AN ANALYSIS STUDY OF ERROR MADE BY STUDENTS IN PRONOUNCING HOMOPHONES Oleh : MeitaYanjani 1,Deddy Sofyan 2,MursidahRahma 3 Abstrak Salah satu elemen penting dalam berbahasa Inggris adalah Pronunciation. Pronunciation sabagai sebuah penghubung dari arti kata. Ini berarti, jika salah melafalkan, ini akan menimbulkan kesalah pahaman antara penerima dan pembicara. Namun murid masih membuat kesalahan tersebut khususnya dalampronunciation Homophones padahal ini sudah dipelajari. Tujuan dari penelitian ini adalah untuk menemukan macam-macam kesalahan yang murid buat dan penyebabnya dalam Pronunciation Homophones. Murid semester ke tiga di Program Pendidikan Bahasa Inggris, Fakulta Keguruan dan Ilmu Pendidikan, Universitas Pakuan adalah sample dari penelitian ini. Metode deskripsi diterapkab dalam penelitian ini. Beberapa instrument seperti dokumentasi, kuestioner, dan wawancara digunakan untuk mengumpulkan data. Dari hasil lembar kerja siswa, empat pencapai yang terendah dipilih untuk di wawancara. Hasilnya menunjukan bahwa 60% siswa membuat kesalahan dalam Pronunciation Homophones dengan akhiran t/or/d/, 58% akhiran /s/, /z/,/ɪl/, and /ɪn/, 50% akhiran /ә/, /r /,/u:/, and /әr/. Ini berarti lebih dari setengah siswa membuat kesalahan pada Pronunciation Homophones. Berdasarkan hasilnya, dapat disimpulkan bahwa kebanyakan dari mereka memiliki kesulitan untuk melafalkan kata-kata dalam bahasa inggris karena kata dalam tulisan bahasa Inggris berbeda dari bunyinya. Ini dibuktikan ketikan mereka bingung untuk melafalkan dalam ejahan yang berbeda. Mereka juga jarang membuka kamus ketika mereka mendapat kesulitan untuk melafalkan Disamping itu, mereka juga jarang menggunakan bahasa Inggis dalam percakapan sehari hari. Jadi, mereka sering menggunakan persaan mereka untuk melafalkan kata-kata tersebut. Kata Kunci : Pronunciation Error, Homophones. Abstract One of the important elements in English is pronunciation. Pronunciation as a connector related to the meaning of word. It means, if there is mispronunciation in conversation, it will break communication between receivers and messenger. However the students still make mispronunciation especially homophones word even they learnt it. The aims of the research are to find out kind of errors students make and the causes in pronouncing The third semester students in English Education Study Program, Faculty of Teachers Training and Educational Sciences, Pakuan University are the sample in this research. Descriptive method is applied in the research. Some instruments as documentation, questionnaire, and interview were used to collect the data. From the result of the students worksheet, four low achievers are chosen to be interviewed. The result of research shows that 60% students make error in pronouncing homophones with final t/or/d/, 58% with final /s/, /z/,/ɪl/, and /ɪn/. 50% with final /ә/, /r /,/u:/, and /әr/. It means more half of students made error in pronouncing Based on the result, it can be concluded that most of them have difficulties to pronounce English word because the written words in English is different from the sounds. It is proved when they confused when pronounce in different spelling. They also rarely open dictionary when they get difficulties to pronounce Besides that, they rarely used English words in daily conversation. So, they often used feeling when they pronounce the words. Keywords : Pronunciation Error, Homophones.
