was carried out with consideration pronounce English vowels play an

important role. The problem in this study is what kind of errors that students faced in

pronouncing English diphthong? And the purpose of this study is to find out the error

that the student faced in pronouncing the English diphthong. Population of this

research is the eighth grade students of SMP Negeri 2 Klangenan kab. Cirebon of the

academic year 2012/2013 with roommates Consist 7 classes total number 266

students are chosen as the population, but only 31 students were the subject of

research. Instrument that is used by the writer is a test and recorder to record the

pronunciation of students in conducting tests. In analyzing the data using descriptive

analysis to calculate the percentage of all errors and interpret the results of the data

analysis. Finally , Of the three diphthongs aɪ the error number is 63, 63%, while the

number of aʊ 30.54%, 6.08% and then ɔ ɪ numbers. So the results of the analysis,

the most diphthongs that students' errors in pronouncing diphthong is aɪ . This can

be seen from the total percentage error in pronouncing diphthongs vocals. To help

students improve their pronunciation skills, the writer suggest that they should be

given a lot of training and practice with regard to pronunciation so that they can

acquire the habit of using the correct pronunciation of English words containing

vowels English properly regardless of their language skills face.

vii

PREFACE

Alhamdulillahirabbil’alaamiin, by the Grace of Allah Swt. The writer finally

succeeded in accomplishing writing this paper entitled “AN ANALYSIS OF

ERROR IN PRONOUNCING ENGLISH VOWELS AT THE EIGHTH

GRADE STUDENTS OF SMP NEGERI 2 KLANGENAN KAB.CIREBON”.

This paper is submitted in partial of requirements for Sarjana Examination of English

Department of UNSWAGATI CIREBON.

The writer realizes that this paper is far from being perfect. So, all the

mistake and error in this paper will be her responsibility and every suggestion or

ideas of any kinds to make it more perfect will be gladly welcome.

Finally, the writer hopes that this paper would be useful to those who

interested in this field of study.

The writer

viii

TABLE OF CONTENTS

STATEMENT ………………………………………………………..…….… i

ACKNOWLEDGEMENT …………………………………………………... iii

ABSTRACT ………………………………………………………………..… v

PREFACE ….……………………………………………………………..…... vi

TABLE OF CONTENT…………………………………………………......... vii

CHAPTER I INTRODUCTION

1.1. Background of the Study ………………………………. 1

1.2. Statement of the Problem ……………………………..... 2

1.3. Aim of the Study ….………………………………….… 2

1.4. Scope and Limitation of the study……...………………. 2

1.5. Significance of the Study …………..…………………... 3

CHAPTER II REVIEW OF RELATED LITERATURE

2.1. The Previous Researches ….…..……………………..….. 4

2.2 Pronunciation ……………….……………………………. 6

2.2.1. Definition of Pronunciation ………………………. 6

2.2.2. The importance of Pronunciation …………………. 7

2.2.3. Factors that Effect pronunciation learning ………... 8

2.2.4. Aspect of Pronunciation …………………………... 9

2.3 Phonemes ………………………………………………….. 10

2.3.1. Definition of Phonemes ……………………………. 10

ix

2.4 Vowel ……………………………………………..……….. 11

2.4.1. Definition of Vowel ………………………………. 11

2.4.2. The pure Vowel sounds …………………………… 14

2.4.3. Difficulties in analyzing Vowel sounds …………... 14

2.4.4. Reading aloud …………………………………….. 16

2.4.5. Increasing Pronunciation through Reading aloud … 19

2.5 Diphthongs ………...………………….…………………… 22

2.6 Analysis …………………………………………………..... 23

2.6.1 Definition of Analysis ……………………………….. 23

2.6.2 Definition of Error Analysis …………………………. 24

2.6.3 Step of Error Analysis ……………………………….. 24

27. Phonetic Symbols ………………………………………….. 25

2.8 Definition of Errors and Mistakes …………………………. 25

2.9 Categories of Error ………………………………………… 27

CHAPTER III RESEARCH METHODOLOGY

3.1. Method of the Study …………..………………………… 28

3.2. Subject of the Researches …………….……..…………… 28

3.2.1 Population ………………………....……………….. 28

3.2.2 Sample ………...……………………………..…….. 28

3.3. The procedure of the Research …………………..……….. 29

3.4 Instruments ………………………………….……..…….. 29

3.4.1 Observation ……………….……………………….. 29

3.4.2 Test ………………………..………………….……. 30

x

3.5 Data Analysis ………………….………………………... 30

CHAPTER IV RESEARCH FINDING AND DISCUSSION

4.1. General Description of the Problem .……………………... 32

4.2 Reading Aloud Test to analyze pronunciation errors …….. 32

4.2.1 The student errors in pronouncing word ………….. 33

4.2.2. The Percentage Frequency in student pronunciation

error ……………………………………………….. 42

4.3 Discussion …………………………………………….…... 46

CHAPTER V CONCLUSION AND SUGGESTION

5.1. Conclusion ………………………………………………... 49

5.2. Suggestion ……………………………………………….... 49

BIBLIOGRAPHY ………………………………………………………………. 50

APPENDIX

CURRICULUM VITAE

Vi

ABSTRACT

Name : Elvera Mayasari

Title : AN ANALYSIS OF ERROR IN PRONOUNCING ENGLISH

VOWELS AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2

KLANGENAN KAB. CIREBON

This paper is an analysis of errors in pronouncing vowels eighth grade

English at SMP Negeri 2 Klangenan. Most of the students may have problems to

pronounce English vowels, although they get English lessons in their school and

they can’t mater English pronunciation well. Therefore, student oftn make errors.

The research was carried out with consideration pronounce English vowels play

an important role. The problem in this study is what kind of errors that students

faced in pronouncing English diphthong? And the purpose f this study is To find

out the error that the student faced in pronouncing the English diphthong.

Population of the research is the eight grade students of SMP NEGERI 2

Klangenan Kabupaten Cirebon of the academic year 2012/2013 which consist 7

classes with total number 266 students are chosen as the population, but only 31

students were the subject of research. Instrument that is used by the writer is a test

and recorder to record the pronunciation of students in conducting tests. In

analyzing the data using descriptive analysis to calculate the percentage of all

errors and interpret the result of the data analysis. Finally, the analysis of the data

showed often makae erors in pronouncing diphthong are aamount of

63,63%andaand are not you that ɔ So the result from the

analysis, the most diphthongs that the students error in pronouncing diphthong is

aamount of 63,63%. This can be seen from the total percentage error in

pronouncing diphthongs vocals. To help students improve their pronunciation

skill,the writer suggests that they should be given a lot of drills and practices

relating to the pronunciation so that they can acquire the habit of using the correct

pronunciation of English words containing English vowels correctly regardless of

language skills they are dealing with.

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

English becomes the most essential language in the world. Almost

all the people from many different countries around the world use it to

communicate. The area of English has always become a special interest.

It is because of the importance of English in any scope of our lives.

But in speaking English we often find difficulty in pronouncing one of its

vowels.

