AN ANALYSIS OF STUDENTS’ ERRORS IN PRONOUNCING ENGLISH VOWELS
AT THE ELEVENTH GRADE OF SMKN 1 LELES CIANJUR
Alin Imarlina (09220165)
alinimarlina@rocketmail.com
English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu
Pendidikan (STKIP) Siliwangi Bandung
ABSTRACT
The objectives of this research entitled “An Analysis of Students’ Errors in pronouncing English vowels At
The Eleventh Grade of SMKN 1 Leles Cianjur” were to find out total errors of the student when they
pronouncing English word containing vowels, to find out what type of vowel that students made the most
frequently mispronounced, to find out what type of vowel that students made the least frequently
mispronounced, and to find out the factors influencing error pronunciation that the student made in English
word containing vowels.In this research the writer used qualitative method. The subjects of this research were
20 ofthe eleventh grade students in SMKN 1 Leles Cianjur in academic year 2012/2013. The instrument of this
research wasa pronunciation test of the English word containing 21 types of English vowels, and voice
recorder to record the students’ pronounciation.The data of this research were collected by giving the English
pronunciation test. The collected data were identified, classified, analyzed and interpreted, based on Corder
theory (1974).The results of the analysis showed that: the students made 281 errors out of the total 840
words.The types of vowel that the students the most frequently mispronounced are [ɔ:] (36 words) and [ɒ] (36
words).The type of vowel that the students the least frequently mispronounced is[I] (0 word).The factors
influencing error pronunciation that the students made are: the students’lack knowledge of correct
pronunciations and the meaning of English words, the students’tended to pronounce a word the way it is
spelled, the students’ inability to recognize the words, and the students are not accustomed to pronouncing new
words.
Keyword: Error Analysis and Pronouncing Vowels
A. BACKGROUND
Pronunciation plays an important role in learning a
second or a foreign language. Although students have
English subject at school, most of them often make
errors, for example: in listening, speaking, reading,
and writing. The writer explained before that
language has three major components including
phonology, vocabulary, and grammar. Among these
components, phonology takes an important role.
Automatically, phonology relates with pronunciation.
So, the writer is interested in doing research about
pronunciation (especially about vowels).
All the vowels are voiced in the larynx and there is
no restriction of the air as it passes through the vocal
chords. From the larynx to the lips, the mouth and
throat a kind of tube, which is called the vocal tract.
The actions of the tongue and the lips give the vocal
tract the different shapes which produce the different
vowel sounds. The tongue forms itself into a hump in
the mouth, and it moves on two axes, one from the
floor of the mouth to the roof and one from the front
of the mouth to the back. (Gatherer, 1985: 162).
This researchwas intendedto figure out kinds of
errors made by students of Senior High School in
pronouncingsegmental features (especially vowels).
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B.
LITERATURE REVIEW
a. The Problem of Learning a Foreign Language
An Indonesian learner may have problem to
pronounce English words, although he gets an
English subject at his school and he cannot master the
English pronunciation well. In school, he learns the
English subject for understanding only. So he does
not know how to pronounce every English word
exactly, whereas he is expected to speak English
fluently outside the classroom. In this case, one
alternative way to learn English pronunciation is
through imitation. Moreover, he can learn the English
pronunciation from his teacher, someone else, or
ideally from native speakers. He will try to imitate
and have more practice to pronounce many foreign
sounds correctly as native speakers do. “Then, the
secret of all language learning is imitation”
(Crishtopersen, 1965:5). In this case, he should
imitate a native speaker as he imitates his mother
tongue in order to get better pronunciation. Besides
imitation, he can also practice a language by
repetition of countless correct words; he can learn
how to pronounce words correctly.
be useful therefore hereafter to refer to errors of
performance as mistake reserving the term to
refer to the systematic errors of the learners
from which we are able to reconstruct his
knowledge of the language to date.
Based on the above statements, it can be concluded
that error and mistake have different characteristics,
i.e.:
Error: it takes place in the level of competence, it is
significant in learning, and it is systematic or regular.
