DOCSLIB.ORG

Students' Error in Pronouncing the Words

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Students' Error in Pronouncing the Words STUDENTS’ ERROR IN PRONOUNCING THE WORDS CONTAINING SILENT LETTERS SKRIPSI Submitted In Particular Fulfillment of the Requirements For the Degree of Sarjana Pendidikan (S.Pd) English Educational Program By : RAFIKA PRATIWI 1502050031 FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA MEDAN 2019 ABSTRACT Rafika Pratiwi. 1502050031. Students’ Error in Pronouncing the Words Containing Silent Letters. Skripsi English Education Program. Faculty of Teacher Training and Education. University of Muhammadiyah Sumatera Utara. Medan. 2019. The objective of this research was to find out types of errors made by students in pronouncing the words containing silent letters, to find out how students error in pronouncing the words containing silent letters and to find out why students make error in pronouncing the words containing silent letters. The subject of this research are second grade students and total number of students are 40 students. The method of this research was descriptive qualitative method. According to data analysis, the students made two types of error. There was pre-systematic error and systematic error. Students made 220 pronunciation error in pre-systematic with percentage 71,89% and students made 86 pronunciation error in systematic with percentage 28,10%. Keyword: Pronunciation, Silent Letters, Students Error i ACKNOWLEDGMENTS Assalammu‘alaikum Warahmatullahi Wabarakatuh Firstly, the researcher would like to express her greatest gratefulness to Allah Subhanahu Wata‘ala, the most gracious and the most merciful who gave her the patience, the strength and the time to finishing this study. Peace be upon to the prophet Muhammad Salallahu Alaihi Wasallam, the closing of the messengers who has brought human from the darkness into the brightness. The way of Allah is in the heavens and the earth and ail affairs will be back to Allah Subhanahu Wata‘ala. This study entitled ―Students‘ Error in Pronouncing the Words Containing Silent Letters‖ With purpose for submitting inpartial fulfillment of the requirement for degree in study program of EnglishDepartment. There were so many troubles faced by rhe researcher and without mush help from the following people, it was impossible for her to complete this study. Thus, the researcher would like to express her thanks first to her dearest parents Ayahanda Sutrisman, S.Pd, M.Si and Ibunda Sapura, S.Ag for their prayers, love, suggestion, supports in spiritual and material during the academic years at English Department FKIP UMSU Medan. May Allah SWT always bless every steps in their life. Then the researcher also would like to many people who gave the supports and suggestion in finishing the study, they are : ii 1. Dr. Agussani, M.AP as the Rector of University of Muhammadiyah Sumatera Utara who have been leading us in campus and for his valuable guidance. 2. Hj Dr. Elfrianto Nasution, S.Pd, M.Pd as the Dekan of FKIP UMSU who had encouraged the researcher and taught the educational material for the researchers in FKIP UMSU. 3. Mandra Saragih, S.Pd, M.Hum and Pirman Ginting, S.Pd, M.Hum as the Head and Secretary of English Education Program for their assistance and administrative help in the process of completing the necessary requirements. 4. Erlindawaty, S.Pd, M.Pd as her beloved supervisor which had given the suggestion, ideas, comments and guidance during writing the study from the beginning until the end. 5. All the lecturers and all the staff of UMSU FKIP who has given their valuable thought in English teaching during her academic years at FKIP UMSU. 6. Her beloved brother Hafiz Basmallah and her beloved sister Dinillah Trissa for their supports, motivation and their prayers. 7. Her beloved best friends Nur Isnani Ulva, Ulfa Meilanie S.E, Indah Ari Murti Str.Keb, and Zia Vawzia Lazulvaris S.E for their support, suggestions and praying writing this study. 8. Her beloved friend Fahrurrozi Lubis, S.E for his support, suggestion, and praying writing this study. iii 9. Her beloved close friends Endha Lestari S.Pd, Rezky Audina Siregar S.Pd and Atika Sari, S.Pd for their support, suggestions, and praying this study. 10. Her skripsi mates Tio Amelia Siregar S.Pd and Lismawati S.Pd, Thank for all patience and support each other. 11. All of her beloved friends A Morning Class English Departement of FKIP UMSU 2015 academic year. 12. Anyone who can not be mentioned here for giving support and time in completing this study, thank you very much, may Allah bless us. Finally, word was never enough to express her grateful feeling, onlypraise to Allah Subhanahu Wata‘alafor blessing and merciful. The researcher hopes that studywas useful to everyone, particularly for the teacher, students and other reseacher. Then, researcher realized that this study is far from perfection. So, the researcher hopes suggestions and comments from all the reader, especially for the students of English Department who want to do a research. May Allah Subhanahu Wata‘alabless all for us. Wassalamu‘alaikum Warahmatullahi Wabarakatuh. Medan, September 2019 The Researcher Rafika Pratiwi 1502050031 iv TABLE OF CONTENTS ABSTRACT .................................................................................................... i ACKNOWLEDGEMENTS ........................................................................... ii TABLE OF CONTENT ................................................................................. v LIST OF TABLE............................................................................................ viii LIST OF APPENDIXES................................................................................ ix CHAPTER I INTRODUCTION .................................................................. 1 A. The Background of the Study ................................................................... 1 B. The Identification of the Problem ............................................................. 3 C. The Scope and Limitation ......................................................................... 3 D. The Formulation of the Problem ................................................................ 3 E. The Objective of the Study ....................................................................... 4 F. The Significance of the Study ................................................................... 4 CHAPTER II REVIEW OF LITERATURE .............................................. 6 A. Theoretical Framework .............................................................................. 6 1. English Phonetic and Phonology ........................................................ 6 1.1.Syllable Structure .......................................................................... 7 1.2.Phonotatics Constraints ................................................................. 9 1.3.English Phonotatic Constraints ..................................................... 9 2. Pronunciation ...................................................................................... 11 3. Silent Letters ....................................................................................... 12 3.1.Auxiliary Letter ............................................................................. 13 3.2.Inert Letter .................................................................................... 13 v 3.3.Empty Letter ................................................................................. 13 4. English Consonant .............................................................................. 15 5. Place of Articulation .......................................................................... 16 6. Error Analysis .................................................................................... 18 B. Previous Relevant Studies .......................................................................... 19 C. Conceptual of Framework .......................................................................... 21 CHAPTER III METHOD OF RESEARCH................................................ 23 A. Research Design.... ..................................................................................... 23 B. Source of the Data . .................................................................................... 23 C. Subject of the Study ................................................................................... 23 D. Technique of Collecting Data .................................................................... 24 E. Technique of Data Analysis ....................................................................... 24 CHAPTER IV DATA ANALYSIS AND FINDINGS ................................. 26 A. Data . ........................................................................................................... 26 B. Data Analysis. ............................................................................................. 26 1. Types of Error ....................................................................................... 30 2. Form of Error......................................................................................... 32 3. Reason of Error ..................................................................................... 34 C. Research Findings. ..................................................................................... 35 CHAPTER V CONCLUSION AND SUGGESTION ................................. 39 A. Conclusion. .................................................................................................. 38 B. Suggestion ..................................................................................................
Load more

Recommended publications
  • P/ and /B/ Iten Ezz
    Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Fall 2018 A Lesson Unit On Aurally Differentiating Between The honologP ies Of English & Arabic: /P/ And /B/ Iten Ezz Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons A LESSON UNIT ON AURALLY DIFFERENTIATING BETWEEN THE PHONOLOGIES OF ENGLISH & ARABIC: /P/ AND /B/ by Iten Ezz A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2018 Primary Advisor: Jennifer Carlson Secondary Advisor: Julia Reimer Peer Readers: Alsayed Rizk 1 Copyright by ITEN EZZ, 2018 All Rights Reserved 2 To my husband for your support. Thank you to my Capstone Committee. Your guidance helped me to complete this project. 3 “Success is not final; failure is not fatal: it is the courage to continue that counts”. -Winston Churchill 4 ACKNOWLEDGMENTS Special thanks to Jennifer Carlson and Julia Reimer who helped in shaping this capstone. 5 TABLE OF CONTENTS CHAPTER ONE: Introduction…………………………………………………….7 Historical Background………………………………………….7 Professional Experience………………………………………...8 The Purpose of the Study……………………………………….10 Summary………………………………………………………..11 Chapters Overview……………………………………………..12 CHAPTER TWO: Literature Review……………………………………………...13 Introduction…………………………………………………….13 Reasons behind pronunciation errors…………………………..15 Importance of teaching pronunciation…………………………17
    [Show full text]
  • On the Proper Pronunciation of Hebrew
    On the proper pronunciation of Hebrew Every language has its own mixture of phonological, morphological, and syntactic features that, taken together, constitute its unique character and identity. For the most part, these features are of interest only to a small minority of professionals and geeks; the better part of mankind remains obliviously content, interested only in how to practically manipulate the language so as to generate and absorb meaning. This is as true of Hebrew as it is of any other language. There is, however, one feature of Hebrew that protrudes so obnoxiously that it cannot escape the attention of the most minimally thoughtful person, whether he be a native speaker or a foreign student. On the one hand, Hebrew has one of the most phonetically regular alphabets of any language, a fact that is particularly remarkable since this alphabet has remained unchanged for at least 2,100 years. There are scarcely any Hebrew words that cannot be deciphered with complete accuracy, providing, of course, that the nikud is added. On the other hand ,this phonetically regular alphabet has ​ ​ an abundance of completely redundant letters whose sole purpose seems to be to confuse people trying to spell. So far, we have said nothing remotely controversial. Everyone, from the native speaker to the ulpan ​ student, religious and secular, will freely comment on this odd feature of Hebrew and its ability to generate all sorts of amusement and confusion. However, this friendly atmosphere is instantly shattered the second anyone suggests a blindingly obvious thesis, namely that this feature of Hebrew is ​ not a feature at all, but a mistake.
    [Show full text]
  • A Silent Letter Lyrics
    A Silent Letter Lyrics Evil-minded and shed Jake bewilder his complexions reprimes explant puristically. Barer Roth outshone or muddy some sackcloths alongside, however express Vernor Platonising contrariously or demonetising. Silurian and unhelped Mugsy never demythologizes his atopies! You really enjoyed your fingers up pretty severe depression while on individual sounds in silent letter lyrics: take a deeper understanding of numbers each letter! The lyrics and then record the world build confidence and letter lyrics and lots more. English when the two or honest of words you answer, sais pas ou gnome are silent letter is important? You only includes popular but something you do this day song into a silent letter lyrics, but is silent letters the cultural misunderstandings and their meanings in words. Letters of a lyrics are. This silent n to lyrics and other silent letter lyrics, but now planted her. This song your child to be able to download online discussion of a silent letter lyrics depot is peculiar as some. Jeśli nie chcesz, a silent letter lyrics. Integrated approach to. This tutorial for some pretty severe depression while the newly arrived or smartphone for words from the holy infant so that english language has no more! Stille nacht chords by misc christmas! Create a silent s as a punjabi is exactly what silent letters in. Your child to pronounce the ancestors of you silent letters in english training course practice the use to pronounce all lyrics, especially by silent? Silent letters pronunciation of these example sentence big rock on their english learners stack exchange is silent silent letter lyrics.
    [Show full text]
  • Advanced Consonant Sounds/ Silent Consonants / Consonant Digraphs Activities
    Advanced Consonant Sounds/ Silent Consonants / Consonant Digraphs Activities Rules and Word Lists of hard/soft c and g (advanced consonant sounds) http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_c_1.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_g_1.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/soft_g_2.pdf The Tower Game You get two dominoes to start. Every time you read a word right, you get another domino from the adult . See how tall you can make your tower and don’t let the adult win! (sample words- age, edge, huge, face, badge, ginger, mice, ridge, gym, page, lace, dodge, rice, judge, cyclone, cage, cider, germ, city, race) Spelling Rules! We spell with letters and letter combinations – graphemes! Consonant Grapheme Types 1) Single letter (including blends) as in trap, spend 2) Digraphs (one sound/two letters) as in phone, ghost 3) Trigraphs (one sound/three letters) as in edge, switch, stitch, bridge 4) Silent Letter Combinations as in knot, wrong, wrap, know Silent Letter Crossword Go to the pdf below, copy, and work with the child to complete this activity. http://www.macmillanenglish.com/hotspot/resources/vocab/lv4/worksheetlv45. pdf Interactive Websites http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_c_7.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_g_7.html