Pronunciation is an important form of communication especially for

those who study at the elementary school. However, most students cannot

most students' difficulty in pronouncing the English language, as one of

the important pronunciation in speaking skills. By conducting this study,

it would give a chance even for the writer herself to find out how the

students speak ability in pronunciation.

According to the above reasons, the researcher is interested to

discuss about ”An Analysis of Error in Pronouncing English Vowels at the

Eighth Grade Student of SMP Negeri 2 Klangenan Kab.Cirebon.

The writer choose the school because most of students at the school

are still many who have problem to pronounce English Vowels, although

they get English lessons in their school but still many of them who can’t

master the English language with good pronunciation.

1.2 Statement of Problem

The statement of the research is conducted into the following

question: What kind of errors that students faced in pronouncing English

diphthong?

1.3 The Aim of the Study

The purpose of this study is to find out the error that the student

faced in pronouncing the English diphthong.

1.4 Scope and Limitation of the Study

The scope of the research is vowels. There are many kinds of vowel,

simple vowel, diphthong, monophthongs but the write limitation the scope

only diphthong.

The writer will analyze what error the students faced in pronouncing

the English diphthong limitation, the study only is Vowel diphthong for

the limitation. For all Diphthong is a, ea, e)aa

1.5 Significance of the Research

The write hopes this research can help students improve their

pronunciation skills, and suggest that they should be given a lot of training and

practice with regard to pronunciation so that they can acquire the habit of

using the correct pronunciation of English words containing vowels English

properly regard less of ability language they encounter.

CHAPTER II

LITERATURE OF REVIEW

This chapter elaborates several theories that are relevant on this study. In detail, this

chapter explains the historical background of using the method, the definition of

Pronunciation, Phonemes, Vowels, Diphthongs, Analysis.

2.1 The Previous Researches

The first, the research YusiWidianto (The student of Unswagati 2009/2010 academic

year) takes a title An Analysis of pronunciation errors made by male and female of the eighth

year students Of SMP Negeri 11 Cirebon. Description of Yuni‟s paper, the aim of the study

to find out how much male and female students errors at the eight year of SMP Negeri11

Cirebon master to pronounce the vowel / Ə/and the research methodology The limitation of

this research is focusing on errors in pronouncing mid vowel / Ə / in reading text which are

categorized male and female student and their comparison. The research method that is used

in his research is descriptive method. The population of his research is the eighth grade

students of SMP Negeri 11 Cirebon 2007/2008 academic year. There are 110 students

(divided in 4 classes). He took 34% of the whole population. It means he took 38 students.

The number of sample is divided into two groups, male (19) and students. Instrument Yusi

uses reading aloud test and questioner for collecting the data, and then the result the found

282 errors in pronouncing mid vowel / Ə / in reading text with frequency errors of male

student is 154 errors and the frequency errors of female is 128 errors. After he found

frequency errors of the students, he calculated the result of data by using the percentages by

AnasSudijiono (1987). And then he looked for the percentages of male errors are 55% and

the female error in 45%. Based on the result of calculation, he concluded female students

have less error than male students. And he drew the conclusion based on the questioners who

he gave after the test, students who like speak English have less errors in pronouncing

especially in mid vowel / Ə / errors.

The second research Asmi Melyani (the student of UNJ (Jakarta University)

2009/2010 academic year).The research takes a title of Asmi‟s paper is an analysis of the

errors of using pronunciation in speaking skill made by the eighth grade students of SMP

Negeri 26 Jakarta. Description of Asmi‟s Paper is The aim of the student to find out how

much the errors made by the students in pronouncing vowel / Ə /, and the Research

Methodology is The limitation of the research is focusing on errors in pronouncing mid

vowel / Ə / in speaking. The research method that is used in her research is descriptive

method. The population of her research is the eighth grade students of SMP Negeri 26 Jakarta

2007/2008 academic year. There are 360 students (divided in 9 classes). He took 25% of the

whole population: it means she took 80 students. Instrument Asmi uses speaking test and

tape recorder for collecting the data, and then the result she found the students d0 302 errors

from 310 words in pronouncing mid vowel / Ə /. After she found frequency errors of the

students, she calculated the result of data by using the percentages by Anas Sudijiono (1987).

And then she found the students do almost of students have difficulty in pronouncing mid

vowel.

Based on the research above, the writer can conclude that most of student has

difficulty in pronouncing mid vowel / Ə /, not only in reading aloud activity but also in

speaking skill. So we don't ignore pronunciation in learning English especially mid vowel

sound / Ə /.

2.2 Pronunciation

2.2.1. Definition of Pronunciation

In many English language classrooms, teaching pronunciation is granted the least

attention, because there are many students who have not been able to pronounce English

vowels properly. There are many definition of pronunciation, one of the definition is

proposed by Nordiques ( 2003 ) State that “ Pronunciation is the act or manner of speaking

a word. For a variety of reasons, many words in English are not pronounced the way they

are spelled, and some sounds can be created by more than one combinations of latter”.

Pronunciation is the production of sound by using our speech organs for

communication. According to Mahuda M. and Endang Sri. S (2011:1) says that

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

pronunciation has problem also, for example a native speaker of English most often have

to grapple with the spelling system of the language as writer, words whose meaning and

pronunciation are well-know have to be writer down, and it is this situation that native

speakers become very conscious of the intricacies of the English spelling system. Only

occasionally do we have attempted to write an unknown word. With non-native learners of

English the predominant problem is usually how to pronounce an unknown word in a

written text. According to Kenworthy Joanne, et.al (2002:97) says that “The English

spelling system is rich in both regularities and irregularities which present problems to

non-native learners (and to English– speaking children learning to write their language)”.

General observation suggests that it is those who start to learn English after their

school years are most likely to have serious difficulties in acquiring intelligible

pronunciation, with the degree of difficulty increasing markedly with age.

2.2.2 The Importance of Pronunciation

There are some reasons why pronunciation is important; improved, pronunciation

shows that students have become more native-like their categories perception of sounds.

This means that they are more likely not only to sound like native when they speak, but

also to understand which sound that in words that native to them (i.e. improved reading

aloud). In addition, they are more likely to have improved phonetic spelling skill, and

improved abilities to correctly sound out new words they read. Thus, more native-like

speech sounds can lead to better listening skill, reading skill, and spelling skill.

Pronunciation is generally much easier to learn at early age. The longer a teacher ignores

the subject, the less his/her students will ever be able to learn about it. Thus, ignoring

pronunciation skills until grammar and vocabulary have improved will often mean

pronunciation together. Ignoring pronunciation means that for the most part, students will

always have a foreign sounding accent. Granted, understanding what the students mean to

communicate is much more important than the accent they use when communicating. As

what Jones says:

“However, the unfortunate is fact that when laypeople (non-language educators)

listen to someone with a foreign accent speak, they tend to focus on HOW the

message is expressed as much even more than on WHAT is expressed.