Mistake: it does not take place in the level of
competence, it is not significant in learning and it is
not systematic.
d. Error Analysis
“Studying error serves two major purposes: it
provides data from which inferences about the nature
of the language learning process can be made and it
indicates to teachers and curriculum developers
which part of the target language students have most
difficulty producing correctly and which error types
distracts most from a lerner’s ability to communicate
effectively” (Dulay, 1982:138).
The study of error is called error analysis. “The fact
that the learners do make errors and that these errors
can be observed, analysed, and classified to reveal 15
something of the system operating within the learner,
led to surge of learners’ error called error analysis”
(Brown: 1980: 166). Until the late 1960’s, most
people probably thought that error was considered as
a faulty version of the target language learning.
However, Jain (in Richards, 1974: 189) writes: “the
realization that the second learners’ errors are
potentially important for the understanding of the
process of SLA…”
e. The Importance of Error Analysis
The study of error or error analysis takes a new
importance and has its significance. Concerning the
use of error analysis, Corder, as Richards quoted,
stated the significance of learners’ error:
A learner’s errors… are significant in three
different ways. First to the teacher, in that they
tell him if he undertakes a systematic analysis,
how far towards the goal the learner has
progress… second, they provide to the
researcher evidence of how language is learned
and acquired, what strategies or procedures the
learner are employing in his discovery of the
language. Thirdly…they are indispensable to the
learner himself because we regard the making of
errors as a device the learner uses in order to
learn (Richards, 1974: 25).
Based on the statement above, error analysis is
important both for the teachers and students. Error
b. English Teaching and Learning in Indonesia
1. Phonetic and Phonology
According to Ramelan (1994: 1), phonology is the
study of phones or speech sounds. There are two
studies of phonology, phonetics and phonemics.
Phonetics is the study of speech sounds as sounds,
without regard to their function as signalling units of
language. Phonemics is the study of speech sounds
with a view to finding out the significant units of
sounds in a given language.
2. Language Acquisition
“Language acquisition is the process by which
humans acquire the capacity to perceive, produce and
use words to understand and communicate” (Kaswan,
2010:2). This capacity involves the picking up of
diverse capacities including syntax, phonetics, and
extensive vocabulary.
c. The Distinction between Error and Mistake
Brown (1980: 165) defines mistake as follows: “A
mistake refers to a performance error that is either
random guess or a slip, in that it is a failure to utilize
a known system correctly.” On the other hand, an
error is a noticeable deviation from the adult
grammar of a native speaker, reflecting the
interlanguage competence of the learners.
Corder (in Rhicards, 1974: 25) says that:
The error of performance will characteristically
be unsystematic and the error of competence
systematic.” As Miller (1966) puts it, it would
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analysis will provide a chance for the teachers to
observe and investigate how language is learned and
acquired by learners. While for the students, error
analysis can become a device to check their strength
and weakness in studying a second language. In
short, error can become a positive aid to learning and
may actually be a necessary part of learning a
language and that it helps teachers to see how
learners process the second language and develop
underlying systems of the rules.
Based on the importance of error analysis mentioned
above, the writer feels sure that the study of error or
error analysis will contribute many useful things in
language teaching. At least, by using this research,
teachers of English will be able to measure and know
how far the materials have been mastered by his
learners, which has not been effectively taught and
which teaching should be improved.
Example: Bit, Fill.
[ε]
[ε] is an unrounded half close to half open front
vowel.
Example: Well, Set.
4. [æ]
[æ] is an unrounded open to half open front
vowel.
Example: Back, Bat.
5. [ɑ:]
[ɑ:] is an unrounded open back vowel.
Example: Arm, Hard.
6. [ɔ:]
[ɔ:] is a rounded open back vowel.
Example: Caught, Stalk.
7. [ɒ]
[ɒ] is a rounded half open back vowel.
Example: Cot, Pot.
8. [ʊ]
[ʊ] is a rounded half close to close back vowel.
Example: Could, Cook.
9. [u:]
[u:] is a rounded close back vowel.
Example: Pool, Food.
10. [Λ]
[Λ] is an unrounded half open centroback vowel.
(or an unrounded open to half open centro back
vowel).
Example: Bud, Tusk.
11. [ɜ:]
[ɜ:] is an unrounded half close to half open
central vowel
Example: Lurk, Burn
12. [ə]
[ə] is an unrounded half open to half closecentral
vowel.
