An Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools

Volume 11 No. 2 September 2019 P-ISSN 2086-6151 E-ISSN 2579-3438 http://ejournal.bsi.ac.id/ejurnal/index.php/wanastra

Febby Pratama Putra

Fakultas Ilmu Pendidikan dan Pengetahuan Sosial Universitas Indraprasta PGRI

Cara Sitasi: Putra, F. P. (2019). An Error Analysis of English PlosivE and Fricative Consonants at Vocational High Schools. Wanastra, 11(2), 141–150.

Abstract- The purpose of the research is to analyze plosive and fricative consonants pronunciation errors in recordings that made by students in vocational high school in Jakarta. The research method that used to analyze plosive and fricative consonants pronunciation errors in recordings that made by the students is descriptive qualitative method and based only on a few sound recordings. After the researcher analyzes the recordings, the researcher then found that the students still make the errors in pronouncing the words containing plosive and fricative consonants. The students’ most pronunciation errors occur on pronouncing some of the consonants. The students do most errors of pronouncing consonants because they are not familiar on how they should be pronounced, and also the cause of students’ pronunciation errors is the different sound between English and Indonesian. Most of students make errors in plosive consonants for about 36% in total and for the errors 64% in fricative consonants.

Keywords: Errors, Pronunciation, Pronunciation Error

INTRODUCTION problems when they learn oral skill. It is need to have other skill by people to be English is available and accessible to mastered in speaking such as grammar Indonesian students through media such as competence, listening skill, vocabulary television, the Internet and through various mastery and good pronunciation. Foreign other forms of another media in society. language instruction generally focuses on Because of this constant exposure in society, four main areas of development: listening, students are to some extent aware of how the speaking reading and writing. Foreign language should sound. Exposure to and language curricula emphasize pronunciation awareness of variations such as dialects and in the first year of research as it introduces accents are reoccurring goals in the the target language’s alphabet and sound Indonesian syllabus for English, meaning system, but rarely continues this focus past that these skills should be worked with on a the introductory level. One of the key regular basis in the classroom. One of the requirements for language proficiency is to general objectives for foreign language secure understandable pronunciation for the teaching and learning is to teach the learner language learners. Teachers must act as to be mastered in oral or written ―pronunciation coaches and learners must communication in the target language they be proactive learners taking the initiative to learn. Despite this exposure, various learn. language mistakes are usually apparent during the early stages of language Pronunciation becomes the most important acquisition if one enters an L2 language thing in English communication because classroom in Indonesia. Difficulties in mispronuncing caused misunderstanding. pronunciation seem to be a problem for For example is between the word “by”, many teachers of a foreign language. “buy”, “bye” that has different meaning though the sound is almost the same. It is In Indonesia there are many problems that very common that many foreign language learners have when they deal with the learners have problems in teaching and pronunciation. Most of the learners have learning process. In this case, many of

Diterima : 09-08-19 Direvisi : 03-09-19 Disetujui: 06-09-19 141 Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools

English foreign learners have difficulties in on Corder (1973:257), “errors are breaking pronunciation teaching process because of the role, due to lack of competence such as some factors. There are so many local knowledge of the language, which may or languages in Indonesia. That is why it is may not be conscious. As they are due to difficult to teach pronunciation because the lack of competence, they tend to be not students are varied and they are all correctable.” influenced by their own mother tongues. In this point, clear and correct pronunciation In other words, a mistake is a slip that the affects to the process of delivering learner can self-correct whereas an error is messages. what a learner cannot self-correct. From those definitions above, the writer can also Learning and errors are unity packaging that conclude that a mistake is just a slip that the takes place naturally in learning process of learner forgets the right form. It means that, foreign language. It is influenced by learners an error is a deviation made by the learner who has different language background because he or she did not know the rule and depends on where they were born. Every thus will make it repetitively. background can influence their first language which since they were child they To distinguish between an error and mistake, have been speaking as their mother tongue. Erdogan (2005:263) also suggest two ways, Usually, their old habit of speaking has been it says “The first one is to check the deeply rooted in them until they are adult. consistency of learner’s writing, if he Moreover, that it has set their speech organ sometimes uses the correct form and to produce the speech sound of native sometimes the wrong one, it is a mistake. language. The learners, afterwards, take less However, if he always uses it incorrectly, it care of their background speech organ which is an error. The second way is to ask learner it is commonly become the main reason of to try to correct his own deviant utterence. errors in pronunciation.. When he is unable too, the deviations are errors, while he is successful, they are Perhaps the most surprising finding in L2 mistake.” acquisition research concerns the errors second language learners make. For several Indeed, learners often make mistakes in the decades, linguists and teachers assumed that process of foreign language learning. Thus, most second language learners’ errors it is still not a big deal when the learners resulted from differences between the first commit the mistake either in speaking or and second languages.. writing since they are capable to correct the mistake. However, learning other language a. The Nature of Error becomes difficult since the target language has different system from the native An error is different from mistake, so it is language. This difference sometimes makes crucial to differentiate both of them. Errors the learners make errors especially in occur for many reasons. One obvious cause applying vowel or consonants. is (1) interference from the native language. A learner may make errors because they b. The Nature of Error Analysis assume that the target language and their native language are similar, when in fact To observe, analyze and classify the errors both of them are different. This kind of made by students, error analysis is important overgeneralization is also the cause of many to do. Richards (2000:96) says that error mistaken guesses. Another obvious cause is analysis is the study of errors made by the (2) simply an incomplete knowledge of the second and foreign language learners. Error target language. A third common cause of analysis may be carried out in order to (a) error is (3) the complexity of the target find out how well someone knows a language. Certain aspects of English (e.g. language, (b) find out how a person learns a the “s” in the third person singular present language, and (c) obtain information on tense) are difficult for all students, no matter common difficulties in language learning, as what their native language. an aid in teaching or in the preparation of teaching materials. Corder as quotes by Kinsela (1978:63) states that “an error is typically produced by people who do not yet fully command some institution a listed language system”. Based

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According to Crystal in Hasyim (2002: 42), construction of sentence. Beside that, in language teaching and learning, error describing error is to identify the differences analysis is technique for identifying, of disordering of word between students’ classifying and systematically interpreting utterances and the reconstructed of target the mistakes made by someone learning a language utterances foreign language, using any of the principles and procedures provided by linguistics. c. Explanation of errors Error analysis is a type of linguistic analysis that focuses on the errors that learners make. Explaining is a step to analyze the cause of It consists of a comparison between the errors.In other words, in this step the writer errors made in the Target Language (TL) tries to explain how and why a sentence and that TL itself. The investigation of errors called to be erroneous. can be at the same time diagnostic and prognostic. It is diagnostic because it can tell d. Evaluation of errors us the learner's state of the language at a Evaluation is a process to collects, clarifies given point during the learning process and and verifies relevant values and standard. It prognostic because it can tell course is designed to reduce, revised and devise organizers to reorient language learning remedial lessons in teaching learning materials on the basis of the learners' current process. However, in this research, the problems. writer uses evaluating the errors as a step Corder (1981: 70) identified a model for that involves drawing conclusion. error analysis which included three stages: c. The Nature of Pronunciation a. Data collection 1. Consonant Errors identification of samples is done after Underhill (2005:29) explains consonant into the samples are accumulated. two meanings. The first meaning of b. Description consonant is the sounds which are made by restricting or blocking the air flow in some Classify the result of errors identification physical way, and this restriction which based on the sources. makes the consonant its characteristic sound. The second meaning is consonant marks the c. Explanation beginning and end of syllable.

Explain the evaluation the errors based on 1) Force of articulation (voicing) comparison of standard features. In his book, Kelly (2000:47) says force of In foreign language teaching, error analysis articulation describes the consonants in term becomes useful device to know the ability of of the breath force. Underhill (2005:30) says students in language mastery. Errors provide there are two kinds of consonants in force of feedback to teacher about the effectiveness articulation (voicing) category. They are of a teaching materials and teaching voiced and unvoiced. Voiced consonants techniques. According to Carl James (2013: need the vocal cords to vibrate, while the 15-20) there are procedures to analyze data unvoiced do not need the vocal cords to in error analysis that consist of: vibrate. a. Identification of errors The difference between voiced or unvoiced tends to deal with soft and strong aspiration In identifying errors the sentences that because of its need to take the energy from produced by students are compared with the the breath to drive the larynx. Partly the normal and correct sentences in the target voiced consonants are sounded with softer language . breath force. On the other hand, the unvoiced consonants are sounded with b. Describing error stronger breath force. This is because its sounds need to balance their lack of voice In this step, the errors are classified into with force and distinction in their word order categories relating to the articulation. distribution of noun phrase in sentence or