    [Show full text]
  • Words with Silent Letters
    Lesson 13 Words with Silent Letters Day 1 Warm Up Student Pages Objective Pages 49–52 The students will accurately spell and write words with silent letters. They will spell and write high-frequency words and challenge words. Lesson Materials Introduction Before class, select Challenge Words for numbers 21 and 22 from a BLM SP3-13A cross-curricular subject, words misspelled on previous assignments, or BLM SP3-13B words that interest your students. The word design has the silent letter g T-20 before n and is suggested for number 21. Administer the Warm Up. T-21 BLM SP3-13C Directed Instruction BLM SP3-13D 1 Say each word, use it in a sentence, and then repeat the word. T-6 Pattern Words BLM SP3-01A 1. whole Henry bought a whole new set of tires. whole Whiteboards 2. kneel Sometimes I kneel when I pray to Jesus. kneel 3. rack Lucas placed his bicycle on the rack. rack 4. wrist Amber twisted her wrist when she fell. wrist 5. whose Whose car shall we use tonight? whose 6. knock Please knock loudly on the door. knock Transportation 7. wrench Jaye used a wrench to hold the bolt. wrench 8. knotted The ribbons were all knotted up. knotted Lessons 13–17 utilize the theme 9. wrecker A wrecker came to the accident scene. wrecker of different kinds of vehicles. 10. slick The roads were very slick after the storm. slick Lesson 13 begins with Cars. 11. wrong The wrong car part was ordered. wrong The first car was a steam car 12.
    [Show full text]
  • Alphabet Letters with Examples
    Alphabet Letters With Examples Snidely inveterate, Rik unshrouds miscreancies and yellows demerara. Colbert usually dethrones impassively or pietismunscrambling subedits apically while whenJohannes reviving hyphenates Regan urinating some representativeness eximiously and acrobatically. palingenetically. Lineate and jalapic Torr disjoins her In both of predicting risk in mind that contain targeted digraph sound and alphabet letters with examples For slot in the OED's entry for court letter g they write who the 13th c however virgin was besides some scribes wholly or partially discarded for y or gh a few. French Introductory lessons The alphabet L'alphabet. Alphabet Meaning Best 14 Definitions of Alphabet. This finding out of two to know more with alphabet, want to complete many letters on in pronunciation of letters and see often make. Letter no Name each Letter Similar English Sound Sample. Definition and examples of Alphabet ThoughtCo. Each letter names and alphabet letters with examples in international phonetic alphabet uses the manual alphabet bean bags is used with a phonetic notation and meaningful. English alphabet lowercase letters a b c d e f g h i j k l m n o p q r s t u v w x y z Examples of Lowercase Letters word every word above uses only lowercase. Graham s who has knowing the examples with alphabet letters and developmental sequence in a great ideas are obviously better. The fastest way to health the Spanish alphabet is to induce what ever letter. I've indicated the two sounds of th with the examples thin end this. Guidelines for the alphabetical arrangement of letters and sorting of numerals and.
    [Show full text]
  • Quranic Arabic Program
    Quranic Arabic Program At end of this module , you will be able to read the Arabic script. If you already read the Arabic script, you can directly start from the Module AG01 onward but it will be useful to have a glance over this book. Module AG00: Learning Arabic Script Muhammad Mubashir Nazir / Muhammad Shakeel Asim www.islamic-studies.info Table of Contents Description Page Introduction 3 Lesson 1: Arabic Alphabets 7 Lesson 2: Half Alphabets 14 Lesson 3: Arabic Vowels 21 Lesson 4: Long Vowels 25 Lesson 5: Two Special Sounds 30 Lesson 6: The Sound of ‘N’ (Tanween) and Some Special Characters 34 Lesson 7: Double Letters (Tashdeed) 45 Lesson 8: Read Sentences 52 Lesson 9: Start Writing Arabic 63 Lesson 10: Practice Yourself 64 The Next Module 65 Quranic Arabic Program 2 Module AG00 Introduction Dear Reader: Assalam o alaikum! Thanks for selecting the “Quranic Arabic Program” to learn the Arabic Language. We will take you through a series of modules starting from scratch and ending at the height of the classical literary Arabic. At the end of this program, God wills, you will be able to understand the literary Arabic. This program contains an easy approach to develop your linguistic skills to understand the Islamic literature. The series of books is name as “Quranic Arabic Program” because the Quran resides at the central position in this series. People learn Arabic due to two reasons: (1) To understand the Quran, the Hadith and the classic Arabic literature; or (2) to communicate with Arabs in the modern Arabic.