Example: Along, Attack.
13. Diphthong [ɔɪ]
Example: Voice, Boy.
14. Diphthong [aʊ]
Example: How, Out.
15. Diphthong [əʊ]
Example: Go, Road.
16. Diphthong [ɑi]
Example: Time, Try.
17. Diphthong [ɔə]
Example: More, Floor.
18. Diphthong [ei]
Example: Make, Day.
19. Diphthong [uə]
Example: Sure, Tour.
20. Diphthong [iə]
Example: Happier, Experience.
21. Diphthong [εə]
Example: Stairs, There.
3.
f. Pronunciation Problem
In learning any foreign language, a learner will
certainly meet with any kinds of learning problems
since there are always similar and different elements
between the target language and his own language.
The problem here can be understood since his mother
tongue has been deeply implanted in him as part of
his habits. The elements, which cause the problems,
in this case can be the grammatical or the sound
systems. The similar elements usually do not cause
problem, while the different ones usually do. There
are many differences between Indonesian and
English and so the learners have to make much effort
to overcome the problems they meet. The differences
between Indonesian and English sound systems are
found in both segmental and suprasegmental features.
In the classification of the Indonesian sound system,
there are 6 pure vowels, 23 consonants, and 3
diphthongs (Nikelas, 1988:39-42), whereas English
has 12 pure vowels, 24 consonants, and 9 diphthongs
(Ramelan, 1994:12-13). Furthermore, Ramelan
(1985:6-8) says English causes problems for
Indonesian learners since there are sounds in English
that do not exist in their native language. For
examples, when they want to pronounce English
words like “she” [ I] and “thin’ [θIn], they tend to say
[si:] and [tin]. It is clear that pronunciation problems
faced by foreign language learners are caused by
differences found between the learners’ language and
the target language.
The articulatory definition of English vowels:
1. [i:]
[i:] is an unrounded close front vowel.
Example: Eve, Bee.
2. [I]
[I] is an unrounded half close to close front
vowel.
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C. RESEARCH METHODOLOGY
a. Research Method
This research is used a qualitative method.
Qualitative studies present findings in the form of a
narrative that describes and discusses whatever
phenomena the researcher has studied. Qualitative
studies include statistical information, it is usually in
the form of descriptive statistics; qualitative studies
rarely use inferential statistics.
One of the most distinguishing characteristics of
qualitative research is the flexibility researchers
exercise in carrying out a study. Researchers have a
great deal of flexibility in selecting and modifying
the research question they are investigating even after
the investigation is underway. Similarly, qualitative
researchers may choose from a variety of methods to
collect data and change the methods they use to adapt
to new questions that arise. According to Guba &
Lincoln (in Alwasilah, 1985:40) “qualitative
researcher choose qualitative methods because these
methods are more easily adapted to the reality of
diverse and mutually interacting.”
In this case, an achievement test was used to get the
required data. This test was kind a pronunciation test
of the English word containing 21 types of English
vowels, and voice recorder to record the students’
pronounciation.
b. Research Instruments
Instrument is a tool that is used by an observer when
s/he applies certain method to get data. There are two
kinds of instruments: test and non-test instrument
(Arikunto, 2002:127).
d. Data Analysis
After finished the pronunciation test, the recorded
data were analyzed. This activity was conducted on
Monday to Thursday, May 20-23th 2013. The writer
chose the eleventh grade of SMK N 1 Leles Cianjur.
The class consisted of 20 students.
c. Data Collection
Gathering the data is the most important thing in
doing a research though it is tiring. The data were
obtained from the twenty students the eleventh grade
of SMK Negeri 1 Leles Cianjur of the academic
Year 2012/2013.
The procedure of collecting the data were as follows:
1. Pronunciation tests were distributed to the
students.
2. The students were asked to read the instruction.
3. The students were asked to pronounce the
pronunciation test items (English words).
4. The pronunciations of the students were then
recorded.
D. FINDINGS AND DISCUSSION
Pronunciation test are purposed to know the students
pronounciation, especially in english vowels. There
were 42 vowels pronounced by 20 students. So, there
were 840 phonetic transcriptions of the pronunciation
of English altogether.