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Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools

2) Place of articulation. Semivowels are sounds which are considered half consonant and half vowels. The manner of articulation refers to how the They are like consonants in their structural air stream is modified by the vocal tract to behavior, and they are like vowels in their produce the sound depends on the degree of quality. The semivowels are /w/ and /y/ as in closure of the articulation, that is, how close the words win and yes. together of how far a part they are. Seven manners of articulation that are: 1) Vowel

a. Stops Vowel is the words which pronounced with air flow freely, shape of vocal tract is altered Stops are sounds which are produced by to create different sounds. Here is the IPA stopping the air somewhere in the mouth or (International Phonetic Alphabet) table of vocal passage and releasing it suddenly. vowel: When saying /p/ and /b/ the lips are closed together for a moment, stopping the air flow. - Close vowel: the tongue position is high in /p/ and /b/ are bilabial stops; /p/ is a the mouth. The close vowels are /i:/, /ɪ/, /u:/ voiceless bilabial stop and /b/ is a voiced and /ʊ/. bilabial stop. The other consonants are /t/, /d/, /k/, /g/. - Mid vowel: the tongue position is in the middle of mouth. The mid vowels are /e/, b. Affricates /ə/, /ɜ:/ and /ɔ:/.

Affricates are sounds which are made up of - Open vowel: the tongue position is low in two parts; a stop and a fricative. They are the mouth. The open vowels are /ᴂ/, /ᴧ/, /ɑ:/ made by briefly stopping the air stream and /ɒ/. While pure vowel is a single vowel, completely and then releasing the diphthong is a combination of vowels’ articulators slightly so that friction is sound. There is a glide when pronouncing produced. English has only two affricates: one pure vowel to another vowel. English /ʧ/ and /ʤ/. has eight diphthongs which are divided into two categories. c. Fricatives - Centering diphthong: this is the diphthong Fricatives are sounds which are made by with /ə/ at the end. It is called centering forming a nearly complete stoppage of the because /ə/ is center vowel. The examples air stream. The opening through which the are /ɪ ə/, /ʊ ə/ and /e ə/. air escapes is so small that friction is produced. The fricative consonants are /f, v, - Closing diphthong: this is the diphthong ɵ, ð, s, z, ʃ, ʒ, h/. with /ɪ/ and /ʊ/ at the end. The examples are /eɪ/ in the word they, /ɔɪ/ in the word boy, d. Nasals /aɪ/ in the word mighty, /əʊ/ in the word go and /aʊ/ in “now” Nasal are sounds which are produced with the air going out through the nose or nasal cavity. When you make a nasal sound, the soft palate is lowered so that air escapes RESEARCH METHODOLOGY through the nose. Nasal consonants are normally voiced. English has a bilabial, an The writer uses a qualitative approach in this alveolar, and a velar nasal, represented by research paper. This type of the research the symbols /m, n, ŋ/. does not apply the detail arithmetic calculation or statistic. It contains sentences e. Lateral or description of the objects. It refers to the meanings, concepts, definitions, Laterals are sounds are produced by having characteristics, metaphors, symbols, and air go out of the mouth from the both sides descriptions of things. of the tongue. Laterals are normally voiced. English have the only lateral is the alveolar Some considerations that the researcher used lateral /l/. to take sample in this research are as follows: f. Semi – vowels

