error pronunciation of english consonants made by …

ERROR PRONUNCIATION OF ENGLISH CONSONANTS MADE BY THE THIRD SEMESTER STUDENTS AT ENGLISH

DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH PAREPARE

(Descriptive Qualitative Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the

Degree of Education English Education Department

LINDA PURWATI 105351100716

ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS

KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin Telp. 866972 Kota Makassar

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : LINDA PURWATI

Stambuk : 105351100716

Jurusan : Pendidikan Bahasa Inggris

Dengan Judul : “ Error Pronunciation of English Consonants Made by the Third

Semester Students at English department of Universitas

Muhammadiyah Parepare”

Dengan ini menyatakan bahwa:

Skripsi/proposal yang dilakukan di depan tim penguji adalah hasil karya

saya, bukan jiplakan dan tidak dibuat oleh siapa pun.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Maret 2021

Yang Membuat Pernyataan,

LINDA PURWATI

vii

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin Telp. 866972 Kota Makassar

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : LINDA PURWATI

Stambuk : 105351100716

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akan menyusun sendiri skripsi saya (tidak dibuat oleh siapapun).

2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan Fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi saya.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3, maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian saya buat dengan penuh kesadaran.

Makassar, Maret 2021

Yang Membuat Perjanjian,

LINDA PURWATI

viii

MOTTO

“ Success needs a process.”

“ A heart full of gratitude, not only the greatest virtue, but is also the parent of all other virtues.”

Dedication

This paper is dedicated to :

My beloved parents (Muh. Yunus and Lisnawati), with their love and effort who always pray and support me.

My best brother (Ilham sanubari) and sisters (Yuli Prianti and Nur Adiba), who never ending support motivation and attention.

My best friends, who never ending support me.

ix

ABSTRACT

Linda Purwati, 2021. Error Pronunciation of English Consonants made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare. (supervised by St. Asriati AM and Maharida)

The objectives of this research were: to find out the kinds of errors and

dominant errors in pronouncing English consonant made by the third semester students at English Department of Universitas Muhammadiyah Pare-pare. The method used in this research was descriptive qualitative, that consisted of 19 students as a total sampling technique. Pronunciation test was used as the instrument, the researcher found that the kinds of errors in pronouncing English consonant made by students were omission and misformation. The dominant error in pronouncing English consonants was misformation. Based on the findings, it can be concluded there are still a lot of students made error in pronouncing English consonants in fricative and affricate sound, it indicated that most of them had not understood how to pronounce that sound correctly.

Keywords: Error, Pronunciation, English consonants.

x

ABSTRAK

Linda Purwati, 2021. Kesalahan Pengucapan Konsonan Bahasa Inggris yang dilakukan oleh mahasiswa semester tiga Jurusan Bahasa Inggris Universitas Muhammadiyah Pare-pare. (dibimbing oleh St. Asriati AM dan Maharida).

Tujuan dari penelitian ini adalah: untuk mengetahui jenis kesalahan dan

kesalahan dominan dalam pengucapan konsonan Bahasa Inggris yang dilakukan oleh mahasiswa semester tiga Jurusan Bahasa Inggris Universitas Muhammadiyah Pare-pare. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif yang terdiri dari 19 siswa sebagai teknik total sampling. Tes pengucapan digunakan sebagai instrument, peneliti menemukan bahwa jenis kesalahan dalam pengucapan konsonan Bahasa Inggris yang dilakukan oleh siswa adalah omission dan misformation. Kesalahan dominan dalam mengucapkan konsonan bahasa Inggris adalah misformation. Berdasarkan hasil penelitian dapat disimpulkan bahwa masih banyak siswa yang melakukan kesalahan dalam mengucapkan konsonan bahasa Inggris pada bunyi fricative dan affricate, hal ini menunjukkan bahwa sebagian besar siswa belum memahami cara melafalkan bunyi tersebut dengan benar.

Kata kunci : Kesalahan, Pengucapan, Konsonan Bahasa Inggris.

xi

ACKNOWLEDGMENT

In the name of Allah, the most Gracious, the most Merciful.

First and foremost, all praises is due to the Almighty Allah, the Lord of the

universe who has given the writer mercy, strength, and blessing so the researcher

was able to finish this thesis entitled “ ERROR PRONUNCIATION OF

ENGLISH CONSONANTS MADE BY THE THIRD SEMESTER STUDENTS

AT ENGLISH DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH

PAREPARE.”,

Peace be upon Prophet Muhammad SAW, the great leader and good

inspiration of world revolution. The researcher is sure that this thesis would not be

completed without helps, supports, and suggestions from several sides. Thus the

researcher would like to express her deepest thanks to all those who had helped,

supported, and suggested, her during the process of writing this thesis. This goes

to :

1. Prof. Dr. H. Ambo Asse, M.Ag, the Rector of Muhammadiyah University

of Makassar.

2. Erwin Akib, M.Pd., Ph.D., The Dean of Faculty of Teacher Training and

Education Muhammadiyah University of Makassar.

xii

3. Ummi Khaerati Syam, S.Pd., M.Pd., The head of Teacher Training and

Education Muhammadiyah University of Makassar.

4. Dr. St. Asriati AM, S.Pd., M.Hum., as my first consultant who has given

me correction, suggestions, support, advice and guidance in accomplishing

this thesis to be better.

5. Maharida, S.Pd., M.Pd., as my second consultant who has given

correction, suggestions, support, advice and guidance in accomplishing

this thesis to be better.

6. Dr. H. Bahrun Amin, M.Hum., as my PA who has given advice and

motivation.

7. All lecturers and staffs of English Education Department. Thank you for

suggestions, motivations and knowladge during the courses.

8. Nasrullah, S.Pd., M.Pd., The head of Teacher Training and Education in

Universitas Muhammadiyah Parepare who let me did my research in the

third semester classes.

9. The students of Universitas Muhammadiyah Parepare, especially the third

semester students at English Department, who have participated in this

research.

10. My beloved parents, sisters and brother. Who always pray in everydays for

the best, and always give support, motivation to finish this research.

11. Best classmates ( Awesome class). Always support me in completing this

thesis.

xiii

Finally, the researcher realizes that this thesis is still far from perfections.

Therefore, constructive comments, critiques and suggestions are appreciated very

much. May Allah Almighty the lord of universe blesses them all. Aamiin.

March 2021, Makassar

The researcher

Linda Purwati

xiv

TABLE OF CONTENTS

TITLE PAGE ................................................................................................ i

LEMBAR PENGESAHAN ......................................................................... ii

APPROVAL SHEET .................................................................................. iii

COUNSELLING SHEET ........................................................................... iv

SURAT PERNYATAAN ........................................................................... vii

SURAT PERJANJIAN ............................................................................. viii

MOTTO ....................................................................................................... ix

ABSTRACT .................................................................................................. x

ACKNOWLEDGMENT............................................................................ xii

TABLE OF CONTENTS ........................................................................... xv

LIST OF APPENDICES......................................................................... xviii

CHAPTER I INTRODUCTION

A. Background ....................................................................................... 1

B. Problem Statement ............................................................................. 4

C. Objective of The Research ................................................................. 4

D. Significance of The Research............................................................. 5

E. Scope of The Research ...................................................................... 6

xv

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Research Findings ............................................................... 7

B. Some Basic Concept .......................................................................... 9

1. Pronunciation ............................................................................... 9

a. Definition of Pronunciation.............................................. 9

b. The Importance of Pronunciation................................... 10

2. English Consonant ..................................................................... 10

C. Error Analysis .................................................................................. 15

1. Definition of Error Analysis....................................................... 15

2. Error and Mistakes ..................................................................... 16

3. Kinds of Errors ........................................................................... 17

D. Conceptual Framework .................................................................... 21

CHAPTER III RESEARCH METHOD

A. The Research Design........................................................................ 23

B. The Research Variable and Indicators ............................................. 23

C. The Research Subject ....................................................................... 24

D. The Research Instrument.................................................................. 24

E. The Procedure of Collecting Data .................................................... 25

F. The Data Analysis ............................................................................ 26

CHAPTER IV FINDINGS AND DISCUSSION

A. Research Findings ............................................................................ 27

B. Discussion ........................................................................................ 47

xvi

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion........................................................................................ 50

B. Suggestion ....................................................................................... 51

BIBLIOGRAPHY

APPENDICES

CURICULUM VITAE

xvii

LIST OF APPENDICES

APPENDIX A : Instrument Test (The Pronunciation Test)

APPENDIX B : The Key of The Pronunciation Test (Transcription)

APPENDIX C : Table of Pronunciation Error Analysis

APPENDIX D : Table of Data Analysis

APPENDIX E : The List Name of the Students

APPENDIX F : Documentation

xviii

CHAPTER I

INTRODUCTION

A. Background

Along with listening and writing, speaking is a form of

communication. Speaking abilities make it easier to convey messages

verbally. Fluency, vocabulary, grammar, and pronunciation are the four

components of speaking skills. According to Brown and Yule (2007),

speaking is the ability to pronounce the sounds of language to speak or

convey thoughts, ideas, or feelings verbally. Based on the statement above,

it can be concluded that speaking is the ability to produce a word, to

convey perceptions, concepts, and feelings.

Pronunciation is a vital aspect of speaking skills. Pronunciation is

the process by which we make or pronounce sounds from words.