Introduction The important thing to study English is the mastering of the basic skills. They are listening, writing, reading and speaking. Not only that but there are also important elements, one of them is pronunciation. Pronunciation is important part of speaking skill as communication. If students speak English, students should pronounce the word clearly. In studying English, the correct pronunciation will make them easy to give the meaning of their speech. So, it cannot break communication between messenger and receiver. In this case, there are students who often make error when they pronounce English words, especially homophone words. Homophones are words which should alike, but have a different spelling and meaning, for example Alms - Arms, Eye-I, No - Know. The students who mispronounce the word, they will be misunderstood when they are speaking English. Good pronunciation does not only mean to say one word or even one sound correctly. A good example of the independence of speech and writing in the representation of language comes from looking at It is one of the reasons why students are not sure what they want to say. The sounds of words change when they come into contact with each other, this is something that students need to know. There are many words in English that are unfamiliar to Indonesian people. Most of them become a problem and it occurs in spelling English. Two words that should be pronounced same become different, because they think that different spelling means different pronunciation. In fact, not all of different words in English have different pronunciation. For example, bail and bale, it should be pronounced /beɪi/ but students pronounce baii /beii/ and bale /bei/ while both of these wods have same pronunciation. In other example bean and been /bi:n/. Students usually pronounce, bean /bæn/ and been /bi:n/. Absolutely, these are mispronunciation because it should be pronounced in the same pronunciation. If the students more practice then do not be lazy to open dictionary, probably it can make them be better. Through this research, error made by students in pronouncing homophones will be analyzed. Research Methodology Descriptive method is applied for the research. It can describe the accurate situation based on the fact. Herawati (2009:24) stated that descriptive method is used to describe systematically a situation or area of interest factually and accurately. Thus, it is used to describe the causes of error made by students in pronouncing Qualitative research is used to identify error made by students in pronouncing homophone. It used because the data obtained from the research that cannot be tested by using statistical tools. Based on research s focus, the main data collection is gained by documentation, questionnaire, and interview. Documentation is analyzed to know the error made by students in pronouncing Questionnaire is given to know the causes and to get the information from the respondents related to the result of documentation before. The last, interview is done to dig more explanation from respondent to the result and questionnaire. After that, the result of the test, the answer of questionnaire and the answer of interview are analyzed for making data validation. In this research, documentation, questionnaire, and interview is used to collect the data. a. Documentation The first step in collecting the data, students work is used as documentation, this form of recording pronunciation Then, their pronunciations are analyzed to find the errors made by students. b. Questionnaire The questionnaire is given to the respondents after documentation. It is done for getting the data of describing the cause s error of students. c. Interview The last step instrument is interview. By doing interview, further data will be got from the respondents about result of the two previous instruments. The data is analyzed by using describing method after it was collected. It
was obtained from documentation, questionnaire and interview. a. Data analysis of the documentation The students are asked to pronounce the list of homophones words and it was recorded as documentation. Then, their pronunciations are analyzed to find the errors made by students b. Data analysis by questionnaire To analyze every answer of the questionnaire, the following steps will be done, they are: 1) Counting every answer of questionnaire to determine the frequency 2) Countingthe percentile by using f x 100%. Note: f = the frequency of the respondents answers. x = the number of respondents who filled the questionnaire. 3) Interpreting the data of questionnaire by using the criteria on the table below: c. Data analysis of the interview The result of interview is analyzed by making transcription of the interview. This research is conducted in English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. It is located on JalanPakuan, Ciheuleut-Bogor. The participants of this research are the third semester in C class of English Education Study Program, Faculty of Teacher Training and Education Sciences, Pakuan University. They are chosen because they have lowest score in Textual Pronunciation class. The research was conducted on 25 th and ended on 1 st November 2013. Triangulation is used as a technique to check the validity of data. It is used to compare the interviewed,there are documentation and questionnaire. The research of documentation and questionnaire is done to complete the interview. Research Finding The data were collected to calculate error in pronouncing The category of errors in students test is shown below: a. Error in pronunciation homophones with final /t/or/d/ b. Based on the data analysisin pronunciation homophones with final /t/or/d/,the total errors of all the word in pronunciation homophones with final /t/or/d/ are 72 errors or 60%. It means more than half of respondents make an error in pronouncing homophone words especially in word great and grate /ɡreɪt/, towed and toad /tәʊd/and alsowait and weight /weɪt/. However, all of the respondents did not make an error in pronouncing word waist and waste /weɪst/. c. Error in pronunciation homophones with final /s/, /z/,/ɪl/, and /ɪn/. From the data analysis in pronunciation homophones with final /s/, /z/,/ɪl/, and /ɪn/, the total errors of all the word in pronunciation homophones with finals/, /z/,/ɪl/, and /ɪn/ are 70 or 58%. It means more than half of respondents make an error in pronouncing homophone words. There are ome words thatmore than a half of Percentage 0%-24% 25%-49% 51%-74% 75%-99% 100% Meaning A few respondents Almost a half of the respondents More than a half of the respondents Almost all of the respondents All respondents respondents made an error to pronounce it. There are paws and pause /pɒ:z/, male and mail /meɪi/ then bale and bail /beɪi/. d. Error in pronunciationhomophones with final /ә/, /r /,/u:/, and /әr/ or endind <- er> From the data analysis of error in pronunciation homophones with final /ә/, /r /,/u:/, and /әr/ or endind <-er>,the total is 60errors or 50%, it means half of respondents make an error in pronouncing homophone words especially in flower and flour /fiaʊә/ and also fir and fur /fɜ:r/. However, almost all of the respondents did not make an error in pronouncing word fissure and fisher / fɪʃә /.