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1. The subjects which taken as the sample Based on the background of the problem that in this research should be 2nd grader of has described above the problem which can vocational high school students. identify are (1) kinds of consonants often mispronounced, (2) alteration features 2. Their specialities must be close to pronounced by the students, (3) errors English subject. mostly found in students, (4) the causes of errors, (5) difficulties happened during teaching pronunciation process, (6) the common characteristics of pronunciation 1. Data Collecting Technique error, (7) the influence of Bahasa in pronunciation error. There are many ways to collect the data such as: documentation, observation, test, Because there are many problems occur in interview and questionnaire. In this case the teaching and learning process, particularly in writer uses voice recording as the way to students’ speaking skill, the writer limits the collect the data. problems into:

The writer analyzed the recordings 1. To analyze the plosive and fricative assignment to collect the data which related consonants which are often with this research. For collecting the data, mispronounced by the students the writer run observation through these steps as follows: 2. To identify the problems faced by students that they make error in a) Listening the recording of the students. pronunciation.

b) Transcribing the recording. 3. To find out the most dominant errors in pronunciation made by the students c) Classifying the errors in the data. This research is aimed to examine, to The technique which is used in collecting analyze, and to find out the errors mostly the data, the writer used test technique as a found when pronuncing plosive consonants resource. The test material was not given and to identify the causes of errors which the directly to the learner but only the material students made. given. The data collected is in a form of audio files of students recording, within its topic about consonant especially plosive and fricative consonant. Students record their FINDING AND RESULT voice through an application called Davitech Teacher or DVR, and then the succesful The subjects in this research are the recorded voice were taken into computer recordings of students. The researcher server. The lecturer then analyze the errors analyzes one class from each school so that found in the recording. means there are two classes. There are 70 students that analyzed and random 2. The Research Variable samplings are used in taking the samples. In this research, the researcher took about 50 The research variable in this research will samples of recordings, 25 samples from discuss about the pronunciation process of SMK MUHAMMADIYAH and 25 samples plosive or stop consonant (p, b, k, g, t, and d from SMK PGRI 5. The research is done by ) and fricative consonants (f – v, θ – ð, s –z, ∫ nd analyze the errors that done by the students. - Ʒ, and h) pronounced by 2 grader of There are two types of wordlists that used in vocational high school students in Jakarta. the recording. The first one is minimal pair The way they are pronouncing the words and the other is wordlist based on consonants may be confusing because there plosive and fricative types. The students are are rhymes, air, and intonation that free to choose which words they desired specifically used in the consonant. Usually, because the point is to analyze the errors in there are minimal pairs test to conduct if pronouncing the plosive and fricative words. there are errors in the pronuncing the plosive, for example in /p/ mop and /b/ mob. Here is list of words which students do error pronunciation in the recording:

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Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools

Table 1. Plosive error 1. Plosive error No Word Sound 1 Card /kɑːd/ For some students, the difficulties between 2 Back /bæk/ fricative and plosive are strictly different. 3 Good /gʊd/ They have to blow out air in order to 4 Ride /raɪd/ pronounce the words well. Differences 5 Pen /pen/ between thick and thin sound in “p” (peh) 6 Clock /klɒk/ and “b” (beh) are mostly become the 7 Cart /kɑːrt/ challenge in pronouncing the words. They 8 Cod /kɑːd/ have same problem, to differ the sound when 9 Cab /kæb/ the consonant is placed in the end of the 10 Pup /pʌp/ words. Then, here is the table of mostly 11 Coat /kəʊt/ errors of pronouncing plosive words: 12 Bag /bæg/ 13 Clog /klɒg/ Table 1. P consonant 14 Pub /pʌb/ No Word Sound Description 15 Write /raɪt/ 1 Pin /pɪn/ The 2 Pen /pen/ consonant /p/ 16 Pig /pɪg/ did not /pʌp/ 17 Train /treɪn/ 3 Pup pronounce 18 Pin /pɪn/ correctly by the students because no air Table 2. Fricative error was blown out No Word Sound 1 Vine /vaɪn/ Table 2. B consonant 2 Breath /breθ/ No Word Sound Error Description 3 Prize /praɪz/ 4 Leaf /liːf/ 1 Cab /kæb/ /kep/ The 5 Three /θriː/ students 6 Price /praɪs/ /kab/ pronounced 7 Path /pɑːθ/ 2 Pub /pʌb/ /pʌp/ it as /p/. No 8 Thirst /θɜːst/ air was 9 Shoe /ʃuː/ /pub/ blown out. 10 Ship /ʃɪp/ 11 That /ðæt/ Table 3. K consonant 12 Vote /vəʊt/ No Word Sound Description 13 Death /deθ/ 1 Back /bæk/ The 14 Leave /liːv/ consonant /k/ 15 View /vjuː/ did not 2 Coat /kəʊt/ pronounce 16 Thumb /θʌm/ correctly by 17 Mouth /maʊθ/ 3 Clock /klɒk/ the students 18 Sheet /ʃiːt/ because no air 19 Treasure /ˈtreʒ.ə r / was blown out 20 Thin /θɪn/ 21 Peas /pi:z/ 22 Free /friː/ Table 4. G consonant 23 Zip /zɪp/ No Word Sound Error Description 24 Measure /ˈmeʒ.ə r / 1 /bek/ The 25 Heel /hiːl/ Bag /bæg/ consonant 26 They /ðeɪ/ /bʌg/ /g/ did not 27 Thursday /ˈθɜːz.deɪ/ pronounced 28 She /ʃiː/ 2 Pig /pɪg/ /pɪk/ correctly 29 Television /ˈtel.ɪ.vɪʒ.ən/ by the 30 Thing /θɪŋ/ 3 students 31 There /ðer/ because it was Clog /klɒg/ /klok/ pronounced From the list, the researcher will categorize as /k/. It the errors based on each type: should be done by