According to Yates (2002 as mentioned in Gilakjani, 2016), pronunciation

is the production of sounds that are used for making meaning. Therefore

pronunciation is very important because when wrong in pronunciation and

form a meaning of what is said can cause misunderstanding. Pronunciation

can always be studied from two points of view: the phonetic and the

phonology (Crystal, 2003:236). The main features of pronunciation are

segmental features (included phoneme) and suprasegmental features

(included stress, intonation, and connected speech. The set of phonemes

consist of two categories: vowel sounds and consonant sounds (Kelly,

2000).

1

2

And according to International Phonetic Alphabet (IPA, 2015),

complete consonants in English include /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /s/,

/z/, /ʒ/, /ʧ/, /ʤ/, /θ/, / ð/, /m/, /n/, / ŋ /, /h/, /l/, /r/, /w/, /j/. Some of these

consonants, including /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /s/, /z/, /m/, /n/, /r/,

/w/, /j/, do present in Bahasa Indonesia, however others do not.. There's

many several consonants in Bahasa Indonesia that really don't occur: /ʒ/,

/ʧ/, /ʤ/, /θ/, and /ð/. That makes it very difficult for Indonesian students to

find a suitable way to pronounce certain consonants. Consequently

Indonesian have the difficulties in pronouncing some words in learning

English (Rustipa, 2003).

Then as the researcher experience and observation in PPL students

in the school, this phenomenon occurs. Many English students pronounce

certain consonants incorrectly, both to and from the classroom. They often

rarely pronounce these consonants correctly, and when conversing in

Bahasa Indonesia, students often substitute these consonants with similar

sounds. Many consonants, such as /θ/ and /ð/, must be pronounced

accurately but are overlooked, causing their pronunciation in certain words

to be incorrect. The consonant /θ/ must be pronounced gently and

voiceless to sound like that of a native, whereas the consonant /ð/ must be

pronounced hardly and voiced to sound like a native.

Most terms with /θ/ must be pronounced with "th," but students of

English often pronounce them with /t/, /s/, even without the "th" itself. For

instance, three/'ri;/ becomes (tree/'tri;/ or sri/'sri), whereas in voiced

3

consonant /ð/ English students prefer to substitute with /d/ and /z/, for

instance, words than /'ðen;/ becomes (Den/'den;/ or Zen /'zen;/). By saying

a word that is not by the way the pronunciation makes someone

misunderstanding the meaning of the words.

Aside from that, students in the English department will have many

more opportunities and choices to study overseas or work in countries

other than their own. However, since English is a different language,

students must change their thinking from their native language to a

different language. Fraser (2000:11) states "many adult learners find

pronunciation one of the most difficult aspects of English to acquire, and

need explicit help from the teacher".

For example, students do not know how to spell English sounds or

specific sounds in speech patterns, also with, or placing specific sounds in

a specific location. students may even have trouble distinguishing

between two words that sound very similar; the difficulties that students

face are also what cause mistakes or errors. For example is between the

word consonant /f/ " fine /Fain/", become "vine" /vain/ despite the fact

that the sounds are almost identical, this has a different meaning. Most

foreign language learners struggle during learning and teaching period. for

this case, especially during the English Consonant teaching process, due to

a variety of factors. There are many indigenous languages in Indonesia.

Since students differ and are all affected by their mother tongues, teaching

4

pronunciation is difficult. By that extent, clear and concise pronunciation

has an impact on information transmission.

Given the frequency in which this phenomenon occurs in English

students, the researchers concluded it is essential to conduct the research

about Error pronunciation of English Consonants made by the third

semester student at English Department of Universitas Muhammadiyah

Parepare.

B. Problem Statement

The problem statement can be formulated as follows:

1. What kinds of errors are made by the third semester students at

English Department of Universitas Muhammadiyah Parepare in

pronouncing English Consonant?

2. What are dominant errors made by the third semester students at



C. Objective of the Study

The objective of the study can be formulated as follows:

1. To identify kinds of errors are made by the third semester students

at English Department of Universitas Muhammadiyah Parepare in


2. To identify dominant errors made by the third semester students at



5

D. Significance of the Study

The result of the research can be used:

1. For Lecturer

Lecturer knows which part of the pronunciation English

Consonants need further attention to the text learning process and

from that errors. It also contributed to the preparation of teaching

materials and methodology appropriate to the students, especially

for phonetic and phonology subjects.

2. The Students

The students get feedback in measuring how far their

proficiencies dealing with phonetics and phonology.

3. For Researcher

The result of this study can be used for the next researcher

as information in researching the same subject matter.

6

E. Scope of the Study

This research error pronunciation of English Consonants made by

the third semester students at English Department of Universitas

Muhammadiyah Parepare. The researcher used the student pronunciation

error. Pronunciation aspects that be discussed in this research are covering

consonant sounds. The consonant sounds include Fricatives and Affricates.

In Fricative sound are : /f/, /v/ and in Affricates sound are : /ʤ/, /ʧ/. In this

research, aside from discussing the study on the pronunciation of English

Consonants and also about the kinds of errors (omission, addition,

misformation, and misordering) and the dominant errors made by students.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Findings

There are some previous studies that had been found, and they had

different problems and objects with each study, such as follows :

Al Yaqoobi, Ali, and Sulan (2016). The revealed of this study

shows that the most common pronunciation errors made by omani students

are the consonant sounds of /p/, /ʧ/, /g/, and /v/, which are usually replaced

with /b/, /ʃ/, /ʤ/, and /f/ respectively. The most difficult pronunciation they

experienced is /p/, and /v/ sound, /ʧ/ and /g/ sound. And also found that the

learners mispronounced in the middle position and final position.

Hidayati (2017) under the title Pronunciation Errors in speaking

performance of Grade 11 students at SMA Negeri 20 Medan. This study

aims to identify kinds of pronunciation errors, on consonant and vowel

sounds. And to find out the causes of error in English pronunciation of

grade 11 students at SMA Negeri 20 Medan. The result of this study

shows that the total analysis shows that the total of kinds of pronunciation

errors is 40 data. Misformation as the dominance error. The other results

are such as misformation 57,5 %, omission 8 % , addition 20 % and

misordering 2,5 %.

Rahmawati (2017) Based on the findings of this study there are 82

words with consonants that need to be pronounced. Then there are 20 right

words and 62 incorrectly pronounced words by the students. According to

7

8

the researcher, the students may have made a mistake in pronouncing

consonants and either do not know how to pronounce the words, or the

students have never heard them before.

Alzainadi and Latief (2019) under the title Diagnosing Saudi

Students' English Consonant Pronunciation Errors. . The data analysis

revealed that the participants made the most errors when pronouncing: ʒ/,

/ ŋ/, /p/, / –ed, and the

4- and 3- consonant clusters. This was also discovered that lower-

intermediate level students made more errors than intermediate level

students in pronouncing the majority of consonant sounds and clusters,

and that the difference between their errors is usually higher in the word-

initial position than in the word-medial and final positions. And the factor

that accounts for the pronunciation difficulties noted is the lack of

consciousness-raising.

Putra (2019) the revealed of this study that students continue to

make errors when pronouncing words with plosive and fricative

consonants. The majority of students, approximately 36%, make errors in

plosive consonants and 64% in fricative consonants.

Based on the previous research results, the researcher concluded

that, while there are some similarities, there are also distinctions in this

research. A study similar to ours studied students' pronunciation errors

using a difference variable and indicators, which are focused on the

fricatives and affricates sound.

9

B. Some Basic Concept

1. Pronunciation

a. Definition of Pronunciation

Kristina et.al (2006:1), define pronunciation as the act or

the manner of pronouncing a word; the utterance of speech.

Furthermore, pronunciation is one of the key aspects of language

that helps English as a foreign language learners communicate in

English, as argued by Zimmerman (2004) Pronunciation is very

important because it is the first thing to note about a person's

ability to speak , in this case, the English language. Pronunciation

is perhaps one of the most difficult speech skills to learn in English

because it takes a long time and effort to develop comprehension of

how to pronounce correctly.

According to Oxford Advanced Learners' Dictionary,

pronunciation is defined as the way a language is spoken (Hornby,

2005). It means that by articulating a few words, individuals are

utilizing a language that they can communicate with others as

pronunciation is the way the language is spoken. Pronunciation can

always be studied from two points of view: the phonetic and the

phonology (Crystal, 2003:236). The main features of pronunciation

are segmental features (included phoneme) and suprasegmental

features (included stress, intonation, and connected speech. The set

10

of phonemes consist of two categories: vowel sounds and

consonant sounds (Kelly, 2000).

b. The Importance of Pronunciation

In speaking, it is not only grammar that is important,

pronunciation in English is also very important because the

difference in the way the pronunciation or sound will change the

meaning is very far from the real meaning. Pronunciation itself is

how to pronounce or make the correct sound when mentioning a

word. Speakers of different languages tend to develop different

muscles from the mouth for pronunciation. When speaking a

foreign language, the muscles around the mouth may not be well

developed for that language and will find it difficult to pronounce

the correct word. By practicing foreign language pronunciation,

muscles develop and improve pronunciation. This also applies to

pronouncing consonants and vowels correctly. use the mouth and

surrounding muscles such as the tongue and lips.

2. English Consonant

Consonants are phonemes that are not vowels and in other words

are realized by obstruction. So the air flow through the mouth is

blocked at the place of articulation. There are three categories in

English consonant, such as voiced and voiceless sounds, place of

articulation and manner of articulation.