Based on the data description above, the error in pronouncing homophones with final/t/or/d/are 72 errors or 60%. It means more than half of respondents make an error in pronouncing homophone words. For the error in pronouncing homophones with final /s/, /z/,/ɪl/, and /ɪn/ are 70 or 58%. It means more than half of respondents make an error in pronouncing homophone words. For the error in pronouncing homophones with final ә/, /r /,/u:/, and /әr/ or ending <- er> are 60 errors or 50%. It means half respondents made error in pronouncing It indicates that the respondents have difficulties in pronouncing After describing the students error in homophones, the writer asks the respondents to fill in the questionnaire. Some causes are found from the respondents. In this case, 20 respondents (83%) have difficulty in pronunciation because they are rarely used in daily conversation. It causes they make an error when they pronounce the words. It also made 15 respondents (62%) got difficulty to made difference between homophones words or not. In this case their habit in daily activities is the causes of error. Table 4.4 The result of questionnaire Categories No Statements AA AF % Students error Students Ability 1 In my opinion English is difficult Yes 12 50 2 It is difficult to pronounce English word Yes 20 83 because the written words in English is different from the sounds No 4 16 3 I only know some of Homophone words Yes 17 70 No 7 29 4 I need to open my dictionary when I Yes 19 79 pronounce English word well No 5 20 5 It is difficult for me when I pronounce Yes 19 79 homophones No 5 20 6 I often make mistake when pronouncing Yes 21 87 homophones No 3 12 7 I know the homophones Yes 12 50 8 I am able pronounce the English words well and clearly 9 I know the English words include the homophones words 10 It is difficult for me to make a difference between the homophone words and not 11 I know many English vocabularies and i am able to pronounce them well Yes 8 33 No 16 16 Yes 3 12 No 21 87 Yes 15 62 No 9 37 Yes 12 50 12 I am able to correct my friend pronunciation Yes 18 75 while He/She makes mistake No 6 25 13 I know the sound of English Yes 22 91
Causes of Error 14 I am able to pronounce the English words correctly without looking up the dictionary 15 I am able to know the homophone words in a sentence while my friend speaks No 2 8 Yes 2 8 No 22 91 Yes 14 58 No 10 41 16 The difficulties in pronuncition because I rarely used English word in daily Yes 20 83 conversation No 4 16 17 Remembering homophones is difficult for me Yes 12 50 18 I only know some words that include homophone words Yes 17 70 No 7 29 Note : AA : Answering Alternative AF : Answering Frequency % : Percentage
The last step in analyzing the data for this research is interviewing four lowest achievers who have highest number of error in pronouncing The worst information from this interview is when one of respondents said that homophone is an articulation of sound. Two of four students also confessed that this was the first time they know about It means that their ability in homophone is poor and they need to improve it because homophone is one of important thing in pronunciation. Then, almost the respondents have some similar answers about their problem solving. They had tried to solve their errors with checking dictionary and sometimes record their words. Not only that they also solve it with practicing with their friend in daily conversation. Research Discussion The result of documentation shows thathalf students have difficulty when pronounce It shows that almost respondents made an error based on the spelling of word. Whenever they read words with different spelling, probably they will make error in pronouncing. One example of error made in word flowerand flour. They could pronounce word flower correctly but more thanvhalf of respondents could not pronounce word flour correctly. While