Communication suffers, because of the accent and the listeners. So, we can

conclude that pronunciation is very important to improve communication skill,

and it makes easily communication.” (Charles Jones, 2006:269)

2.2.3 Factors that Effect pronunciation learning

Many students have difficulty in pronunciation of the English Language, most

likely due to many factors and specific effects that many students became difficult in

pronunciation. There are several factors and the effect on student learning pronunciation

is among them.

According to Joanne Kenworthy (2002: 4) factors that affect pronunciation

learning as follow:

1. The native language: the native language is an important factor in learning to

pronounce.

2. The age factor: someone pronounces a second language like a native, they probably

started learning it as a child.

3. Amount of exposure: it is tempting to view this simply as a matter of whether the

learner is living in English – speaking country or not.

4. Phonetic ability: it is commonly view that some people have a „better ear‟ for foreign

languages than others. This skill has been variously termed aptitude for oral mimicry

„phonetic coding ability‟ or auditory discrimination ability.

5. Attitude and identity: it has been claimed that factors such as a person‟s „sense of

identity‟ and feelings of group affiliation are strong determiners of the acquisition of

accurate pronunciation of a foreign language.

6. Motivation and concern for good pronunciation some learners seem to be concerned

about their pronunciation than others.

From the above statement states that the language factor will increase and

pronunciation will change with age, because the more we mature, increasing the

ability that we have.

2.2.4 Aspect of Pronunciation

Of the theory that I developed according to the reference of the experts that the

pronunciation has several aspects, among others, one of them my quoting Joanne

Kenworthy.

According to Joanne Ken worthy (2002: 9) the aspects of pronunciation are:

1. Combinations of sounds: sometimes sounds occur in groups, two consonants occur at

the end of the word „salt„. When this happens within a word it is called a consonant

cluster.

2. Linkage sounds: when English people speak generally do not pause between each

word, but move smoothly from one word to the next.

3. Word stress: when an English word has more than one syllable (a „polysyllabic‟

word) one of these is made to stand out more than the other(s).

4. Rhythm: English speech resembles music in that it has a beat.

5. Weak forms: when a word with only one syllable is unstressed in a sentence, its

pronunciation is often quite different from when it is stressed.

6. Sentences stress

7. Intonation: Speech also likes music in that it uses changes in pitch; speakers can

change the pitch of their voice as they speak, making in higher or lower in pitch at

will.

From the statements above that the voice has a different character. Moreover,

when we speak English it would sound with a kind word to follow what the Word.

2.3. Phonemes

2.3.1. Definition of Phonemes

According to Gerald Kelly, et.al ( 2001 : 1 ) “ Phonemes are the different sounds

within a language. Although there are slight differences in how individuals articulate

sounds, we can still describe reasonably accurately how each sound is produced”. When

considering meaning, we see how using one sound rather than another can change the

meaning of the word. It is this principle which gives us the total number of phonemes in a

particular Language. For example, the word rat has the phonemes /ræt/. (Refer to the

sounds chart on the next page if you are not familiar with the symbol use here.) If we

change the middle phoneme, we get /rɒ t/ rot, a different word. If you or I pronounce / r

/in a slightly different way, the word doesn't change, and we still understand that we

mean the same thing. To make an analogy, our individuals reception of colors may

theoretically vary (i.e. your nation of 'green' may not be the same as mine), but

intuitively we know that we are likely to be thinking about more or less the same thing.

We can both look at green traffic light and understand its significance, and how it differs

from a red one.

According to Adrian Underhill, et.al (2005:viii) “ A phoneme is the smallest sound

that can make a difference in meaning “. So if you change one phoneme for another you

change the word. The word mine change to pine and to shine if you change the phoneme

/m/ to / p/ to / ʃ /. There are forty – four such significant sounds, or phonemes, in English

Received Pronunciation (RP).Other varieties differ slightly. Each phoneme has a variety

of allophones, slightly different and acceptable ways of saying the sound without

changing the meaning. In this sense allophones are not significant. For example, /p/ has

spread lips in peel and rounded lips in pool, but both varieties are regarded as being the

same phoneme.

According to Richards, et.al (2002: 432) “the smallest unit of sound in a language

which can distinguish two words “. For example: ain English, the words pan and ban

differ only in their initial sound: pan begins with /p/ and ban with /b/ b ban and bin differ

only in their vowels: /æ/ and /i/. Therefore, /p/, /b/, /æ/, and /i/ are phonemes of English.

The number of phonemes varies from one language to another.

Based on the statement above the writer concludes that we can still describe

reasonably accurately how each sound is produced. The following diagram shows a

breakdown of the Phonemes of pronunciation.

2.4. Vowel

2.4.1. Definition of Vowel

In English it must be true vocal pronunciation and accordingly, should not

pronounce the letter was wrong. Letters were divided into three such as: Vowel,

consonant, semi-vowel. Below I will outline the definition of vowel of reference experts.

According to Gerald Kelly, et.al (2000: 3) “Vowels are produced when the

airstream is voiced through the vibration of the vocal cords in the larynx, and then shaped

using the tongue and the lips to modify the overall shape of the mouth”. Some vowels

tend to be characteristically longer or shorter than others, and other factors such as speed

of speech, phonemic context, stress, etc further modify vowel length.

If you try saying li:l Id /æ/ lolfo:l/u:/ out loud, you should be able to feel

that your tongue changes position in your mouth, yet it doesn't actually obstruct their

airflow. Try moving smoothly from one sound to the next, without stopping. You

will also be aware of the shape of your lips changing, and your lower jaw moving.

It is these basic movement which give vowels their chief characteristics.

It is important to keep in mind what it is exactly which makes a phoneme

valid as a unit for analysis; the distinctions between phonemes hold, in that they are

units which differentiate between word meanings.

According to Richards, et.al (2002: 632) state that “a speech sound produced

without significant constriction of the air flowing through the mouth”. Vowel sounds can

be divided into sets in a number of different ways:

1. In terms of voicing. In English, all vowels are voiced (except when whispering), but

some languages, such as Japanese, have voice less vowels as well.

2. In terms of which part of the tongue is raised, distinguishing between front vowels

(as in eat), in which the tongue is positioned forward in the mouth, central vowels (as

in cup), and back vowels (as in coop), in which the tongue is positioned towards the

back of the mouth.

3. In terms of how high the tongue is raised, distinguishing between high vowels(or

close vowels) as in beat, mid vowels (or half-close vowels) as in bait, and low vowels

(or open vowels) as in bat.

4. In terms of whether or not the vowel is tense or lax (see tense/lax).

5. In terms of whether or not the lips are rounded (as in shoe) or unrounded (as in she).

In English, rounding is allophonic (back vowels are rounded; front vowels are not),

but some languages (such as French) contain front rounded vowels and some others

(such as Turkish) contain back unrounded vowels.

From the statement above some continuous voice sounds are produced without

obstruction in the mouth, unaccompanied by any frictional noises, they are called

vowels.