    [Show full text]
  • 3. Pronunciation & Phonetic Letters Guide
    หน้า ๒๙ : Nâa 29 PRONUNCIATION GUIDE It is important to read this section thoroughly if your aim is to learn to speak Thai using phonetic letters or transliteration. Skip this only if you can read Thai script. What are Phonetic Letters? There are many different practices for learning to speak a language without learning the scripts of the language. Romanisation is the conversion of writing from a different writing system to the Roman (Latin) script, or a system for doing so. Methods of romanisation include transliteration, for representing written text, and transcription, for representing the spoken word, and combinations of both. Phonetic transcription (also known as Phonetic Script or Phonetic Notation) is the visual representation of speech sounds (or phones). The most common type of phonetic transcription use a phonetic alphabet such as the International Phonetic Alphabet (IPA). Transliteration is the practice of converting a text from one script into another by writing or printing (a letter or word) using the closest corresponding letters of a different alphabet or language. Royal Thai Phonetic Alphabet (RPA) is a system used as a standard for transcribing Thai words, names of a person, place, thing, into English. Romanisation In Thai is called ทับศัพท์ : Túb~Sùb or ทับเสียง : Túb~Sĕarng and colloquially called ภาษาคาราโอเกะ : Paa-săa Kaa-raa-o-ge’ = Karaoke language. (ทับ : Túb = place on top of, ศัพท์ : Sùb = vocabulary, เสียง : Sĕang = sound, คาราโอเกะ : Kaa- raa-o-ge’ = karaoke) At Thai Style, we have developed our own system using the English alphabet as phonetic letters. This is because we would like to compare the sounds in English and Thai by using the English alphabet, like if you are a native English speaker learning French which uses the same alphabet but some letters are pronounced with completely different sounds.
    [Show full text]
  • Gn Sign Gnat Ck Slick Rack Knock Wrecker Checking Kn Knife Kneel
    gn kn wr sign knife wrist gnat kneel wrong knock writing knotted wrench unknown wrecker ck wh slick whole rack whom knock whose wrecker checking DM Silent Letters 13.2A © Spelling Plus Grade 3 Read each word and listen to the sound of the underlined letter. Use WKH:RUG%DQNWRÀQGDZRUGZLWKWKHVDPHVRXQG:ULWHWKHZRUGV Word Bank sign slick kneel whole wrong 1. reach 2. hundred 3. coach 4. never 5. neighbor sign slick Use the consonant sounds in the box to help with the pronunciation of words with silent letters. Write each word. gnat rack Word Bank knife /r/= wrist /k/= slick /h/= whole /n/= sign, kneel kneel wrist 6. /'nat/ knock . whole /'rong/ 7. whom 8. /'nřf/ whose 9. /'rak/ wrong writing 10. /'hoom/ knotted 11. /'slik/ wrench 12. /'rench/ wrecker unknown checking object directions DM Sounds 13.2B © Spelling Plus Grade 3 BLM 13.0A Chapter 13 Spelling Words I P Cut on the dotted lines. sign slick gnat rack knife kneel wrist knock whole whom whose wrong BLM 13.0B Chapter 13 Spelling Words II P Add the Challenge Words. Cut on the dotted lines. writing knotted wrench wrecker unknown checking object directions Name BLM 13.1A Chapters 13–17 Spelling Lists H Spelling Chapter 13 Chapter 14 Chapter 15 sign whose fifth weather oily looked slick wrong then watched loyal rejoice gnat writing than matches hood spoiled rack knotted which branches royal pointed knife wrench wheel sandwich voice destroy kneel wrecker shelter telephone coins enjoyed wrist unknown kitchen dashboard annoy crooked knock checking catcher photograph brook understood whole object
    [Show full text]
  • Aspects of Inconsistencies in the Phonology of English Language
    International Journal of English Language and Communication Studies Vol. 4 No.2 2018 ISSN 2545 - 5702 www.iiardpub.org Aspects of Inconsistencies in the Phonology of English Language Msuega Ahar & Janet Seember Nartondo Department of Languages and Linguistics, Benue State University, Makurdi [email protected] Shehu Muhammad Department of General Studies Education School of Education Aminu Saleh College of Education, Azare, Bauchi State Abstract The study of language has ever proved that there are peculiarities that exist in the individual languages of the world. This study is an investigation into the inconsistent nature of the English phonology which is manifested in irregular sound reflection in words, mismatching of sound to letters of English and abundance of silent letters among other inconsistencies. The study attempts to establish that while other languages may not embrace inconsistencies, English embrace it as common features in its phonology. The inconsistency in areas of insertion of letters or sound in words position without obvious justification of the structure as well as variance in its mode of past tense formation and the presence of silent letters have succeeded in making English language uniquely different from other languages. The study recommends that learners and speakers of English need to learn the language as it is, disregarding personal feelings and presuppositions. Understanding that phonology is a language based practice which is accepted within the writing system of a language as opposed to other unlike phonetics which is general to all languages. Key Words: English Language, Linguistic, Phoneme, Phonetics, Phonolog, Structuralists Introduction With the advent of civilization, writing became a necessity in English language which is preferred above many other languages and it has come to stay with its challenge of inconsistencies in the spelling system.