11

Chart of English Consonant

Bila

bial

Labi

oden

tal

Den

tal

Alv

eola

r

Pala

to

alve

olar

Pala

tal

Vel

ar

Glo

ttal

Voiceless (-v)

Voiced (+v)

-v +v -v +v -v +v -v +v -v +v -v+v -v +v -v +v

Plosive p b t d k g h

Fricatives f v θ ð s z /ʃ/ /ʒ/

Affricates /ʧ/ /ʤ/

Nasals m n Ŋ

Lateral w l

Approximants r J

(Taken from Nigel Musk, 2013)

According to McMahon (2002: 26 ) in his book, The dichotomy of

voiced and voiceless speech sounds is the most important distinction

among speech sounds that applies to all languages. If you place your

finger on your 'adam's apple' or voice box' (technically the larynx) and

make a very long (z), you can feel vibration: this indicates that (zzzz)

is a voice tone. However, if you make a very long (ssss), you will not

experience the same level of activity: (s) is a voiceless tone.

A voiced consonant is a sound formed by the vibrating vocal

cords. Voiceless consonants, on the other hand, are sounds produced

without the vocal cords vibrating. Dale and Poem (2005: 116). In

12

English, the voiced consonants are: /b/, /d/, /g/, /v/, /ʤ/, /ʒ/, /ð/, /z/,

/m/, /n/, / ŋ/, /l/, /r/, /w/, and /j/,. In English, the voiceless consonants

are /p/, /t/, /k/, /θ/, /f/, /ʃ/, /ʧ/, /s/ and /h/.

Place of articulation is the point of contact, where an obstruction

occurs in the vocal tract between an active, moving articulator

(typically one part of the tongue) and a passive articulator (typically

one part of the roof of the mouth). Ba’dulu (2009: 27) in his book the

place of articulation is each point at which the air-stream can be

modified to produce a different sound. Eight place of articulation that

are :

a. Bilabial sounds

Bilabial sounds are produced by two lips, they are : /p/, /b/,

/m/, /w/.

b. Labiodental sounds

Labiodental sounds are produced by the lower lip against

the upper teeth. They are : /f/, /v/.

c. Dental sounds

Dental sounds are produced by the obstruction of the

outgoing by the tip of the tongue and upper teeth. They are

: /θ/, and /ð/.

d. Alveolar sounds

13

Alveolar sounds are produced in which the air is obstructed

by the tip of the blade of the tongue against the teeth ridge

or gum. They are : /t/, /d/, /s/, /n/, /z/, /l/, and /r/.

e. Palato alveolar sounds

Palato alveolar sounds are produced by the blade of the

tongue with the teeth ridge and simultaneously. The sound

are: /ʒ/, /ʤ/, /ʃ/, and /ʧ/

f. Palatal sound

Palatal sound is produced by obstructing the air by raising

the front part of the tongue against the hard palate. The

sound is: /j/

g. Velar sounds

Velar sounds are produced by articulating the back of the

tongue with the soft palate. The sounds are : /k/, /g/, and /ŋ/

h. Glottal sound

The obstruction of the air is formed at the glottis that is by

putting the vocal cords in close contact. The sound is /h/.

The manner of articulation is the way the air flow is constricted or

realised in the speech apparatus to produce language sounds.. Ba’dulu

(2009:27) in his book the manner of articulation is the modification of

the lips, tongue, glottis, and velum in different ways to produce

different types of sounds. Six manners of articulation are:

14

a. Stops or plosive

Plosive are phonemes that are realized by using an

air blast, because the tongue is blocked by the places of

articulation in the mouth. The sounds are : /p/, /b/ /t/, /d/,

/k/, /g/.

b. Affricates

Affricates consonant is a phoneme which is realized

as the sound between popping sounds and hissing sounds.

The sound are : /ʧ/ and /ʤ/.

c. Fricative

Fricatives are a type of consonant sound that is

produced by blowing air from the mouth through the gaps

formed by the tongue, teeth, and lips. The sound are : /f/,

/v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/.

d. Nasals

Nasals are a form of sound that is produced by

stopping the blowing of air from inside the mouth with the

lips, tongue, and also the base of the tongue so that the air

we form will pass through the nose and produce a buzzing

sound. The sound are : /m, n, ŋ/.

e. Lateral

15

Lateral is a consonant in which the airflow flows along

the side of the tongue, but is blocked by the tongue from

passing through the middle of the mouth. The sound is : /l/.

f. Approximant

Approximant is a consonant made with little

abstraction to the air stream. The approximants in English

are /w/, /r/, /j/.

C. Error Analysis

In language learning, the learner will always produce errors

whether in spoken or written language. It is due to mother tongue,

intralingual, the context of learning (Brown, 2007:263), or other

factors. The study of error is commonly called error analysis.

1. Definition of Error Analysis

Error analysis is a technique for identifying, classifying,

and systematically interpreting the unacceptable forms

produced by someone learning a foreign language, using any

of the principles and procedures provided by linguistics

(Crystal, 1985:112). It is a form of comparative linguistics

analysis that compares a learner's interlanguage to the target

language at a specific point in time.

Error analysis is useful for the teacher to know how the

students achieve in their English, to make planning, and to

construct teaching materials (Ihsan, 2015:23). For the student,

16

they can learn their lack of knowledge of language learning. It

can also motivate them to gain or improve their skill while

they are learning a foreign language. Error analysis is useful

for the teacher and the students to know the lack of the

students and also to find the difficulties.

2. Error and Mistakes

Error is a time period referring to an overall performance

that takes location when the deviation arises as a result of lack

of knowledge Brown (2007:258). James in Fauziati (2000:139)

stated that errors arise best when there was no aim to commit

one. Error is systematic, consistent deviance which is

characteristic of the newbies' linguistic device at a given level

of learning. Errors can be recognized with the aid of

comparing authentic utterances; these are correct sentences

heaving the meaning supposed through the learner.

According to Brown (2007: 257), a mistake refers to a

performance error that is either a random guess or a "slip"

therein it is a failure to utilize a legendary system properly.

Every person makes mistakes in both their native and second

language situations. Native speakers are usually capable of

detecting and correcting such "lapses" or mistakes. A mistake

occurs as a result of performance factors such as memory loss,

exhaustion, and emotional stress.

17

3. Kinds of Errors

There are four taxonomies of Error. Each of them is

classified into several category errors ( Dulay in Putri,

2019:11)

a) Linguistic category Taxonomy

b) Surface strategy taxonomy

c) Comparative category taxonomy

d) Communicative effect category taxonomy

The researcher focused on the surface strategy taxonomy

for this segment because it illustrates the ways surface

structure is altered. ( Dulay in Putri , 2019: 11). Learners

should exclude or add things as they see fit. Dulay in Putri

(2019: 11) research presents four types of errors based on

the surface strategy taxonomies, they are :

1. Omission

Omission errors are distinguished by the absence of

a required item in well-formed utterances. Any

morpheme or word in a sentence may be omitted, but

some morphemes are omitted more often than others.

Grammatical morphemes are omitted much more often

than content words by language learners.

Omission is characterized by the absence of one

more element, which needed in phrase or a sentence

18

construction. For example, the word test/ test/ is

pronounced as /tes/.

2. Addition

Omission errors are the inverse of addition errors.

They are distinguished by the inclusion of an object that

should not be present in a well-formed utterance. There

are three kinds of addition errors:

a) Double marking, in sentences when an auxiliary

is required other than the main verb, auxiliary,

not the main verb, uses the tense.

b) Regularization (overgeneralization), a rule

typical of main verbs or the class of nouns.

c) Simple addition. If an addition error is not a

double marking not regularization, it is called

simple addition. Addition is characterized by the

presence of one or elements that are no needed.

For example, the word ’car’ [ka:] is pronounced

as [kʌr].

3. Misformation

Misformation errors are distinguished by the use of

the incorrect type of a morpheme or structure.

Misformation is not a random sin in the same way as

19

addition is.. So far, three forms of misformation have

been mentioned frequently in the literature.

a) Regularization error in the misinformation

category is an error where a common marker

is used instead of an irregular marker, a

broken sin for a goose or a running goose.

b) Archi form. Members of a form class who

represent other people in the class who are

usually chosen by students are called narchi-

forms.

c) Alternating forms. As the learner's

vocabulary and grammar grow, the use of

archi format gives ways to the apparently

fairly free alternation of various members of

a class with each other.

Misformation is characterized by the

use of the wrong form of elements in a

phrase or a sentence. For example is when

the learners pronounced the word ‘thin’ [ðin]

as [tin].

20

4. Misordering

Misordering errors are characterized by the

incorrect placement of a morpheme or group of

morphemes in an utterance.

Misordering is characterized by the incorrect

placement or order of one more language element in a

phrase or sentence. For example the word ‘ask’ [a:sk] is

pronounced as [a:ks].

Based on the overall explanation above, it can be

concluded that there are four kinds of error : omission,

addition, misformation, and misordering where

omission are identified by the absence of one item that

should occur when pronouncing the word. Addition is

the appearance of one or more sounds that are not

required when pronouncing the word. Misformation is

the wrong form of elements when mentioning the word

and misordering is the incorrect placement of a sound in

the word.