In prediction of vowels, the tongue is held as such a distance from the roof of

the mouth that there is no predictable noise. When ours tongue takes up a vowels

position, a resonance chamber in formed which modifies the quality of the tone

produce by the vocal cord and give raise to distance quality or timber.

2.4.2The Pure Vowel Sounds

The word pure here is used to differentiate single vowel sounds from diphthongs,

which we will consider later The sounds have been divided up into categories, according to

the characteristics of their articulation, and each category begins with a brief outline. All

of the sounds, together with the example words, are on the CD.

The tables in the following pages give the following information. A diagram of

the 'vowel space'(or the part of the mouth, and throat which is used in the production of

vowels) is shown. The phonemic symbol is shown. The characteristics of the sound.

Tongue and lips positions are referred to Example words are given, illustrate the

spelling / sounds relationship.

2.4.3 Difficulties in Analyzing Vowel Sounds

Aside from the articulation differences, the length of short and long vowels (the

long vowel phonemes being followed by the lengthening symbol /:/), is best seen as relative.

For example, consider the sound /æ/in the word bid /bid/ and bit /bit/ if you say the two

words over to yourself a few times it becomes apparent that the /æ/ in bid is longer than the /

I / in bit. The same phenomenon is noticed in the minimal pair badge /bæd/ and batch /bætƒ/.

Essentially, the rule in operation here is that a short vowel is longer before a voiced

consonant. Taking the investigation further would reveal that they are actually more likely to

be longer before certain types of voiced consonant too interestingly this is not true of all

languages, yet it is distinctive feature of English.

Why is vowel I æl very often pronounced by the students incorrectly and as an

error? In many countries English has a particular role as the language of communications

between people who are speakers of the different indigenous language. The multilingual

nations of Indonesia are good example of this. These speakers of English as a second

language may have restricted audience; they will be using English only with other non-

native speakers and therefore a pronunciation which is native-like is totally

inappropriate. However it must be accepted that, if there is occasion to speak with natives, the

divergences in pronunciation may lead to communication breakdown. As what Kenworthy

says:

The native language is an important factor in learning to pronounce English; this is clearly demonstrated by the fact that a foreign accent has

some of the sound characteristics of the learner's native language. These

are often obvious enough to make person's origins identifiable by

untrained as well as trained people. One or two features are enough to

suggest a particular language 'showing through' their spoken English.

(Joanne Kenworthy, 2002; 4)

Pronunciation in English differs from pronunciation in Indonesian. There are some

sounds in English that is not exists in Indonesian; one of those sounds is vowel / ә / in the

word about / әbo:t /, banana / bаnanә /. In Indonesian it will produces sound /about/ and

/banana/. This native language influences the sounds that are spoken. So it makes the

students do errors in pronouncing English sounds.

2.4.4 Reading Aloud

Reading aloud is a classroom activity which has fallen in and out of favors with

teachers at various times. The main argument against it is that it can interfere with

successful pronunciation; spellings can clearly affect pronunciation performance adversely.

But reading aloud offers opportunities for the study of the links between spelling and

pronunciation, of stress and intonation, and of the linking of sounds between words in

connected speech; all of these can be highlighted and investigated further in fun and

interesting ways through reading aloud. As what Kelly says:

"In reading activities, although the medium is the written word, work on pronunciation can be successfully integrated here too. Like listening, reading

is receptive activity (i.e. students receive the language rather than produce it),

and so it provides a suitable means of bringing language features to

students' attention". (Gerald Kelly, 2002: 22)

Teachers need, however, to be clear as to the appropriacy of a text for pronunciation

work. Reading aloud encyclopedia texts, for example, might lead to a rather mechanical

and monotone recitation of the words.

A final thought on pronunciation activities is that it is important to make sure that some

are light - hearted. A fun way of practicing the production of difficult sounds is through the

use of tongue - twisters and rhymes.

This certainly has its place when it comes to working on any aspect of pronunciation, and

is particularly useful for working on stress (and intonation). It can be used in combination

with taping, as explained above, and can obviously be used to deal with pronunciation

alongside the study of particular lexis and areas of grammar.

Whatever is being read out, students should be encouraged to pay attention to the ways

in which stress (and intonation) affect the message overall and how variations in stress

can change, or indeed confuse, the meaning of utterances.

There are two main difficulties with reading aloud, however. Firstly, reading aloud can

be stilted and unnatural, particularly if a learner is having problems recognizing words

within the text. This will have obvious effects upon stresses within the utterances. The

second difficulty is slightly more theoretical, but relevant nonetheless: there are important

differences between spoken and written language, and this may be a problem in that the

teacher might be asking students to speak sentences which were not designed to be read out.

Written sentences are often longer than spoken ones and more grammatically complex giving

students unnecessary problems with identifying stress and tonic syllable placement.

Conversely, the teacher might mistakenly try to gloss over the differences, leaving the

students with a false impression of the spoken language.

Clearly the teacher needs to choose the text very carefully, and, if the above factors are

allowed for, reading aloud can still be a very useful classroom activity. A text needs to be

long enough to make the 'public' reading of it worthwhile, but not so long or complex that

the task becomes daunting. Teachers also need to provide enough opportunity for

rehearsal, focusing on the relevant pronunciation features. It is important to keep in mind

that the task should be achievable, and that the aim is to give students a chance to perform

the reading successfully and meaningfully, they should be able to benefit from and enjoy the

reading.

If possible, text should be chosen which can be divided up so that all the students can

have a go at reading. One text divided up among (for example) sixteen students might not

give each participant a big enough section to read out. Instead, a small selection of similar

texts might be used, so that groups of students can rehearse them before the reading. It is

clearly useful if students can reads texts that they have written themselves and humors is

always helpful, tough it is important to be aware of the risk of using culturally bound or

obscure jokes which students simply won't get.

Example of the types of text which might be used includes:

a) Short biographies of well - known people

b) Texts about students' own countries or home towns

c) Accounts of places that students have visited

d) Short 'sketches' or dramatic pieces (see below for more ideas

on using these)

e) Poetry

The letter can be particularly useful for dealing with stressed syllables and weak

forms; most poetry is written to be read, and writers often have in mind how the pieces

will sound when read out loud. Well - known poems can be used and students can of

course write their own.

2.4.5. Increasing Pronunciation through Reading aloud

At school we often encounter many students who have difficulty in pronouncing

his vowel not only in the reading activity, but also in their speaking skill. According to

Gerald Kelly et.al (2002:22) says that “Many teachers state reading activities either by

having an initial exercise to allow students to get the gist of the text they are reading, or by

establishing the type of text being used, followed by some more detailed work to focus on

specific details when the text is read again. At some stage, when a text is read aloud

either by the teacher or the students, pronunciation work can be integrated. Such text as

poems, rhymes, extracts from plays, song lyrics etc. can be used actively in the

classroom and can offer plenty of scope for pronunciation work. Depending on

preference, anything from Shakespeare to Dr Seuss, from Longfellow to limericks can be

used to good advantage".