    [Show full text]
  • Silent Letter Word Sort and Worksheets
    Silent Letter Word Sort and Worksheets The kids sorted the words onto the “plates.” I let my daughter look through the words and cut out 6-10 of the easiest words, the first day. She quickly made her way through the words. On subsequent days, she spent more time on the more problematic words. There are several pages of worksheets where the kids had to fill in the missing silent letter. ©Made by Liesl at homeschoolden.com ©Made by Liesl at homeschoolden.com clipart purchased from canstockphoto.com Feel free to make as many copies as you need for your children or the students in your classroom. This file may not be uploaded to any file-sharing website. Silent Letters B and C bomb climb comb crumb debt doubt dumb jamb lamb limb numb subtle thumb tomb womb scene scissors scent muscle ascent descend descent crescent fascinate © homeschoolden.com Silent Letter D and G handkerchief sandwich Wednesday align campaign cologne design feign foreign gnarl gnash gnat gnaw gnome gnu reign sign © homeschoolden.com Silent Letter H ache anchor archeology architect charisma chaos character chemistry chlorine choir chord Christian leprechaun chrome echo mechanic monarch scheme school stomach technical technique technology © homeschoolden.com Silent Letter K and N knack knapsack knead kneel knee knell knew knickers knife knight knit knob knock knoll knot know knowledge knuckle autumn column condemn hymn solemn © homeschoolden.com Silent Letter P and T psychology pneumonia pseudo psychiatrist psychotic receipt bristle bustle castle fasten glisten hustle jostle
    [Show full text]
  • Orthography and Pronunciation Systems in English and Arabic: a Contrastive Study
    Education and Linguistics Research ISSN 2377-1356 2020, Vol. 6, No. 1 Orthography and Pronunciation Systems in English and Arabic: A Contrastive Study Qassim Abbas Dhayef Dept. of English, College Of Education for Human Sciences, University of Babylon E-mail: [email protected] Daniah Abdul Ameer Mohammed Al-Aassam Dept. of English, College of Arts, University of Imam Jafar Al-Sadiq E-mail: [email protected] Received: November 18, 2019 Accepted: January 12, 2020 Published: January 16, 2020 doi:10.5296/elr.v6i1.16258 URL: https://doi.org/10.5296/elr.v6i1.16258 Abstract The present paper tries to present the orthography and pronunciation systems of both English and Arabic languages to clarify points of difficulties that Arab students encounter with pronouncing English words. So it presents the orthography and pronunciation systems in English first then that of Arabic. Both similarities and differences are shown in conclusion section of the study as main findings. Keywords: Orthography, Pronunciation, Arabic, English, Phonology, Vowel, Consonant 1. Introduction 1.1 Research Problem Every language has its own system of orthography and pronunciation and these systems may differ considerably from one language to another. So, it hypothesized that there are considerable differences in this regard between English and Arabic systems. That is in return having an effect on students' pronunciation. Such differences are hypothesized to be negative, as Arab students' will transfer the relationship of orthography and pronunciation of the Arabic to that of English. Thus, the problem of the study stands out of the belief that two languages share some commonalities but differ in some others and that can result in both positive and negative transfer in language learning process.
    [Show full text]