21

D. Conceptual Framework

Pronunciation English Consonant

Kinds of Errors

Omission

Addition

Misformation

misordering

Analysis

Conclusion

Fricatives Affricates

22

On the basis of the conceptual framework, the researcher concentrated on

the error pronunciation of English consonants, which is fricatives and affricates

sound. The kinds of errors are omission, addition, misformation, misordering. The

students record their voices in pronouncing sentences that include fricative and

affricate sounds. Then , the researcher analyzed the data. subsequent to analyzing

the data researcher concluded the data.

CHAPTER III

RESEARCH METHOD

A. The Research Design

In this research, the researcher used a qualitative approach and

descriptive method. Using a qualitative approach, this type of research

does not apply the detailed arithmetic calculation or statistic containing

sentences or description of the object (Moleong, 2011:11). Qualitative

researches were concerned with process rather than simply outcomes or

products: qualitative researchers tend to analyze their data inductively. The

descriptive method was used in conjunction with knowledge about the

current state and situation. The researcher intends to analyze Error

Pronunciation of English Consonants made by the third semester students

at English Department of Universitas Muhammadiyah Parepare.

B. The Research Variables and Indicators

The variable of this research was pronouncing sentences with

English consonants sounds. While the indicators were the fricatives and

affricates sound.

23

24

C. The Research Subject

The subject of this research were the third semester students at

English Department of Universitas Muhammadiyah Parepare. The

researcher here only observes one class with the total number of the

students is 19. The researcher used total sampling technique to select the

research subject. Total sampling is a sampling technique if the number of

population and sample that were used in the study is equal (sugiyono,

2007). Thus, all students of the third semester students at English

Department of Universitas Muhammadiyah Pare-pare become the subject

of this study.

D. The Research Instrument

The instrument of this research, the researcher used pronunciation

test items (sentences related to English consonants). Pronunciation test

contained English consonant which were fricatives and affricates sound. It

used to find out the kinds of errors are made by the students and dominant

errors made by the students.

The researcher explained that the sentences contain English

consonant which were fricatives and affricates sound to the students. The

list of sentences contains 54 numbers. Then, the students were asked to

pronounce the list sentences and it was recorded. Then, their

pronunciations were analyzed to find the errors made by the student. Some

supporting test items were in Oxford Dictionary, U- Dictionary, and a

25

recorder. Those items were very important to provide the detailed

information for the researcher.

E. The Procedure of Collecting Data

To collect data, the researchers took the following steps, which are

detailed below:

1. The researcher made an instrument pronunciation test (sentences

related to English consonant (fricative and affricate sound)) for the

students.

2. The researcher explained to the subject (students) what they would

do. This research was conducted online via the WhatsApp

application.

3. The researcher asked students to read sentences related to English

consonants (fricative and affricate sound) while recording and then

collecting them via WhatsApp.

4. The researcher received back the recording of the student’s

pronunciation which was sent via WhatsApp.

5. Next, the researcher heard the recorded pronunciation numerous

times also transcribed them by applying the phonetic symbol of

that transcription.

26

F. The Data Analysis

Subsequently the data were obtained, which must be analyzed.

There were some steps in applying the error analysis to analyze the data.

The following steps were based on the procedure, following procedure

according to Brown in Kartyastuti (2017:58):

1. Identification of Errors

In this stage, the researcher identified any pronunciation

deviations which possibly can be found in the speaking made by

the student. That can be, for instance, omission, addition,

misformation, misordering. The Oxford dictionary served as the

researcher's guide for English standard pronunciation.

2. Classification of Errors

The research classified the error which has been found

through the identification into some kinds of error belongs:

whether this one was on the error of consonant sounds including

fricatives and affricates.

3. Describing the Error.

The following step was describing the errors found and

dominant errors. The researcher described it abundantly. The

description was arranged according to the data and the test.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents findings of the research which include the result of

the kinds and the dominant errors in pronouncing English consonant particularly

in fricative: /f/, /v/ and affricate /ʧ/, /ʤ/ sounds made by the third semester

students at English department of Universitas Muhammadiyah Pare-pare. Then

finally at the end of this chapter, the researcher discusses the findings of the data.

A. Research Findings

1. Kinds of Error in pronouncing English consonant of fricative: /f/,

/v/ and affricate /ʧ/, /ʤ/.

Identification towards students' speaking done had resulted in the

finding of various errors. Surface strategy taxonomy, this taxonomy

classified into four: omission, addition, misformation, and misordering. In

this research, researchers found some errors made by the third semester

students at English Department of Universitas Muhammadiyah Pare-pare

were: kinds of error in pronouncing English consonant of fricative /f/, /v/

was misformation. And kinds of error in pronouncing English consonant

of affricate /ʧ/, /ʤ/ were omission and misformation. For more detail will

be explained below.

27

28

1) Kinds of error in pronouncing English consonant of fricative :

/f/,v/.

Only one error in this consonant, namely misformation.

a. Error misformation

Misformation is characterized by use the wrong form of

elements in a phrase or sentence.

a) Error misformation in fricative sound /f/

Initial position

In sentence:

a. I love food very much.

/fu:d/ : correct

b. I love /vu:d/ very much : incorrect

Two students pronounced the term incorrectly. The word

food supposed to be pronounced as /fu:d/ but students

pronounce it as /vu:d/. The students made error in the initial

position with changing sound /f/ became /v/.

Middle Position:

There were 5 students who made error misformation in the

middle position of fricative sound /f/.

In sentence:

a. I tried to defy them once.

/dɪfaɪ/ : correct

b. I tried to /devai/ them once : incorrect

29


defy supposed to be pronounced as /dɪfaɪ/ but students

pronounce it as /devai/ The students made error in the

middle position with changing sound /f/ became /v./

In sentence:

a. I stand before you.

/bɪfᴐ:r/ : correct

b. I stand /bɪvᴐ:r/ you : incorrect

Three students pronounced the term incorrectly. The word

before supposed to be pronounced as /bɪfᴐ:r/ but students

pronounce it as /bɪvᴐ:r/. The students made error in the

middle position with changing sound /f/ became /v./

Final Position:

There were 12 students who made error misformation in the

final position of fricative sound /f/.

In sentence:

a. You are supposed to laugh at that joke”

/lɑ:f / : correct

b. You are supposed to /lɑ:g/, laugh /lauʧ/ at that

joke

: incorrect

30

The word “laugh” supposed to be pronounce as /lɑ:f/ but

students pronounce it as /lɑ:g/ and /lauʧ/. Sound /f/ became

/g/, sound /f/ became /g/, /h/ and sound /f/ became /ʧ/.

There were misformation in the final position of the word.

b) Error misformation in Fricative sound /v/:

Initial position

In sentence:

a. He has a vast amount of knowledge about

science.

/vɑ:st/ : correct

b. He has a /fest/,/fɑ:st/ amount of knowledge

about science : incorrect

Eleven students pronounced the term incorrectly. The word

vast is supposed to be pronounced as /vɑ:st/ but students

pronounced it as /fest/, /fɑ:st/. Changing Sound /v/ became

/f/. There was misformation in the initial position of the

word.

In sentence :

a. Veal is meat from a calf.

/vi:l/ : correct

b. /fi:l/ is meat from a calf : incorrect

Fifteen students pronounced the term incorrectly. The word

Veal supposed to be pronounce as /vi:l/ but students

31

pronounced it as /fi:l/. Students changing Sound /v/ become

/f/. There were misformation in the initial position of the

word.

In sentence:

a. We have a vehicle for controlled detonation.

ˈ /vi:әkl/ : correct

b. We have a felhis/, fikel/, fehisel/, fihaisel/,

/fihil/, /feisel/, /feicel/, /fizel/, /fiekl/, faisikl/,

ficel for controlled detonation : incorrect

Twelve students pronounced the term incorrectly. The word

vehicle supposed to be pronounce as ˈ/vi:әkl/ but students

pronounced it as /felhis/, fikel/, fehisel/, fihaisel/, /fihil/,

/feisel/, /feicel/, /fizel/, /fiekl/, faisikl/. Students changing

Sound /v/ become /f/. There were misformation in the

initial position of the word.

In sentence:

a. I love food very much

/veri/ : correct

b. I love food /feri/ much : incorrect

Ten students pronounced the term incorrectly . The word

very supposed to be pronounce as /veri/ but students

pronounced it as /feri/. Students changing Sound /v/

32

became /f/. There were misformation in the initial position

of the word.

In sentence :

a. It smells like cherries and vanilla.

/vә’nɪlә/ : correct

b. It smells like cherries and /fanila/ : incorrect

fourteen students pronounced the term incorrectly. The

word vanilla supposed to be pronounced as /vә’nɪlә/ but

students pronounced it as /fanila/. Students changing sound

/v/ became /f/. There were misformation in the initial

position of the word.

In sentence ;

a. My vine leaf.

/vaɪn/ : correct

b. My /fain/ leaf : incorrect

Fourteen students pronounced the term incorrectly. The

word vine supposed to be pronounced as /vaɪn/ but

students pronounced it as /fain/. Students changing sound

/v/ became /f/. There were misformation in the initial


Middle Position

In sentence :

a. I’m going to invest money in this business.

33

/ɪn’vest/ : correct

b. I’m going to /ɪnˈfәst /, /in fes/, /in fest/ money in

this business : incorrect


word invest supposed to be pronounced as /ɪn’vest/ but

students pronounced it as /ɪnˈfәst /, /in fes/, /in fest/.