The statement above explains that pronunciation can be increased by reading

aloud. At some stage, when a text is read aloud either by the teacher or the students,

pronunciation work can be integrated. What is mean by 'integrated pronunciation

teaching?' many teachers will have slightly different criteria, but most would agree about

what it is not. If you decided 'not-integrated' you would give lessons, or slots of lessons, in

which work is done on sounds, rhythm, intonation, for example. Then, assuming that your

points had been made, sound has been practiced, and so on, you would pay no more attention

to matters of pronunciation in any other lessons or learning activity.

Most teachers would reject this way of working because it is clearly artificial and

unworkable. It is impossible to restrict pronunciation work to particular lessons or slots.

Whenever a new word is met in a text, learners will ask how it is pronounced; when a learner

says something and the teacher and/or class members don't understand, the intended word

has to be discovered and its correct pronunciation presented; when learner are listening to

taped material and misinterpret a speaker's intentions because they have missed some

feature of stress or intonation, the teacher must draw their attention to it. There is,

therefore, inevitability about pronunciation work and there is an argument that if

pronunciation is so often a part many language learning activities then it is

automatically 'integrated'. It is impossible to state the case even more extremely;

whenever learners hear English or try speak themselves they are 'doing pronunciation

work'; every lesson is a pronunciation lesson; every time the teacher speaks he or she is

presenting a spoken model.

Clearly we must discount this last claim because of what we know about sounds

as the medium for the expression of meanings.

When we speak, our very conscious concern is to get our message across - we don't

pay conscious attention to what our lips, tongue and jaw are doing or the way we are using

voice pitch. The same is true when we listen. Unless the speaker has a speech impediment or

a strange voice quality, we don't pay conscious attention to the way they are making sounds.

If we start to do so we may even 'tune out' enough to miss parts of their message.

But even if we reject the extreme argument, doesn't the fact that pronunciation will so

often be a part of language learning activities mean that we really don't have to worry about

integration? In one limited sense, yes. It is simply impossible to avoid pronunciation work,

unless learners are only learning to read English (silently). But if the goal integration is set

because it is believed that this leads to more effective and efficient learning (and this is

commonly held assumption) then two vital factors are missing from this definition of

'integration'.

The first factor is to do with the consistency and planning that is associated with

integration. If the teacher, for example, corrects mispronunciation whenever they occur,

then he or she still can't be sure that correction will cumulatively lead to 'better

pronunciation'. The teacher may up standing just as much time correcting features which

are not crucial for intelligibility as correcting those that are. Also, the teacher may end up

working only on those points that lend themselves to on-the-spot treatment. If it seem that

a point on, say, linkage or rhythm will take too much time to treat and will disrupt the

course of the lesson, then the teacher may let these pass. These may be the very features

which affect the learner‟s intelligibility.

2.5. Diphthongs

2.5.1. Definition of Diphthong

A slightly closer analysis shows us that there is a glide or movement of the tongue,

lips and jaws. From the pure vowel sound to another, the first sound in each phoneme is

longer and louder than the second in English, but not I all language.

Subject Pronunciation,speaking about the correct pronunciation of the word. Often the

result of misunderstanding the wrong pronunciation. Learn pronunciation will focus on

vowels, diphthong and consonants. Bellow I will outline the definition of diphthong of

reference experts by According to Andrian Underhill ( 2005: 22 ) “ A diphthongs is perceived

as one phoneme not two, and therefore as one syllable not two, so each diphthongs occupies a

single box on the chart ”. Thus say / sei/ is one diphthong and syllable, whereas seeing / si:in/

is a sequence of two monophthongs occupying two syllable. As for monophthongs the

distinguishing quality is produced by the tongue, lips and jaw. The difference is that there is

one mouth posture at the beginning of the vowel sound, and another at the end. There slusting

glide between these two tongue and lip positions give the diphthong its characteristic „two –

sound‟ quality.

According to Richards, et.al (2002: 172) “Diphthong a vowel in which there is a

change in quality during a single syllable, as in the English words boy, buy, bow. Diphthongs

can be analyzed as a sequence of two vowels or as vowel + glide”.

Diphthong contrast with monophthongs, where the tongue doesn‟t move and only one

vowel sound is heard in a syllable. Where two adjacent vowel sounds occur in different

syllables, for examples in the English word reelect the result is described as hiatus, not as a

diphthong. Diphthong often forms when separate vowels are run together in rapid speech

during a conversation. However, there is also unitary diphthong, as in the English examples

above, which are heard by listeners as singles-vowel sounds phonemes.

2.6. Analysis

2.6.1. Definition of Analysis

According to Meduna (2005:1) “analysis is an intellectual or material whole into its

constituent parts for individual study. In other word, it is the study of such constituent parts

and their interrelationships in making up a whole”.

According to Richards, et.al (2002: 25 ) “ in qualitative research, the process of taking

one case of data, developing a working hypothesis to explain it, examining additional cases to

see if the hypothesis explains them, revising the hypothesis as appropriate, and searching for

negative cases to disprove the hypothesis”. Although not all qualitative research follows this

approach, this inductive cyclical approach to data analysis and theory building has been

highly influential.

2.6.2 Definition of Error Analysis

In language study phases, students will not always use correct English. They will

make mistakes, too, when writing or speaking more freely. According to Ellis et,al (1986:

296) state that “ Error analysis is a procedure used by both researcher and teachers: it

involves data collection identification, description, classification, and evaluation of

error”.

From the statement above, Ellis suggested that the procedure of error analysis follows

several steps: collecting data, identifying the error, describing those bases on their causes

and evaluating the errors.

2.6.3 Step of Error Analysis

Error analysis has methodology involving some procedure to do. There are number of

steps taken in conducting an error analysis:

- Collect data: Although this is typically done with written data, oral data can also serve

as a base.

- Identify Error: What is the error (e.g. incorrect sequences of tenses, wrong verb form, or

singular verb form with plural subject)?

- Classify Error: it is an error of agreement? Is it an error in irregular verbs?

- Quantify error: How many errors of agreement occur? How many irregular verb form

error occur?

- Analyze source: Interlingua or intralingua transfer.

2.7 Phonetic Symbols

Every spoken language has its own set of sounds. A characteristic of this set is that all

the sounds within it exist in some sort of relationship to each other, each sound helping to

shape the contours and boundaries of its neighbors. Most of the students are still many who

do not know what it is phonetic and the like where to pronounce English correctly.

According to Kelly Gerald et.al ( 2002:9 ) say that” Phonetics is a wide-ranging field, and it

does not necessarily have a direct connection with the study of language itself”. While the

phonetic disciplines listed above can studied independently of one another, they are clearly

connected: speech organs move to produce sounds, which travel in sounds waves, which are

received by the ears and transmitted to the brain.

Phonetic are the symbols used by most learner dictionaries, so working with them will

also help learners develop the skills of finding for themselves the pronunciation and stress of

any word in a learner dictionary.

2.8 Definition of Errors and Mistakes

In this term the write wants to make a clear meaning of errors mistakes, this is to

avoid misunderstanding between the words.

