English the materials and give the examples of

 

English
pronunciation  is still a crucial problem among many students of the seventh grade in
Junior High School Kamal, Madura. They mostly mispronounce words. The
problem is, the students do not realize that they make some pronunciation
errors when speaking or reading aloud in English. This usually happens because not
all teachers pay much attention to their students’ pronunciation.  They just teach the vocabulary found in the
text or utterances from the materials and give the examples of how to read them
but do not follow up the students’ pronunciation. Being curious with the frequent mispronunciations produced
by the seventh grade students, the researcher investigated the problem in her
class. The qualitative study employed a single – case study design. To collect
the data, a set of pronunciation test were administered. The test consisted
three parts: words, phrases and sentences. The findings show that the students
produced  errors on vowels, consonants
and diphthongs.

Keywords:  Madurese Pronunciation, English Pronunciation, Errors, Phonology System

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Background

English
pronunciation is still a crucial problem among many Indonesian students. As what happens in other countries where
English is a foreign language, the students do not have much exposure of
English outside the classroom. Another condition is the strong influence of the
local language besides the national one. Moreover, English pronunciation is
often different from the spelling.

These
are the words that are often mispronounced by the students of the seventh
graders.

busy

/

?b?z.i

/

pronounced
as

/

basi

/

or

 

busi

man

/

mæn

/

pronounced
as

/

man

/

 

 

 

book

/

b?k

/

pronounced
as

/

b?ks

/

 
 

 

 

From those examples, it can be said that
the students still keep the Indonesian way of pronouncing words, which is the same as the spelling. Their pronunciation are
also influenced by Madurese pronunciation. They do not realize that there are
different pronunciation systems of English and Indonesian. In Indonesian there
is no difference between the spellings of the words with their pronunciation.
However, in English there is a difference between the spellings of the words
with the pronunciation. Instead of / mæn/ for man, they pronounced as / man / Or / b?k/ for book, they pronounced as
/b?ks / and / ?b?z.i/ for busy, they pronounced as
/ basi / or / busi/. From
these examples, it can be seen that the students are still influenced by their
L1 because they pronounce the words the same way as the spellings.

        Pronunciation
is a key element in learning a language without which comprehension would be
hindered. According to the general taxonomy of errors classified by Corder
(1975) L2 learners errors were divided into three groups of intralingual or
developmental errors; the
source of which traced back to the target language itself, interlingual or
interference errors, which are caused by the effect of the first language, and
training errors, which are the result of wrong teaching techniques.

         

          Madurese language has a unique
pronunciation system. As it is unique that people who try
to learn Madurese experience difficulties, particularly in
terms of pronunciation earlier. Madurese language pronunciation has snapped and
is pressed mainly on the letters b, d, j, g, jh, dh and bh or the consonant
cluster such as hh,dd and bb.

         The
common problems of Madurese speakers when they speak English is mainly the
pronunciation of a double consonant at the final position, for example many
Madurese speakers pronounce the word ” born” as “bron”, the word “corn” to be
“cron”. The double consonant “-rn” at the final position do not exist in
Madurese.

 

Method

This study employed a single-case study designfor the reason that the
study investigated a single state junior high school which
has 18 classes. In regards with that, the study also provided
in-depth analysis of the particular phenomenon, in this case the pronunciation
errors of English words and apply in this single-case study.

 

Findings

        The data of this research were gathered from
the students’ pronunciation errors that were elicited by using a pronunciation
test. The data are from the words, phrases and sentences that the students
uttered. This test is used to reveal the sound production by Madurese students.
The data analyzed in this research are those features that the seventh grade
students pronounced incorrectly.

 

Discussion

      
The researcher observed 30 words, 30 phrases and
30 sentences by recording the seventh grade students’ pronunciation. The
pronunciation word test consisted of 30 words, the phrases pronunciation test
consisted of 65 words and the sentence pronunciation test consisted of 126
words. The total words tested were 412 and from those words, the
researcher found 221
pronunciation errors. The  errors consisted of three categories,
they were the consonant errors, the vowels errors and the diphthong
errors.

 

Conclusion and Suggestion

The
researcher found that there were many pronunciation errors made by the seventh
grade students in pronouncing English words. It was revealed that there were
three kinds of pronunciation errors; they were consonant, vowel and diphtong
errors.

From
the data analysis, it was found that the errors occured potentially because of
the influence of the first language. The first possibility is the difference
phonological system between Madurese as the first language and the English as
the foreign language. The researcher has provided the complete explanation
about the different way of pronouncing the consonant, vowel,and diphthong in
English and Madurese.The researcher gave the students test in the sequences of
difficulty in pronouncing the words, phrase and sentences.

 

Suggestion

For
English teachers in Madura, the researcher suggests that in pronouncing the
English words they have to consider the good pronunciation, since different
pronunciation will cause difference in meaning. This can be done by frequently
listening to the original sound or pronunciation of the native speaker from
offline dictionary as Cambridge Oxford Dictionary and imitate the correct
pronunciation. This will not only improve the teacher’s pronunciation but also
give a good model to the students.