Students changing sound /v/ become /f/. There were

misformation in the middle position of the word.

In sentence :

a. Don’t judge the book by its cover

/ ’kʌvәr/ : correct

b. Don’t judge the book by its /kofәr/ : incorrect

There was 1 students made error in pronouncing the word

cover. The word of cover supposed to be pronounce as

’kʌvәr/ but students pronounced it as /kofәr/. Students

changing sound /v/ become /f/. There were misformation in

the middle position of the word.

In sentence:

a. Let’s divide this money between you and me.

/dɪˈvaɪd/ : correct

b. Let’s /dɪˈ faɪd/, /di fided/, defaid/, /defid/ this

money between you and me : incorrect

34


word divide supposed to be pronounced as /dɪˈvaɪd/ but

students pronounced it as /dɪˈ faɪd/, /di fided/, defaid/,

/defid/ . students changing sound /v/ become /f/. There

were misformation in the middle position of the word.

In sentence :

a. Fill every jug and jar

/evri/ : correct

b. Fill /eferi/ jug and jar : incorrect

Six students pronounced the term incorrectly. The word

every supposed to be pronounced as /evri/ but students

pronounced it as /efery/ . students changing sound /v/

become /f/. There were misformation in the middle position

of the word.

In sentence :

a. Clover is gone forever.

/’kloʊvәr/ : correct

b. /’kloʊfәr /is gone forever : incorrect


clover supposed to be pronounced as /’kloʊvәr/ but

students pronounced it as /’kloʊfәr/. Students changing

sound /v/ become /f/. There were misformation in the

middle position of the word.

35

Final Position

In sentence :

a. You have a chance to save yourself.

/seɪv/ : correct

b. You have a chance to /sef/ yourself : incorrect

Seventeen students pronounced the term incorrectly. The

word save supposed to be pronounce as /seɪv/ but students

pronounced it as /sef/. Students changing sound /v/ become

/f/. There were misformation in the final position of the

word.

In sentence :

a. The second wave is coming.

/weɪv/ : correct

b. The second /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/. is

coming : incorrect

Thirteen students pronounced the term incorrectly. The

word of wave supposed to be pronounced as /weɪv/ but

students pronounced it as /weɪf/, /wɪf/, /wef/, /waif/, /wɪf/.

Students changing sound /v/ become /f/. There were

misformation in the final position of the word.

In sentence :

a. I leave my handphone in home.

/li:v/ : correct

36

b. I /li:f/, /lef my handphone in home : incorrect

Eighteen students pronounced the term incorrectly The

word leave supposed to be pronounced as /li:v/ but

students pronounced it as /li:f/, /lef/ . Students changing

sound /v/ become /f/. There were misformation in the final


In sentence :

a. I love food very much.

/lʌv/ : correct

b. I /lof/ food very much : incorrect


word of love supposed to be pronounce as /lʌv/ but

students pronounced it as /lof/. Students changing sound /v/

become /f/. There were misformation in the final position of

the word.

In sentence :

a. I have urgent information.

/hәv/ : correct

b. I /hәf/, /hәp urgent information : incorrect


of have supposed to be pronounce as /hәv/ but students

pronounced it as /hәf/, /hәp/. Students changing sound /v/

37

became /f/ and /p/. There were misformation in the final


In sentence :

a. I prefer to live on the edge.

/lɪv/ : correct

b. I prefer to /laɪf/ on the edge : incorrect


live supposed to be pronounce as /lɪv/ but students

pronounced it as /laɪf/. Students changing sound /v/ became

/f/. There were misformation in the final position of the

word.

2) Kinds of error in pronouncing English consonant of affricate :

/ʧ/, /ʤ/.

There were two errors in this consonant namely: omission and

misformation .

a. Error omission

Omission is characterized by the absence of one more

elements, which are needed in a phrase or a sentence.

a) Error omission in affricate sound /ʤ/

Initial Position

In the sentence:

a. Jump in the water

/ʤʌmp/ : correct

38

b. /ʌmp/ in the water : incorrect

From there 19 students, there was 1 student made error in

pronouncing the word "Jump”. The word of Jump is

supposed to be pronounced as /ʤʌmp/ but students

pronounce it as /ʌmp/. The students pronounced the word

by omitting the fricative sound /ʤ/ at the initial position of

the word.

Final position

In the sentence:

a. I managed to cadge some money off my dad.

/kæʤ/ : correct

b. I managed to /kæ/ some money off my dad

: incorrect

There was 1 student who made error in pronouncing the

word “cadge”. The word cadge is supposed to be

pronounced as /kæʤ/ but students pronounce it as /kæ/.

The students pronounced the word by omitting the affricate

sound /ʤ/ at the final position of the word.

b. Error Misformation

Misformation is characterized by use the wrong form of

elements in a phrase or sentence.

a) Error Misformation in affricate sound /ʧ/

39

Initial Position

In sentence :

a. She will choke it with her strong arms.

/ʧәʊk/ : correct

b. She will /kok/, /kuk/, /shoke it with her strong

arms. Incorrect

Five students pronounced the term incorrectly. The word

choke supposed to be pronounce as /ʧәʊk/ but students

pronounced it as /kok/, /kuk/, /shoke/ . Students changing

sound /ʧ/ became /k/. There were misformation in the initial


In sentence :

a. Chief harris needs to speak to you.

/ʧi:f/ : correct

b. /si:f/ harris needs to speak to you : incorrect


Chief supposed to be pronounce as / ʧi:f/. but students

pronounced it as /si:f/ . Students changing sound /ʧ/ became

/s/. There were misformation in the initial position of the

word.

In sentence :

a. It smells like cherries and vanilla

40

. /ʧeri:z/ : correct

b. It smells like /seri:s/ and vanila : incorrect


cherries. The word of Cherries supposed to be pronounce

as /ʧeri:z/. but students pronounced it as /seri:s/ . Students

changing sound /ʧ/ became /s/. There were misformation in

the initial position of the word.

In sentence :

a. I like cheese but you like chocolate.

/’ʧᴐ:klәt/ : correct

b. I like cheese but you like /’kᴐ:klәt/ : incorrect


chocolate. The word of Chocolate supposed to be

pronounce as /’ʧᴐ:klәt//. but students pronounced it as

/’kᴐ:klәt/ . Students changing sound /ʧ/ became /k/. There

were misformation in the initial position of the word.

Middle Position

In sentence:

a. There is no greater riches than health

/rɪʧɪz/ : correct

41

b. There is no greater /rices than health :

incorrect

Seven students pronounced the term incorrectly. The word

riches supposed to be pronounce as /rɪʧɪz/. but students

pronounced it as /rices/ . Students changing sound /ʧ/

became /s/. There were misformation in the middle position

of the word.

In sentence :

a. I cook in the kitchen.

/ˈkɪʧɪn/ : correct

b. I cook in the /kicen/ : incorrect


kitchen supposed to be pronounce as /ˈkɪʧɪn/. but students

pronounced it as /kicen/ . Students changing sound /ʧ/

became /c/. There were misformation in the middle position

of the word.

In sentence :

a. Even our butcher is fine women. /ˈbʊʧә(r)/ : correct

b. Even our bather/, /baher/ is fine women :

incorrect

42


butcher supposed to be pronounce as /ˈbʊʧә(r) /. but

students pronounced it as /bather/, /baher/. Students

changing sound /ʧ/ became /t/,/h/. There were misformation

in the middle position of the word.

In sentence :

a. French fries and ketchup.

/’keʧәp/ : correct

b. French fries and /kekәp/ : incorrect


ketchup. The word ketchup supposed to be pronounce as

/’keʧәp/. but students pronounced it as ’/kekәp/. Students

changing Sound /ʧ/ became /k/. There were misformation in

the middle position of the word.

Final Position:

In sentence :

a. See a keeper catch a ball.

/kæʧ/ : correct

b. See a keeper /kats/, /keʤ/, /kæʤ a ball :

incorrect

43

Four students pronounced the term incorrectly. The word

catch supposed to be pronounce as /kæʧ/. but students

pronounced it as /kats/, /keʤ/, /kæʤ/. Students changing

sound /ʧ/ became /t/,/s/. There were misformation in the

final position of the word.

b) Error Misformation affricate sound /ʤ/

Initial Position :

In sentence :

a. I love ginger

/ʤɪnʤәr/ : correct

b. I love /gingәr/ : incorrect

Four students pronounced the term incorrectly. The word

ginger. supposed to be pronounce /ʤɪnʤәr/, but students

pronounced it as /gingәr/. Students changing sound /ʤ/

became /g/.There were misformation in the initial position

of the word.

Middle position

In sentence :

a. I’m vegetarian because i like vegetable.

/vɜʤәtәbl/ : correct

b. I’m vegetarian because i like /vɜgәtәbl/ :

incorrect

44


vegetable supposed to be pronounce’/vɜʤәtәbl/ but

students pronounced it as /vɜgәtәbl/. Students changing

sound /ʤ/ became /g/.There were misformation in the


In sentence :

a. I’m vegetarian because i like vegetable

/veʤә’teriәn/

b. I’m /,vegә’teriәn/ because i like vegetable :

incorrect


vegetarian supposed to be pronounce /veʤә’teriәn/ but

students pronounced it as /,veg ә’teriәn/. Students changing

sound /ʤ/ became /g/.There were misformation in the


Final position:

In sentence :

a. I managed to cadge some money off my dad

/kæʤ/ : correct

b. I managed to /kæʧ/, /caʧ/ some money off my

dad : incorrect

45

Sixteen students pronounced the term incorrectly. The

word cadge supposed to be pronounce /kæʤ/.but students

pronounced it as /kæʧ/, /caʧ/. Students changing sound /ʤ/

became /ʧ/, There were misformation in the final position

of the word.