An errors is a deviation from accuracy or correctness (available

onhttp.en.wikipedia.org/wiki/Error – 48k/). The statement explains that errors are not

correctness and accuracy.

A mistake is an error caused by a fault: the fault being misjudgment, carelessness or

forgetfulness (available onhttp.en.wikipedia.org/wiki/Error – 48k/). The statement explains

that mistakes are error which is caused by misjudgment, carelessness or forgetfulness.

The write concludes that a mistakes and an error are different, an error is not

correctness and a mistake is an error caused by forgetfulness.

2.9 Categories of Error

Error analysis is the study of kind and quantity of error that occurs, particularly in the

fields of applied mathematics(particularly numerical analysis), appliedlinguistics and

statistics (available onhttp.en.wikipedia.org/wiki/Error_analysis29k/). In this case the write

analysis in linguistics.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the procedure of study in order to find the answer of the

question previously stated in chapter one and explain briefly method of study, Subject of the

Research, The Procedure of the Research, Data Analysis.

3.1 Method of the Study

This research uses a descriptive qualitative research since the problems which will

be analyzed that needs a deep observation. The researcher describes the linguistic

phenomenon happened by using words rather than numbers. Qualitative research is to

show the meaning, description of the data in its contexts and often use words rather than

numbers. According to Richards, et.al (2002: 475) “Qualitative research is where the data,

such as a written account of what happened during a lesson or an interview, but not in

numerical form. Data collected in qualitative form can often be converted into quantitative

form.”

According to Fraenkel and Wallent, et.al (2003: 422, 423) “Many different types of

qualitative methodologies exist, but there are certain general features that characterize

most qualitative research studies. Not all qualitative studies will necessarily display all of

these characteristics with equal strength”.

The qualitative research is the method that is used by the writer to Analysis of Error

in Pronouncing English Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan

Kab.Cirebon.

3.2Subject of the Research

3.2.1 Population

According to Fraenkel and Wallent, et.al (2003: 96) “The larger group of to which one

hopes to apply the results is called population”. They also say, “in educational research

the population of interest is usually a group of persons (students, teacher or other

individuals) who possess certain characteristic. The eight grade students of SMP NEGERI

2 Klangenan Kabupaten Cirebon of the academic year 2012/2013 which consist 7 classes

with total number 266 students are chosen as the population.

3.2.2 Sample

While, Jack R.Fraenkel& Norman E. Wallen (2003) says, “Sample is any group on

which information is obtained”. According to them, there are two main types of sampling.

Random Sampling and Nonrandom Sampling. In this study, the researcher obtainers one

way of Nonrandom Sampling, it is cluster Non random sampling. It means, the selection

of groups or clusters of subjects as a number of intact classes” Jack R. Fraenkel& Norman

E. Wallen (2003). Therefore, the sample in this study will be class 8B with number of the

students is 31. During the experiment, the group of sample is given several treatments in a

period of three meetings.

3.3 The Procedure of the Research

This research specifically focuses on the An Analysis of Error in Pronouncing English

Vowels at the Eighth Grade Student of SMP Negeri 2 Klangenan. The writer has some

steps to collects the data in this qualitative research:

1. Telling students have a reading text.

2. Observing students in student readingtext using recorder.

3. After getting the recording reading in every student and analyzed the errors of his

students in a vowel.

4. Describe the students in a vowel error in the translation of research to be through.

3.4. Instruments

3.4.1 Observation

According to the above reasons, the researcher is interested to discuss about”An

Analysis of Error in Pronouncing English Vowels at the Eighth Grade Student of

SMP Negeri 2 Klangenan Kab.Cirebon.

The writer choose the school because most of students at the school are still

many who have problem to pronounce English Vowels, although they get English

lessons in their school but still many of them who can’t master the English language

with good pronunciation.

3.4.2 Test

The instruments used by the writer in this research is a test, that is the way to

create questions for students in the form of sentences and tables that will be used

student test. Fraenkel Wallen (2006:129) state that “achievement test or ability test is

intended to measure an individual knowledge or skill in a given area or subject; they

are mostly used in schools to measure learning or the effectiveness of instruction”.

After getting the recording reading in every student and analyzed the errors of

his students in a vowel. Describe the students in a vowel error in the translation of

research to be thorough.

3.5. Data Analysis

This research is carried out in a qualitative descriptive as it attempted to know the

students’ Errors Vowels to Pronunciation The writer uses some steps in analyzing data.

According to Richards, et.al (2002: 632) Vowel is a speech sound produced without

significant constriction of the air flowing through the mouth.

(1) The writer identifies and separates types of Diphthong On their speak pronunciation

paragraph based on their categories

(2) The writer explores and describes those data in the Pronunciation. In this step, the

writer tells about types of mistakes and types of Diphthong.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

4.1 General Description of the Problem

In this research the write uses test to obtain the data. The test is reading test, the

students must read aloud a paragraph to pronounce vowel diphthong well. Reading is one

of the important factor with determine the successful of student in learning English.

Reading test conducted to the eight grade students of SMP Negeri 2 Klangenan to show

the students ability to develop pronunciation in reading aloud activity.

After the write observed the result, it is found that the students have not understood

pronunciation well. They often make errors in pronounce a paragraph, such as vowel

diphthong.

4.2 Reading Aloud Test to analyze pronunciation errors made by the eight year students

of SMP Negeri 2 Klangenan Kab. Cirebon

The writer uses reading text for reading aloud to analyze how students

pronounce the word in the bold. The writer intends to check their pronouncing

diphthongs which are contained in the words.

The Eyes and Voice of a House

The brown house looked dark in the night. An owl hooted somewhere nearby. John

had doubts about anyone living in such an old building. He began to walk past it, when he

heard a loud shout.

The boy thought about running, but what if someone was in trouble? That was no

shout of joy. The voice sounded scared. Surely help was needed. Should he go get an adult to

join him? No. He had to act fast. Listen. Bang! Another noise.

John climbed the stairs to the front door and began to knock. No answer. When he

began to knock a second time, there was a cry from an open window above. John stepped

back and tried to see who was there. He saw a pair of yellow eyes in the window. They

belonged to a big black cat. Did the cat need help? No. Didn‟t they say all cats have nine

lives? So when John heard a man angrily shout, “Go away!” he did just that. He did not need

to find out who lived in that old house.

4.2.1 The student errors in pronouncing word

Data I: The brown house looked dark in the night.

1. Word: Brown

The word brown is supposed to be pronounced / bran / but there are 10 students who

make errors in pronouncing it such as:

Student 13, 18, 22, 23, 26, 28, 30: / brɔ n /

Student 11, 15: / brɔ w /

2. Word : House

The word house is supposed to be pronounced / has / but there are 5 students who make

errors in pronouncing it such as:

Student 3 : / hƆsǝ /

Student 11:/ ho:s /

Student 19, 22, and 30: /hɔ s/

3. Word : Night

The word night is supposed to be pronounced /Nat / but there are 27 students who make

errors in pronouncing it such as:

Student 1, 3, 4, 7, 8, 9, 10, 12, 13, 14, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 31 : / næg /,

Student 2, 5, 6, 11, 15, 17, 30 : / nɛ g /

Data II: An owl hooted somewhere nearby.