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blowing 1 Sheet /ʃiːt/ /sɪt/ This kind some air in of sound is the end of 2 Ship /ʃɪp/ /sɪp/ classified the word. as post- 3 Shoe /ʃuː/ /su:/ alveolar, Table 5. T consonant and its No Word Sound Description 4 sound has 1 Cart /kɑːrt/ The likeness consonant /t/ with /s/. did not 2 Write /raɪt/ pronounce remind correctly by She /ʃiː/ /sɪ/ student 3 Train the students with the /treɪn/ because no air sound was blown out “syin”

“/ /” in ش Table 6. D consonant Arabic. No Word Sound Error Description 1 /kɑrt/ The tongue Table 4. Sound [ʒ] Card /kɑːrd/ should /kɑ:t/ touch the N Word Sound Error Descript palate. o ion 2 /raɪt/ Students 1 /ˈtel.e.v Its Ride /raɪd/ did not specialty /rɪd/ blow up air ɪʃ. ə n/ is and did not buzzing 3 Good /gʊt/ touch up /ˈtel.e.v sound, /gʊd/ but most the palate. 4 Cod Televisi /ˈtel.ɪ.v ɪs. ɪ ə students /kɑːd/ /kɒt/ already on ɪʒ. ə n/ n/ mistake 2. Fricative error n the /ˈtel.e.v sound as Table 1. Sound [s] /z/. No Word Sound Error Description ɪz. ɪ ə Almost all 1 /pɪtʃ / There are Piece /piːs/ n/ students students made /paɪs/ that 2 Treasur /ˈtreʒ.ə /ˈtreʃ.ə mistakes 2 /praɪtʃ sometimes . / still Price /praɪs/ e r / r / pronounce /prɪs/ it with /ˈtres.ə sound /tʃ/. Table 2. Sound [z] r /

No Word Sound Error Description /ˈtres.ʊ 1 /dʒɪp/ They still Zip /zɪp/ use the /dʒ/ r / sound like 2 Prize /praɪz/ /praɪs/ “jeep” to /ˈtrez.ʊ pronounce 3 /piːs/ /zip/ and r/ Peas /pi:z/ also /pɪs/ still using the /s/ 3 Measur /ˈmeʒ. /ˈmeʃ.ə sound like

in “price”. e ə r / r /

Table 3. Sound [ʃ] No Word Sound Error Description

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Error Analysis of English Plosive and Fricative Consonants at Vocational High Schools