In sentence :

a. That is a long message

/’mesɪʤ/ : correct

b. That is a long /messeʧ/, /messes/ : incorrect


message supposed to be pronounce /’mesɪʤ/ .but students

pronounced it as /messeʧ/, /messes/. Students changing

sound /ʤ/ became /ʧ/ and /s/, There were misformation in

the final position of the word.

In sentence :

a. He is very large.

/lɑ:rʤ/ : correct

b. He is very /lɑ:rʧ/ : incorrect


large supposed to be pronounce /lɑ:rʤ/ .but students

pronounced it as /lɑ:rʧ/. Students changing sound /ʤ/

46

became /ʧ/, There were misformation in the final position

of the word.

In sentence:

a. I prefer to live on the edge.

/eʤ/

b. I prefer to live on the /eʧ/ : incorrect


edge supposed to be pronounce /eʤ/ .but students

pronounced it as /eʧ/. Students changing sound /ʤ/ became

/ʧ/, There were misformation in the final position of the

word.

3) The Dominant Error in Pronouncing English Consonants

fricative : /f/, /v/ and affricate : /ʧ/, /ʤ/.

The researcher also found the dominant errors made by

student in pronouncing English consonant namely error

misformation in fricative sound /v/ and error misformation in

affricate sound /ʤ/. Error misformation in fricative sound /v/, They

made errors in all position (initial, middle and final) the words are

as follows: vast, veal, vehicle, very, vanila, vine, invest, divide,

every, save, wave, leave, love, have, live. Students changing sound

v became sound /f/ . While error misformation in affricate sound

/ʤ/, they made errors in all position (initial,middle,final) the words

47

are as follows jug, vegetable, Ginger, vegetarian, cadge, edge,

large, Message. Students changing sound /ʤ/ became sound /g/

and /ʧ/.

B. Discussion.

This chapter deals with some discussion of the kinds of errors and

the dominant errors made by the third semester students at English

department of Universitas Muhammadiyah pare-pare.

1. Kinds of Error in pronouncing English consonant of fricative:

/f/, /v/ and affricate /ʧ/, /ʤ/.

Dulay in Putri (2019:11) has distributed pronouncing errors

into omission, addition, misformation, and misordering. Beginning

with the idea, researchers had discovered various kinds of

pronunciation errors made by the third semester students at English

Department of Universitas Muhammadiyah Pare-pare. The data

were obtained from students that had been as the sample. Then,

those were distributed the same way into those four types of errors.

As one of the objectives of this research was to find out the

kinds error in pronouncing English consonants made by the third

semester students at English Department of Universitas

Muhammadiyah Pare-pare, the findings of errors that were found

were explained from omission and misformation.

Omission is one kind of error which deals with removing

the sound of the word. The researcher found that there are still

48

errors made by the students in this research and the students made

omissions in the initial and final of the word. Students do not pay

attention to the word and just say it, they forget how it is

pronounced so that letters that are in the initial and final of the

word not pronounced and it happens to the error omission in

affricate sound /ʤ/. Error misformation is the wrong form of

elements when mentioning the word, from the analysis, the

researcher found that there were some errors made by students that

were error misformation in fricative sound /f/, /v/, error

misformation in affricate sound /ʤ/ and /ʧ/. All the sound /f/

became /v/ or sound /v/ become /f/ in affricate sound ʤ/ and /ʧ/ did

the same too. The students tend to made errors in the initial,

middle, and final of the word. In line with the previous study Putra

(2019) that students still make errors in pronouncing the words in

fricative sounds. The students were still not able to pronounce

correct words. They pronounced using their feeling and they didn't

know how to correct them right pronunciation in line with

Rahmawati (2017) that students made error in pronouncing

consonant nevertheless don't understand to articulate that word

either the pupils nevermore listen the word earlier.

49

2. The dominant error in pronouncing English consonants.

Based on the findings, the dominant error made by the students in

pronouncing English consonant were error misformation in fricative

/v/ and affricate /ʤ/ sound. The results of this research in line with

Hidayati (2017) have shown that the total of kinds of pronunciation

errors is 40 data. Misformation as the dominance error. The students

were still unfamiliar with the words which made errors in

pronunciation. They still had an error in fricative and affricate sound.

The students also had pronunciation problems because of a lack of

consciousness rising. The students were still lazy to read the dictionary

to check the correct pronunciation. Alzainadi and latief (2019) state

that lack of consciousness made students lazy to check the appropriate

pronouncing words in the dictionary in fact pronunciation errors.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The first objective conducted was what kinds of error are made by

the third semester students at English Department of Universitas

Muhammadiyah Parepare. The revealed that the kinds of error made by the

students were the omission and misformation.

The dominant errors made by the third semester students in

pronouncing English consonants were dominant error of misformation in

fricative /v/ and affricate/ʤ/ sound.

B. Suggestion

Based on the conclusion above, there are some suggestions given by the

researcher as follows:

1. For the lecturer

The lecturers have an important role to upgrade the output

of the English Education Study Program. They ought to remember

pupils' weaknesses, expertise also the skill of English consonants.

The exposure of phonology content in terms of duty, matter, and

erudition to those learners depend upon however the lecturers

profoundly apprehend their student's inclination. Any

enhancements ought to be utilized to show concerning English

consonants. Additionally demanded to relinquish a lot of

probabilities.

50

51

2. For the students

English consonants are extremely vital to obtain

discovered and also bought so as to possess some decent

pronunciation and desist misunderstanding. The students, it should

possess a good pronunciation as a result of that means learners

pronounce English can explain the standard of however great

English Education Program in Universitas Muhammadiyah Pare-

pare. The learners obtain suggestions to study deeper, exercise

further or can always consult the dictionary if they do not know the

correct pronunciation and concentrate additional concerning

English consonants properly.

3. For further researchers

This research still includes a lot of weaknesses that

hopefully future research will teach or show the correct

pronunciation of the errors that have been said or made by students

and also the next researcher hopefully may conduct a far better

research regarding English consonants.

BIBLIOGRAPHY

Al Yaqoobi, Z. M., Ali, F., & Sulan, N. (2016). An analysis of errors caused by Omani EFL learners in pronouncing certain consonant sounds. International Journal of Language Education and Applied Linguistics.

Alzainadi, M.H & Latief, A. M (2019). Diagnosing Saudi Students’ English Consonants Pronunciation Errors. Arab World English Journal (AWEJ), 10, 4, 180-193.

Ba’dulu, A. M. (2009). Introduction To Linguistics, Makassar :

Universitas Negeri Makassar.

Brown, H. D. (2000). Principles of language learning and teaching. New Jersey, NJ: Prentice-Hall Inc.

Brown, J.D. (2007). Principles of language learning and teaching. San Francisco State University. New York: Longman.

Crystal, David. (1985). A Dictionary of Linguistics and Phonetics (2nd ed.).New York: Basil Blackwell.

Dale and Poms at al. (2005). English Pronunciation Made Simple. New York:Pearson Education Inc..

Fauziati, Endang. (2000). Reading on Applied Linguistics: A Handbook for Language Teacher and Teacher Researcher. Surakarta: Era Pustaka Utama.

Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra: Department of Education, Training and Youth Affairs (Australian National Training Authority Adult Literacy National Project).

Hidayati, A. (2017). PRONUNCIATION ERRORS IN SPEAKING PERFORMANCE OF GRADE 11 STUDENTS AT SMA NEGERI 20 MEDAN (Doctoral dissertation, UNIMED).

Hornby, A.S. (2005). Oxford Advanced Learners Dictionary. Oxford: Oxford University Press.

Ihsan Rahmi. (2015). The Error Analysis of Suprasegmental Sounds in The Third Semester Students of English Department. Makassar: Universitas Muhammadiyah Makassar (UMM).

Kartyastuti. L. N (2017). An Error Analysis in pronunciation of English vowels on the first semester students of English Education Department in IAN Surakarta in the Academic year 2015/2016. Surakarta: IAN Surakarta.

Kelly, Gerald. (2001) . How to Teach Pronunciation. England: Longman.

Kristina, Diah and Rarasteja, Zita. (2006). Pronunciation 1. Surakarta : Sebelas maret University Press.

McMahon. A. (2002). An Introduction to English Phonology. Edinburgh UniversityPress.

Moleong, J. L. (2009). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT Remaja Rosdakarya.

Pourhosein Gilakjani, A. (2016). What Factors Influence the English Pronunciation of EFL Learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314-326.

Putra, F. P. (2019). An Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools. Wanastra: Jurnal Bahasa dan Sastra, 11(2), 141-150.

Putri, I. P. (2019). An Error Analysis on English Labiodental Sounds. Makassar: Universitas Muhammadiyah Makassar.

Rahmawati, L. E. (2017). Pronunciation Error Analysis Of The Tenth Grade Students Of Sma N 1 Nalumsari Jepara In Academic Year 2016/2017 (Doctoral dissertation, Universitas Muria Kudus).