Table 3.1
Students correct and incorrect words
N
o
1
2
3
4
5
6
7
8
9
10
11
12
Phonetics
Transcrip
tion
[i:]
[i:]
[I]
[I]
[ε]
[ε]
[æ]
[æ]
[a:]
[a:]
[ɔ:]
[ɔ:]
Words
English
Pronunciation
Numbers
of Error
Eve
Bee
Bit
Fill
Well
Set
Back
Bat
Arm
Hard
Caught
Stalk
[i:v]
[bi:]
[bɪt]
[fɪl]
[wεl]
[sεt]
[bæk]
[bæt]
[ɑ:m]
[hɑ:d]
[kɔ:t]
[stɔ:k]
13
1
7
2
1
6
3
2
20
16
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
4
[ɒ]
[ɒ]
[U]
[U]
[u:]
[u:]
[ᴧ]
[ᴧ]
[ɜ:]
[ɜ:]
[ə]
[ə]
[ɔɪ]
[ɔɪ]
[aʊ]
[aʊ]
[əʊ]
[əʊ]
[ɑɪ]
[ɑɪ]
[ɔə]
[ɔə]
[eɪ]
Cot
Pot
Could
Cook
Pool
Food
Bud
Tusk
Lurk
Burn
Along
Attack
Voice
Boy
How
Out
Go
Road
Try
Time
Floor
More
Make
[kɒt]
[pɒt]
[kʊd]
[kʊk]
[pu:l]
[fu:d]
[bᴧd]
[tᴧsk]
[lɜ:k]
[bɜ:n]
[ə’lɒƞ]
[ə’tæk]
[vɔɪs]
[bɔɪ]
[haʊ]
[aʊt]
[gəʊ]
[rəʊd]
[trɑɪ]
[tɑɪm]
[flɔə⃰]
[mɔə⃰]
[meɪk]
18
18
15
11
2
1
6
7
15
17
8
5
1
2
3
3
1
1
8
3
9
1
1
36
37
38
39
40
41
42
[eɪ]
[uə]
[uə]
[ɪə]
[ɪə]
[εə]
[εə]
Day
[deɪ]
Sure
[suə⃰]
Tuor
[tuə⃰]
Happier
[hæpɪə⃰]
Experience [ɪk’spɪərɪəns]
Stairs
[stεə⃰]
There
[δεə⃰]
The total errors
1.
1
5
3
14
20
9
2
281
2.
3.
4.
The students lack knowledge of correct
pronunciations and the meaning of English
words.
The students’ tended to pronounce a word the
way it is spelled.
The students’ inability to recognize the words.
The students are not accustomed to pronouncing
new words.
After get the data analyzed the writer can conclude
why these errors happen:
E. CONCLUSION AND SUGGESTION
The results of the analysis showed that: the
students made 281 errors out of the total 840 words.
The types of vowel that the students the most
frequently mispronounced are [ɔ:] (36 words) and [ɒ]
(36 words).The type of vowel that the students the
least frequently mispronounced is[I] (0 word).The
factors influencing error pronunciation that the
students made are: the students’ lack knowledge of
correct pronunciations and the meaning of English
words, the students’ tended to pronounce a word the
way it is spelled, the students’ inability to recognize
the words, and the students are not accustomed to
pronouncing new words.
a. Give more practice in speaking English to their
students in order to make them more fluent in
speaking.
b. Give more drills and practice to the students’
in pronouncing vowels a, i, and e.
2. Students should:
a. Have good self awereness in motivating
themselves to pronounce English words
correctly. Such as: by reading an English book,
novel or magazine, listening english songs and
watching English movie. It might be helpful to
improve their English pronounciation
b. Look up the dictionary if they find some new
vocabularies and try to pronounce it.
c. Have an English conversation either in the
school, or in everyday life with their friends,
teacher or other people who can speak English.
d. Give more attention to vocabulary, grammar,
and pronounciation since learning English
concern all of these skills.
Based on the result of the study, the writer would like
to give some suggestion which hopefully will give
valuable and useful contribution to the teachers and
students in English pronunciations, especially in
pronouncing vowel.
1. Teacher should:
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