/ˈmez.ə 1 /tɪn/ Thin /θɪn/ r / /t’hɪn/

/ˈmes.ə 2 Path /pɑːθ/ /pet/

r / /pæθ/ /pʌt/ 3 Thursd /ˈθɜːz.d /te’rɜːd /ˈmes. ay eɪ/ eɪ/ ʊ r / /tʊ ’rɜːdeɪ/

4 Mouth /maʊθ/ /maʊt/

/moʊt/ Table 5. Sound [f] The No Word Sound Error Description sound 5 Breath /breθ/ /bret/ 1 Free /friː/ /prɪ/ Only few produce students d by /brɪt/ 2 Leaf /liːf/ /lɪp/ did student mistakes in is not /θ/ 6 Death /deθ/ /det/ this sound. but they pronoun 7 Thirst /θɜːst/ /tɜːst/ Table 6. Sound [v] ce it with /t/. No Word Sound Error Description /tɜ.rːst/ 1 Vine /vaɪn/ /faɪn/ This is a /fɪn/ thicker / 2 Vote /vəʊt/ /foʊt/ version of /fot/ /f/, a tʃɜ.rːst/ /voʊt/ labiodental which 8 Three /θriː/ /triː/ 3 Leave /liːv/ /liːf/ means that produced /tʃriː/ 4 View /vjuː/ /fɪuː/ when lower lip is 9 Thing /θɪŋ/ / contact with the tɪŋ/ upper teeth. Most 1 Thumb /θʌm/ /tʌm/ students 0 hear this as /b/ but then pronounced Table 9. Sound [ð] the sound No Word Sound Error Description as /f/. 1 /dæt/ That /ðæt/ /det/ Table 7. Sound [h] Many No Word Sound Error Description 2 They /ðeɪ/ /deɪ/ students 1 Heel /hiːl/ /ɪl/ Only few replaced /ð/ students 3 There /ðer/ /der/ with /d/ did mistake

in this sound.

Table 8. Sound [θ] N Word Sound Error Descript o ion

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DATA ANALYSIS i. [ð] 3 9,37%

After the researcher analyzed 50 students’ recordings, the researcher found the types of error that the students did and also found the CONCLUSION most dominant error type. All of this is shown in the table below: Based on the discussion on the previous chapter, there are conclusions and Table 1. Plosive error percentage suggestions as result of the research will be described. N The Student’ o errors in After doing the research on error analysis of Plosive Errors s word percentag pronunciation, the writer concludes that the error e students’ most pronunciation errors occur on 1 Plosive sound pronouncing “[θ]”. The students do errors of 18 36% pronouncing fricative consonants because consonants they are not familiar on how they should pronounce. a. [p] 3 16,6% The causes of students’ pronunciation errors b. [b] 2 11,1% are the different sound between English and Indonesian. They did not get enough c. [k] 3 16,6% practices on phonology. It may because they did not familiar with true English d. [ɡ] 3 16,6% pronunciation since they were young. In fact, the total pronunciation mindset they e. [t] 3 16,6% had were from television and songs.

f. [d] 4 22,2% Although some researchers believe that all learners have the same capacity to learn a second or foreign language because they have learned their first language, a number Table 2. Fricative error percentage of EFL teachers have difficulties in N The Student’ improving the students’ pronunciation o Fricative errors in s word problems. Errors percentag error e There are a significant number of strategies Fricative for English pronunciation instruction that can help learners meet their personal and 1. sound 32 64% professional needs. They are to identify specific pronunciation features that cause consonants problems for learners, make learners aware of the prosodic features of language (stress, a. [s] 2 6,25% intonation, rhythm), and focus on developing learners’ communicative b. [z] 3 9,37% competence.

c. [ʃ] 4 12,5% The learners’ motivation can be seen the strongest factor contributing to the success d. [ʒ] 3 9,37% or failure of learning a second or foreign language. That is, it is a driving force e. [f] 2 6,25% encouraging a learner to pursue a course of action, initiating the learning, and finally f. [v] 4 12,5% sustaining the learning process (Dörnyei, 2001:3). Basically, if the learners’ g. [h] 1 3,12% motivation is high, then they will be willing to improve their abilities by themselves. On h. [θ] 10 31,25% the other hand, if they do not see the value or pay attention to their pronunciation, they may not be motivated to do well.

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