4. Word : Owl

The word owl is supposed to be pronounced /al/ but there are 17 students who make

errors in pronouncing it such as:

Student 6, 29, 31: / əwel /

Student 7, 9, 12, 20, 25: / ɔ wʌ l /

Student 8, 11, 14, 16, 17, 24, 30: / ɒw /

Student 23, 27: / αl /

Data III: John had doubts about anyone living in such an old building.

1. Word : Doubts

The word doubts is supposed to be pronounced /dats/ but there are 27 students who make

errors in pronouncing it such as:

Student 5, 7, 8, 12, 13, 14, 17 : /dab/

Student 9 and 11: /dabs/

Student 10, 28, 29, 30, 31: /dɑ :/

Student 6, 19, 20, 21, 23, 24,25, 26: /bɔ b /

Student 2, 15, 16, 18, 27: / dabəs /

Data IV: He began to walk past it, when he heard a loud shout.

2. Word : Loud

The word loud is supposed to be pronounced /lad/ but there are 13 students who make

errors in pronouncing it such as:

Student 5, 6, 13, 25 : / Lʌ d/

Student 2, 10, 15, 17, 26, 30: / lɑ d /

Student 21: /Lɔ t/

Student 29 and 31 : /əlαd/

3. Word : Shout

The word shout is supposed to be pronounced /syat/ but there are 13 students who make

errors in pronouncing it such as:

Student 2, 5: /sʌ d /

Student 7, 11, 15, 18, 19, 23, 29, 30, 31: / sɑ t /

Student 21: / so:t /

Data V : The boy thought about running, but what if someone was in trouble? That

was no shout of joy.

4. Word : Boy

The word boy is supposed to be pronounced / Bɔ ɩ / but there are 2 students who make

errors in pronouncing it such as:

Student 3 : / bαt /

Student 2: /bαw/

5. Word : Joy

The word joy is supposed to be pronounced / Jɔ ɩ / but there are 0 students who make

errors in pronouncing it such as:

Incorrect: -

Data VI: The voice sounded scared. Surely help was needed.

6. Word : Voice

The word voice is supposed to be pronounced / Vɔ ɩ z / but there are 4 students who

make errors in pronouncing it such as:

Student 22: /vosə /

Student 6, 11, 30: / vas /

Data VII: Should he go get an adult to join him? No. He had to act fast.

7. Word : Join

The word join is supposed to be pronounced / Jɔ ɩ n / but there are 3 students who make

errors in pronouncing it such as:

Student 2 and 7: /jɔ n /

Student 16: /jɔ wɩ n/

Data VIII: Listen, Bang! Another noise.

8. Word : Noise

The word noise is supposed to be pronounced / Nɔ ɩ z / but there are 8 students who

make errors in pronouncing it such as:

Student 2, 17, 18, 19, 25, 26, 27, 28, 29, 30, 31: /nǝ uz /

Student 5, 11, 13, 23, 24: /nɔ z/

Data IX: John climbed the stairs to the front door and began to knock.

9. Word : Climbed

The word climbed is supposed to be pronounced / ‘Klaimǝ d / but there are 29 students

who make errors in pronouncing it such as:

Student 1, 3, 4, 9, 10, 12, 13, 15, 16, 18, 24: /klibǝ d /

Student 2, 11, 19, 20, 21, 23, 25: / clibǝ d /

Data X: No answer. When he began to knock a second time, there was a cry from an

open window above.

10. Word : Time

The word time is supposed to be pronounced / Tam / but there are 13 students who

make errors in pronouncing it such as:

Student 3, 8, 17, 28: / Təm /

Student 2, 5, 6, 8, 11, 29, 30, 31: / tɩ m /

Student 19: / tɩ mə /

11. Word : Cry

The word Cry is supposed to be pronounced / Kra / but there are 15 students who make

errors in pronouncing it such as:

Student 2, 6, 7, 11, 17: / c:i /

Student 3, 7, 8, 15, 16, 18, 19, 23, 29, 30, 31: / K:ɛ y /

Data XI: stepped back and tried to see who was there.

12. Word : Tried

The word tried is supposed to be pronounced / Trad / but there are 26 students who

make errors in pronouncing it such as:

Student 1, 2, 4, 5, 8, 11, 13, 15, 23, 25, 26, 28, 29, 30, 31 : / t:ɩ d /

Student 21 and 24: / t:æd/

Student 16: / t:iyǝ d /,

Student 3, 6, 7, 9, 17, 19, 20, 27: / t:ɛ d /

Data XII: He saw a pair of yellow eyes in the window.

13. Word : Eyes

The word eyes is supposed to be pronounced /as/ but there are 23 students who make

errors in pronouncing it such as:

Student 1, 2, 7, 17, 21, 26, 30: / yəs /

Student 5, 6, 8, 10, 11, 13, 15, 16, 18, 19, 20, 23, 24, 25, 27, 28: / ǝ yes /

Data XIII: They belonged to a big black cat. Did the cat need help? No. Didn‟t they

say all cats have nine lives? So when John heard a man angrily shout, “Go away!” he did just

that.

14. Word : Nine

The word nine is supposed to be pronounced / Nan / but there are 9 students who make

errors in pronouncing it such as:

Student 2 : / Nɩ nə /

Student 11, 15, 17, 27: / Nɩ n /

Student 19, 23, 28, 30: /Nən/

15. Word : Lives

The word lives is supposed to be pronounced /Lav’s / but there are 19 students who

make errors in pronouncing it such as:

Student 1, 2, 8, 16, 17, 19, 22: /Lаɩ f‟s/

Student 25, 26, 27, 28, 30: / lǝ yves/

Student 3, 4, 5, 10, 11, 15, 23: /Ləf/

Data XIIII: He did not need to find out who lived in that old house.