Rustipa, Katharina. (2009). “ ENGLISH SPEECH SOUNDS [θ, ð], [ʃ, ʒ], [ʧ, ʤ]: HOW ARE THEY REALIZED?”

Sugiyono. (2007). Metode Penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: ALFABETA

Yates, L., & Zielinski, B. (2009). Give it a Go: Teaching Pronunciation to Adults. Sydney, Australia: AMEPRC. Available:

Zimmerman, L. (2004). Teaching pronunciation: A specialist approach. In Davidson, P., AL-Hamly, M. Khan, M. Aydelott, J., Bird, K. & Coombe, C. Proceeding of the 9th TESOL Arabia Conference: English Language Teaching in an IT Age, vol. 8, Dubai: Tesol Arabia.

A P P E N D I C E S

APPENDIX A :

INSTRUMENT TEST

(THE PRONUNCIATION TEST)

This pronunciation test sentences related English consonants fricative and

affricate sounds aims to collect data about what kinds of errors are made by the

third semester students at English Department of Universitas Muhammadiyah

Parepare in pronouncing English Consonant and also to collect data about the

dominant error made by the student. For this reason researcher expect you to can

read the sentence loud and carefully. So the results of the study can be obtained as

objectively as possible. For your participation, thank you.

Instruction:

The researcher give some sentences related to English Consonant (fricative and affricate sound) to the students via whatsapp , after that the researcher asks students to pronounce and records their pronunciation and send it to the researcher. The sentences are as follows:

1. I love food very much. 2. I like cheese but you like chocolate. 3. It smells like cherries and vanilla. 4. I want to be a teacher and you want to be an engineer. 5. French fries and ketchup. 6. Even our butcher is fine women. 7. Exchange rings for now. 8. She is very rich. 9. Come an join us for lunch. 10. Fill every jug and jar. 11. I’m vegetarian because i like vegetable. 12. I prefer to live on the edge. 13. It’s the final fig leaf. 14. That is a long message. 15. The cage is mine. 16. He is very large. 17. That’s a beautiful scarf. 18. Jump in the water. 19. I love ginger.

20. The switch over there. 21. My vine leaf. 22. Clover is gone forever. 23. Veal is meat from a calf. 24. The decanted infant howls. 25. It’s like a starfish. 26. I have urgent information. 27. I stand before you. 28. It’s a good roof. 29. I will come to your home as fast as i can. 30. Fatalism is can excuse of the weak-willed. 31. He has a vast amount of knowledge about science. 32. She will choke it with her strong arms. 33. His broad chest and shoulders looked powerful. 34. Don’t judge the book by its cover. 35. We have a vehicle for controlled detonation. 36. Chief Harris needs to speak to you. 37. Shark infest the estuaries. 38. I tried to defy them once. 39. I’m going to invest money in this business. 40. There is no greater riches than health. 41. They want to talk about religion. 42. Check the register downstairs. 43. I cook in the kitchen. 44. Let’s divide this money between you and me. 45. You are supposed to laugh at that joke. 46. I don’t feel safe in this neighborhood. 47. You have a chance to save yourself. 48. See a keeper catch a ball. 49. I watch football alone in the television. 50. I managed to cadge some money off my dad. 51. Like an energy surge 52. The second wave is coming. 53. I will go to france so that i can learn french. 54. I leave my handphone in home.

APPENDIX B :

THE KEY OF THE PRONUNCIATION TEST

Transcription

Fricative sound /f/, /v/

Affricate sound /ʧ/, /ʤ/

Fricative sound /f/

No Initial position Transcription Middle position Transcription

1. Food /fu:d/ Infest / ɪnˈfest /

2. Fries /fraiz/ Defy /dɪˈfaɪ /

3. Fine /faɪn/ starfish /stɑ:rfɪʃ /

4. French /frenʧ/ before /bɪfᴐ:r/

5. Fatalism /ˈfeɪtәlɪzәm/ infant /’ɪnfәnt/

6. Fast / fɑ:st/ Information /ɪnfәr’meɪʃn/

Final position Transcription

Laugh /lɑ:f/

Safe / seɪf /

Leaf /li:f/

Calf /kæf/

Scarf /skɑ:rf/

Roof /ru:f/

Fricative sound /v/

No Initial Position Transcription Middle Position Transcription

1. Vast /vɑ:st / Invest /ɪn’vest/

2. Veal /vi:l / Cover /’kʌvәr/

3. Vehicle /ˈvi:әkl / Divide /dɪˈvaɪd /

4. Very /veri/ every /evri/

5. Vanila /vә’nɪlә/ clover /’kloʊvәr/

6. Vine /vaɪn/ forever /fәr’evә (r)/

Final position transcription

Save / seɪv /

Wave / weɪv /

Leave / li:v /

Love /lʌv/

Have /hәv/

Live /laɪv/

Affricate sound /ʧ/


1. Choke / ʧәʊk/ Riches / rɪʧɪz /

2. Chest / ʧest/ Kitchen /ˈkɪʧɪn

3. Chief / ʧi:f/ Butcher ˈbʊʧә (r) /

4. Cherries /ʧeri:z/ Ketchup /’keʧәp/

5. Cheese /ʧi:z/ Teacher /‘ti:ʧәr/

6. Chocolate /’ʧᴐ:klәt/ Exchange /ɪksʧeɪnʤ/


Catch / kæʧ /

Watch / wɑʧ/

Much /mʌʧ/

Rich /rɪʧ/

Lunch /lʌnʧ/

Switch /swɪʧ/

Affricate sound /ʤ/


1. Judge /ʤʌʤ / Register /ˈreʤɪstә (r)

2. Jar /ʤɑ:(r)/ Religion /rɪˈlɪʤәn /

3. Jug /ʤag/ Engineer /enʤɪ’nɪr/

4. Join ʤoɪn/ Vegetable /’vɜʤәtәbl/

5. Jump /ʤʌmp/ ginger /ʤɪnʤәr/

6. Joke /ʤoʊk/ Vegetarian /,veʤә’teriәn/


Cadge / kæʤ /

Surge / sɜ:ʤ /

Edge /eʤ/

Cage /keɪʤ/

Large /lɑ:rʤ/

Message /’mesɪʤ/

APPENDIX C :

TABLE OF PRONUNCIATION ERROR ANALYSIS

Pronunciation Error Analysis

No Words Transcription

Respondent Description of Error

Dictionary Recorded Fricative

Sound /f/

Initial Position

1 Food /fu:d/ /vu:d/ 12,16 Misformation in initial position of fricative sounds (f).

2 Fries /fraiz/ /fraiz/ - -

3 Fine /faɪn/ /faɪn/ - -

4 French /frenʧ/ /frenʧ/ - -

5 Fatalism /feɪtәlɪzәm/ /feɪtәlɪzәm/ - -

6 Fast /fɑ:st/ fɑ:st/ - -

Middle position

7 Infest / ɪnˈfest / /ɪnˈfest/ - -

8 Defy /dɪˈfaɪ / /devaɪ/ 11,19 Misformation in middle position of fricative sounds (f).

9 Starfish /stɑ:rfɪʃ / /stɑ:rfɪʃ / - -

10 Before /bɪfᴐ:r/ /bɪvᴐ:r/ 6,12,16 Misformation in middle

position of fricative sounds (f).

11 infant /’ɪnfәnt/ /ɪnfәnt/ - -

12 Information /ɪnfәr’meɪʃn/ /ɪnfәr’meɪʃn/ - -

Final

Position

13 Laugh /lɑ:f/ /lɑ:g/ 5,7,9,13,19 Misformation in final position of fricative sounds (f).

/laugh/ 2,3,6,10,15,17

Misformation in final position of fricative sounds (f).

/lauʧ/ 8 Misformation in final position of fricative sounds (f).