both of these words have same pronunciation that it means Some causes are found from the respondents by questioner. In this case, 20 respondents (83%) have difficulty in pronunciation because they are rarely used in daily conversation. It causes they make an error when they pronounce the words. It also made 15 respondents (62%) got difficulty to made difference between homophones words or not. In this case their habit in daily activities is the causes of error. Based on the interview, it is concluded that homophonesare still unfamiliar in their knowledge. That is one of reason why they often make an error when they pronounce it. Besides that, different spelling isalso a reason they make an error, it is because they always need to check dictionary whether it is same in sound or not. From the data above, the writer found that the causes and also kind of error than students made in pronouncing CONCLUSION After conducting the research An Analysis Study of Error Made by Students in Pronouncing Homophones, it is concluded that the error made by students in pronouncing homophones with final /t/or/d/ that is 72 errors or 60%. For the error in pronouncing homophones with final /s/, /z/,/ɪl/, and /ɪn/that is 70 errors or 58%. For the error in pronouncing homophones with final /ә/, /r /,/u:/, and /әr/ or ending <-er>that is 60 errors or 50%. In addition, the causes of students error in pronouncing homophones are most of them did not apply English in daily conversation, they also cannot pronounce word well because different spelling in written. Then they rarely open dictionary when they difficulties to pronounce words. So, they often used feeling when they pronounce the words. Bibliography Ashby, Michael and John Maidment. 2005. Introduction PhoneticScience. New York: Cambridge University Press.28 Agustus 2013. http://books.google.co.id/books?id=jxjtl u9slduc&printsec=frontcover&dq=introd uction+phonetic+science&hl=en&sa=x& ei=q5nbuq21louzrafzsycicq&redir_es c=y#v=onepage&q=introduction%20phon etic%20science&f=false Brazil, David. 1994. Pronunciation for Advance Learners of English. New York: Cambridge University. Bridges, Robert. 2006. On English Homophones. London: The Echo Library. Brown, H Douglas. 2000. Language Learning and Teaching. Fourth Edition. New York: San Francisco University: Addition Wesley Longman, Inc. A person Education Company. Brown,H Douglas. 2004. Language Assessment Principle and Classroom Practice. New York: San Francisco University. Brown, Adam. 1991. Teaching English Pronunciation: a book of readings. London:Routledge. Carney, Edward. 1999. A Survey of English Spelling. New York: Cambridge University Press.30 Agustus 2013. http://books.google.co.id/books?id=xxpg VnLh5AoC&printsec=frontcover&dq=a+s urvey+of+english+spelling&hl=en&sa=x &ei=7ahbuvccgmxprafwh4gyca&r edir_esc=y#v=onepage&q=a%20survey% 20of%20english%20spelling&f=false Carter, Ronald and David Nunan. 2001. The Cambridge Guide to Teaching English to Speaker of other Language.United Kingdom at the University Press: Cambridge.
Dratzke, Burkhard. 1998. Modern British and AmericanEnglish pronunciation: a basic text book. Paderborn: UTB. Kelly, Gerald. 2000. How to Teach Pronunciation. London: Bluestone press. Lighbown, Pasty M. and Nina Spada. 1999. How Languages are Learned. Second Edition. Oxford University Press. Autobiography 1. MeitaYanjani, lahir di Bogor20 Mei 1991, agama Islam anak Pertama dari pasangan Bapak Sarjana dan Ibu Yayang S.Tinggal.. Pendidikan formal: Sekolah DasarNegeri VItahun 1997-2003, Sekolah Menengah Pertama Negeri 3Cibinong tahun 2003-2006, Sekolah Menengah Kejuruan Negeri 1 Bogor tahun 2006-2009, kemudian tahun 2009-2013 melanjutkan pendidikan S1 Pendidikan Bahasa Inggris di Universitas Pakuan Bogor. 2. Deddy Sofyan, Dosen Program StudiPendidikan BahasaInggrisFKIPPakuan. 3. MursidahRahma Dosen Program StudiPendidikan BahasaInggrisFKIPPakuan