16. Word : Find

The word find is supposed to be pronounced /fand/ but there are 16 students who make

errors in pronouncing it such as:

Student 1, 2, 3, 6, 7, 11, 16, 17, 19, 22, 23, 25, 26, 29, 30, 31: / fin /

4.2.2. The Percentage Frequency in student pronunciation error

From the calculating of the data, the write use calculation percentage by Sudijiono

(2000) in “Pengantar Statistika Pendidikan”, formula are as follow:

𝑃 =F

𝑁 x 100%

Where :

F = Frequency of error

N = Total number of error

100% = Round number

P = Percentage of error

From the data above, the write looks for the percentage of each error as follow:

1. Percentage of error in word “ /bran/ “

10

280 x 100%

= 3,57%

2. Percentage of error in word “ /has/ “

5

280 x 100%

=1, 78 %

3. Percentage of error in word “ /Nat/ “

28

280 x 100%

= 10 %

4. Percentage of error in word “ /al/ “

17

280 x 100%

=6, 07 %

5. Percentage of error in word “ /dats/ “

27

280 x 100%

=9, 64%

6. Percentage of error in word “ /lad/ “

13

280 x 100%

=4, 64%

7. Percentage of error in word “ /syat/ “

13

280 x 100%

=4, 64%

8. Percentage of error in word “ /bɔ “

2

280 x 100%

=0, 71%

9. Percentage of error in word “ /jɔ / “

o

280 x 100%

=0 %

10. Percentage of error in word “ /vɔ s/ “

4

278 x 100%

=1, 43%

11. Percentage of error in word “ /jɔ n/ “

3

280 x 100%

= 1, 07%

12. Percentage of error in word “ /nɔ z/ “

8

280 x 100%

= 2, 85%

13. Percentage of error in word “ /„klaimǝ d/ “

29

280 x 100%

= 10, 35%

14. Percentage of error in word “ /tam/ “

13

280 x 100%

= 4, 64%

15. Percentage of error in word “ /kra “

15

280 x 100%

= 5, 35%

16. Percentage of error in word “/trad/ “

26

280 x 100%

= 9, 28%

17. Percentage of error in word “ /as/ “

23

280 x 100%

= 8, 27%

18. Percentage of error in word “ /nan/ “

9

280 x 100%

= 3, 21%

19. Percentage of error in word “ /lav‟s/ “

19

280 x 100%

= 6, 78 %

20. Percentage of error in word “ /fand/ “

16

280 x 100%

= 5, 71%

Based on the result above, the write finds out that the student made in pronouncing

diphthong are word Brown / bran / ( there are 3,25% students pronounce / brɔ n /, / brɔ w /

); house / has /(there are 1,79% student pronounce / hƆsǝ /, / ho:s /, /hɔ s/ ); Night / Nat /

( there are 9, 71% students pronounce / /næg /, / nɛ g / ); owl / al / ( there are 6, 11%

students pronounce / əwel /, / ɔ wʌ l/, / ɒw /, / αl / ); doubts / dats / ( there are 9, 71%

students pronounce /dab/, /dabs/, /dɑ :/, /bɔ b /, / dabəs / ); loud / lad / ( there are 5,

03% student pronounce / Lʌ d/, / lɑ d /, /Lɔ t/, /əlαd/ ); Shout / syat / ( there are 5, 03%

students pronounce / sʌ d /, / sɑ t /, / so:t / ); voice / Vɔ ɩ z / (there are 1, 43%students

pronounce /vosə /, / vas / ); noise / Nɔ ɩ z / ( there are 2,87% students pronounce /nǝ uz /,

/nɔ z/ ) ; climbed /„klaimǝd/ ( there are 10, 43% students pronounce /klibǝ d /, / clibǝ d / );

time / Tam / ( there are 4,67% student pronounce / Təm /, / tɩ m /, / tɩ mə / ); cry / Kra /

(there are 5, 59% student pronounce / c:i /, / K:ɛ y / ); tried / Trad / (there are 9, 71%

students pronounce / t:ɩ d /, / t:æd/, / t:iyǝ d /, / t:ɛ d / ); eyes / as / (there are 8,27% student

pronounce / yəs /, / ǝ yes / ); Nine / Nan / ( there are 3, 35% students pronounce / Nɩ nə /, /

Nɩ n /, /Nən/ ); lives / Lav’s / (there are 7, 08% students pronounce /Lаɩ f‟s/, / lǝ yves/,

/Ləf/ ); find / fand / (there are 5,97% students pronounce / fin /).

So the result from the analysis, of all the errors taken three diphthongs are aamount

of 63,63%andaand are not you that ɔ

4.3 Discussion

Learning Pronunciation is one of the most important tasks in any. Language learning.

Learning to use English Pronunciation correct will be one of the most difficult tasks for the

students in learning English.

After the write knows the result of the tests that have given to the students, the

difficulties faced by them is they have not understood how to pronounce vowel diphthong.

In the reading aloud test that the write gives to the students, the write learns that the

students make errors many words, such as: night, doubts, climbed, tried. They make errors in

these words because most of these sounds are not exist in Indonesian. For example vowel

diphthong sound of word eyes/ ais /, in Indonesian they usually read eyes / eyes /.

Furthermore, some students read night / nait /, because they are influenced by the alphabet

word “i“ /ei /. The other sample in word house / haws /, in Indonesian they usually speak

house / hos /. In word brown / brawn /, in Indonesian they read brown / bron /. But in this

reading aloud test, there are three words that the students can read them well, such as boy /

boi /, joy / joi /, join /join /. They can read them well because these words have same sounds

with Indonesian.

The write tries to make some efforts that may help the students to improve the

pronunciation. First the teacher must give more examples for practice their knowledge in

learning pronunciation and he/she should give more explanation about pronunciation

especially vowel diphthong. The teacher can give examples of vowel diphthong as follow:

1. Boy

2. House

3. Nine

Second, the teacher should give more motivation to the students in order to make

seriously in learning English. An important part of being a good learner is to feel confident. If

the students have good confidence, they will study effectively, so they can remember what

they have learned.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 `Conclusion

Based on the analysis of the data, the write concluded that the students at grade eighth

students of SMP Negeri 2 Klangenan still often make errors in pronouncing diphthong are

aamount of 63,63%andaand are not you that ɔ So the result from the

analysis, show that percentage of errors (63, 63%) that the students made in pronouncing

diphthong is. This can be seen from total percentage error in pronouncing vocal diphthong.

5.2 `Suggestion

The writer would like to purpose suggestion for the readers who are interested in

analyzing pronunciation errors in reading aloud. Pronunciation can be analyzed not only in

reading aloud but also in speaking skill. Pronunciation can be used by using short reading text

and recorder.

To help the students improve their pronunciation proficiency, the writer suggests that

they should be given a lot of drills and practices relating to the pronunciation so that they can

acquire the habit of using the correct pronunciation of English words containing English

vowels correctly regardless of language skills they are dealing with.

Bibliography

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Alfabeta

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SMP dan Madrasah Tsanawiyah. Jakarta : Balitung Depdiknas.

Fraenkel and Wallen.2003.How to Design and Evaluate Research in Education.

Jones Charles (2006), English pronunciation in the eighteenth and Nineteenth centuries.

London Palgrave macmillan

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Linguistics..Harlaw,New York :Mc.Graw-Hill Inc

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Sujana, Nana (2011) TuntutanPenyusunanKaryaIlmiah. Bandung: PenerbitSinarBaru

Bandung

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CURRICULUM VITAE

The writer’s name is Elvera Mayasari. She was born

in Cirebon, October 6th

1991. She lives at Jl. Merdeka. She

began her formal education at SD Negeri 1 Pekantingan and

graduated in 2003. She continued her studies to SMP

Negeri 1 Klangenan and graduated in 2006.

After that, she entered SMA PGRI Palimanan and

graduated in 2009. Then, in 2009/2010 she joined English

Department, Teaching and Education Sciences Faculty of Unswagati Cirebon.