14 Safe / seɪf / /seɪf/ - -

15 Leaf /li:f/ /li:f/ - -

16 Calf /kæf/ /kæf/ - -

17 Scarf /skɑ:rf/ /skɑ:rf/ - -

18 Roof /ru:f/ /ru:f/ - -

Fricative

Sound /v/

Initial position

19 Vast /vɑ:st/ /fest/ 13,14,17,18,19

Misformation in initial position of fricative sounds /v/

/fɑ:st/ 2,3,4,6,9,10


20 Veal /vi:l/ /f i:l/ 2,3,4,5,6,7,8,9,10,15,16,17,18,19


21 Vehicle /ˈvi:әkl / /felhis/ 2 Misformation in initial position of fricative sounds /v/

/fikel/ 6 Misformation in initial position of fricative sounds /v/

/fehisel/ 5 Misformation in initial position of fricative sounds /v/

/fihaisel/ 4 Misformation in initial position of fricative sounds /v/

/fihil/ 3 Misformation in initial position of fricative sounds /v/

/feisel/ 11,13 Misformation in initial position of fricative sounds /v/

/feicel/ 12 Misformation in initial position of fricative sounds /v/

/fizel/ 14 Misformation in initial position of fricative sounds /v/

/fiekl/ 17,19 Misformation in initial position of fricative

sounds /v/

/faisikl/ 16 Misformation in initial position of fricative sounds /v/

22 Very /veri/ /feri/ 2,3,4,5,7,8,9,11,14


23 Vanila /vә’nɪlә/ /fanila/ 2,3,4,5,6,8,10,11,12,14,15,17,18,19


24 Vine /vaɪn/ /fain/ 3,4,5,7,8,9,10,11,14,15,16,17,18,19


Middle position

25 Invest /ɪn’vest/ /ɪnˈfәst / 8 Misformation in middle position of fricative sounds /v/

/infes/ 3,4,5,7,9,13,14,16,17,19

Misformation in middle position of fricative sounds /v/

/infest/ 8,11,18 Misformation in middle position of fricative sounds /v/

26 Cover /’kʌvәr/ /kofәr/ 7 Misformation in middle position of fricative sounds /v/

27 Divide /dɪˈvaɪd / /dɪˈfaɪd/ 2,3,4,5,8,9,13,14,19


/difided/ 7 Misformation in middle position of fricative sounds /v/

/defaid/ 10,15,17 Misformation in middle position of fricative sounds /v/

/defid/ 18 Misformation in middle position of fricative sounds /v/

28 Every /evri/ /efery/ 4,9,12,14,15,18


29 Clover /’kloʊvәr/ ’/kloʊfәr/ 4,5,7,8,9,10 Misformation in middle position of fricative sounds /v/

30 Forever /fәr’evә (r)/ /fәr’evә (r)/ - -

Final position

31 Save / seɪv/ /sef/ 1,2,3,4,5,6,7,8,9,10,11,12,13,14,17,18,19

Misformation in final position of fricative sounds /v/

32 Wave / weɪv / /weɪf/ 1,2,3,12,19 Misformation in final position of fricative sounds /v/

/wef/ 7,8,9,11,14,15,16,17


/waif/ 6 Misformation in final position of fricative sounds /v/

33 Leave / li:v / /li:f/ 1,2,4,5,6,7,8,10,11,12,13,14,15,16,17,18,19


/lef/ 9 Misformation in final position of fricative

sounds /v/

34 Love /lʌv/ /lof/ 1,2,3,4, 5,6,7,8,12,14,15,16,19


35 Have /hәv/ /hәf/ 4,5,7,9,8,10,11,12,14,15,16,17,18,

19,


/hәp/ 3 Misformation in final position of fricative sounds /v/

36 Live /lɪv/ /laɪf/

3,5,6,7,8,10,11,12,15,16,17,18



Initial position

37 Choke / ʧәʊk/ /kok/ 4 Misformation in initial position of affricate sounds ʧ

/kuk/ 5,13,16 Misformation in inital position of affricate sounds ʧ

/shoke/ 2 Misformation in initial position of affricate sounds ʧ

38 Chest / ʧest/ / ʧest/ -

-

39 Chief / ʧi:f/ /si:f/ 2,3,4,5,8,9,10,11,12,13,14,16

Misformation in inital position of affricate sounds ʧ

40 Cherries /ʧeri:z/ /seri:s/ 3 Misformation in initial position of affricate sounds ʧ

41 Cheese /ʧi:z/ /ʧi:z/ - -

42 Chocolate /’ʧᴐ:klәt/ ’/kᴐ:klәt/ 5 Misformation in initial position of affricate sounds ʧ

Middle position

43 Riches / rɪʧɪz / /rices/ 2,10,11,15,17,18,19

Misformation in middle position of affricate sounds ʧ

44 Kitchen /ˈkɪʧɪn/ /kicen/ 1,3,4,6,7,8,9,10,11,13,14,16,18

Misformation in middle position of affricate sounds ʧ

/kisen/ 15,17 Misformation in middle position of affricate sounds ʧ

45 Butcher /ˈbʊʧә(r) / /bather/ 8 Misformation in middle position of affricate sounds ʧ

/baher/ 19 Misformation in middle position of affricate sounds ʧ

46 Ketchup /’keʧәp/ /’kekәp/ 8 Misformation in middle position of affricate sounds ʧ

47 Teacher /‘ti:ʧәr/ /‘ti:ʧәr/ - -

48 Exchange /ɪksʧeɪnʤ/ /ɪksʧeɪnʤ/ - -

Final position

49 Catch /kæ ʧ / /kats/ 2 Misformation in final position of affricate

sounds ʧ

/kæʤ/ 5,14,16 Misformation in final position of affricate sounds ʧ

50 Watch / wɑʧ/ / wɑʧ/ - -

51 Much /mʌʧ/ /mʌʧ/ - -

52 Rich /rɪʧ/ /rɪʧ/ - -

53 Lunch /lʌnʧ/ /lʌnʧ/ - -

54 Switch /swɪʧ/ /swɪʧ/ - -


Initial

Position

55 Judge /ʤʌʤ / /ʤʌʤ / - -

56 Jar /ʤɑ:(r)/ /ʤɑ:(r)/ - -

57 Jug /ʤag/ / ʧug/ 15 misformation in initial position of affricate sounds ʤ

58 Join /ʤoɪn/ /ʤoɪn/ - -

59 Jump /ʤʌmp/ /ʌmp/ 6 omission in initial position of affricate sounds ʤ

60 Joke /ʤoʊk/ /ʤoʊk/ - -

Middle position

61 Register /ˈreʤɪstә (r)/ /ˈreʤɪstә (r)/ - -

62 Religion /rɪˈlɪʤәn / /rɪˈlɪʤәn / - -

63 Engineer /enʤɪ’nɪr/ /enʤɪ’nɪr/ - -

64 Vegetable /’vɜʤәtәbl/ /vɜgәtәbl/ 3,5,9,10,15,16

Misformation in middle position of affricate sounds ʤ

65 Ginger /ʤɪnʤәr/ /gɪngәr/ 2,5,13,15 Misformation in middle position of affricate sounds ʤ

66 Vegetarian /,veʤә’teriәn/ /,vegә’teriәn/ 3,5,7,9,16, Misformation in middle position of affricate sounds ʤ

Final position

67 Cadge /kæʤ / /kæʧ / 2,4,6,9,10,11,13,14.16,18

Misformation in final position of affricate sounds ʤ

/caʧ/ 2,3,5,8,15,17 Misformation in final position of affricate sounds ʤ

/kæ/ 7 Omission in final position of affricate sounds ʤ

68 Surge / sɜ:ʤ / / sɜ:ʤ / - -

69 Edge /eʤ/ /eʧ/ 3,4,7,15,16,18,19

Misformation in final position of affricate sounds ʤ

70 Cage /keɪʤ/ /keɪʤ/ - -

71 Large /lɑ:rʤ/ /lɑ: ʧ 3,4,9,11,17 Misformation in final position of affricate sounds ʤ

72 Message /’mesɪʤ/ /messeʧ / 1,2,4,7,10,14 Misformation in final position of affricate sounds ʤ

/messes/ 3 Misformation in final

position of affricate sounds ʤ

APPENDIX D : TABLE OF DATA ANALYSIS

No Position Words Kinds of Error

Omission Addition Misformation Misordering

Fricative

Sound /f/

Initial position

Food 2

Middle position

Defy 2

Before 3

Final position

Laugh 12

Fricative

Sound /v/

Initial position

Vast 11

Veal 15

Vehicle 12

Very 10

Vanila 14

Vine 14

Middle position

Invest 14

Cover 1

Divide 14

Every 6

Clover 6

Final position

Final position

Save 17

Wave 13

Leave 18

Love 14

Have 15

Live 12


Initial position

Choke 5

Chief 12

Cherries 1

Chocolate

1

Middle position

Riches 7

Kitchen 15

Butcher 2

ketchup 1

Final position

Catch 4


Initial position

Jug 1

Jump 1

Ginger 4

Middle position

Register

Religion

Vegetable

6

Vegetarian

5

Final position

Cadge 1 16

Edge 7

Large 5

Message 7

APPENDIX E : THE LIST NAME OF THE STUDENTS

NO NAME OF STUDENTS

1. AWAL WAHYUDDIN

2. INDRA SAPUTRA

3. RUFI ANISA SAIDI

4. DEWI FORTUNA NAWIR

5. INDRA WANGSAWAN

6. MULIA SAKINAH RUSLAN

7. AULIYATUL IZZAH

8. IRNA

9. ROMIS

10. ROSALINDA

11. RAODATUL JANNAH

12. NI’MA SYAWAL AMALIAH

13. FAHMI HIDAYAT

14. SABYLILLAH ADZANI ASHAR.S

15. ASRIANI

16. MIMI KARTIKA

17. NUR IRMAYANTI

18. EKA FITRIYANI

19. DHIEN SUTRA RAMADHAN

DOCUMENTATION

CURRICULUM VITAE

The researcher, LINDA PURWATI was born on June 24th

1997 in Maruala. She was the second daughter of Muh. Yunus

and Lisnawati and she was the second child of fourth children.

She have 2 sister and 1 brother. Their names are Yuli Prianti,

Nur Adiba and Ilham Sanubari. She studied as a students in

Kindergarten at TK DHARMA WANITA RALLA and graduated in 2004

Elementary School at SD INPRES MARUALA and graduated in 2009. Then she

continued her study at SMP NEGERI 1 TANETE RIAJA and graduated in 2012.

After finishing her study in Junior high school, she continued her study at SMA

NEGERI 1 TANETE RIAJA and graduated in 2015. In 2016, she enrolled as a

student in English Department faculty of Teacher Training and Education at

Muhammadiyah University of Makassar. At the end of her study, she was able to

complete her thesis entitled Error Pronunciation of English Consonant made by

the third semester students at English Department of Universitas Muhammadiyah

Pare-pare.

error pronunciation of english consonants made by …

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