The Analysis Kinds of Pronunciation Errors Made By Introduction 1 Class

of Texas College Kotabumi

Cindy Vanessa (Cindy Vanessa¹, Rulik Setiani², Sigit Suharjono³)

cindyvaness455@[Link], [Link]@[Link],
[Link]@[Link].

(Universitas Muhammadiyah Kotabumi)

Abstract: This research aimed to identify the pronunciation mistakes made by the
Introduction 1 at Texas College Course in North Kotabumi. This research used
qualitative descriptive as a method research. The subjects in this research were
introduction 1 level (8 students) of the introduction 1 class. Simultaneously, the
object in this research were students’ error in pronouncing some words made by
Introduction 1 and the underlying factors of the error itself. The documentations
of students’ pronunciating used to obtain the data of the research. The Implication
of data analysis presented that; The researcher discovered 32 errors pronunciation,
the bulk of which were 13 mistakes of replacing vocal and consonant sounds
when pronouncing words. It was caused by their inability to correctly pronounce
the sounds of these words. The researcher encourages the readers, mainly Texas
College students, to improve their pronunciation and communication skills.
Keywords: English Language, Error Analysis, Pronouncing English Vowels and
Consonants

Abstrak: Penelitian ini bertujuan untuk mengidentifikasi kesalahan pelafalan

yang dibuat oleh Introduction 1 di bimbingan belajar Texas college di Kotabumi
Utara. Penelitian ini menggunakan penelitian deskriptif kualitatif sebagai metode
penelitian. Subjek dalam penelitian ini adalah introduction 1 (8 siswa) dari kelas
introduction 1. Secara bersamaan, objek dalam penelitian ini adalah kesalahan
para murid bimbel dalam melafalkan beberapa kata dalam bahasa inggris dan
faktor-faktor mendasar dari kesalahan itu sendiri. Dokumentasi pelafalan siswa
digunakan untuk memperoleh data penelitian. Implikasi analisis data
menunjukkan bahwa : peneliti mendapati 32 kesalahan pada pelafalan beberapa
kata dalam bahasa inggris. Peneliti menemukan 32 kesalahan dalam pengucapan,
sebagian besar di antaranya adalah 13 kesalahan dalam mengganti suara vokal dan
konsonan saat mengucapkan kata-kata. Hal ini disebabkan oleh ketidakmampuan
mereka untuk mengucapkan suara-suaranya dengan benar. Peneliti mendorong
para pembaca, terutama mahasiswa Texas College, untuk meningkatkan
kemampuan pengucapan dan komunikasi mereka.
Kata Kunci: Bahasa Inggris, Analisis Kesalahan, Pelafalan Vokal dan Konsonan
dalam Bahasa Inggris

Keterangan penulis (dosen/guru/lainnya)

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I. INTRODUCTION
Pronounciation is a basic element in what may be called pure musical
English language, When it comes to sounds unaccompanied by any
pronunciation, it involves the way in friction noise. The quality of vowels
which words are spoken, including is depending upon the position of the
the stress, intonation, and articulation tongue and the lips because those
of sounds. One of the fundamental articulators have a great role in
elements of pronunciation is the producing the vowels. Vowel
distinction between vowels and classification is based on what part of
consonants. "Segmental phonology is tongue which is managed to produce
the study of divided phenomena such the vowels. O’Connor said that vowel
as vowel and consonant allophones," is made by voiced air passing through
asserts Carr (2008:157). It's evident different mouth-shaped (1998, p. 79).
that vowels and consonants are the There are 20 vowels in English
primary segmental concerns here. including 12 simple vowels and 8
1. English consonants diphthongs. Simple vowel consists
Consonants is characterized mainly of /i:, ɪ, e, ӕ, ʌ, ɑ:, ɒ, ʊ, u:, ɜ:, ә/.
by some obstruction above the larynx, Diphthong is a glide from one vowel
especially in the mouth cavity. to another. O’Connor
Crystal (2008:103),“stated that divided diphthong into three groups,
consonant in terms of both phonetics those which end in /ʊ/, /әʊ, aʊ/, those
and phonology”. Phonetically, it is a which end in /ɪ/, /eɪ, aɪ, ɔɪ/ and those
sound coming from closure or which end in /ә/, /ɪә, eә, ʊә/.
narrowing in the vocal tract therefore Infected in speaking, pronunciation
the airflow is either completely is an important component of
blocked or restricted that audible language rule for the introduction
friction is produce. Humans employ students who focus on some elements
speech organs in producing in english, such as pronounciation and
consonants that the term vocabulary, the students must know
“Articulation’’. Phonologically, how to pronounce the words correctly
consonants are those units which to help them improve the
function at the margins of syllables, vocabularies, also it is necesarry bring
either singly in clusters. the good habits for them at the
There are 24 consonants: [p], [b], [t], beginning stage to mastering the
[d], [k], [g], [?], [t∫], [ʤ], [m], [n], english. As we know, language is
[ŋ], [f], [v], [θ], [ð], [s], [z], [∫], [ʒ], about speaking which should have the
[r], [h], [w], and [j]. meaningful sounds and should be
2. English Vowels understood by each other, as Agnes
Vowel is sounds which are made Maria (2019, p.2) said Speaking
without any kind of closure the without considering the pronunciation
escape of air through. A vowel is will cause different interpretation in
defined as some of the continuous meaning among the speakers and
voiced sounds produced without listeners. The most miscommuncation
obstruction in the mouth and they are caused by the inaccurately and
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wrongly pronunciation. Additional

consequences of incorrect
pronunciation include a decline in
pupils' self-esteem, an impact on
language learning progress, and an
impact on their communication
abilities. According to that,
pronunciation is a key of the effective
communication, then learn about that
is essential to avoid the
misunderstanding, and help to
improve another skills of English
language aspects.
Several prior studies that the
researcher used to support this fresh
current research are provided in the
next section. The first previous study The following study, which the researcher utilized as a
is done by Agnes Maria Diana Rafael
(2020) who analyzed about
Pronunciation Errors Made by First
Semester Students of English
Department at STKIP CBN. Her
study aimed to identify the
pronunciation errors made by first
semester students of the English
Education Department at STKIP CBN
through a pretest. The method
employed was qualitative descriptive.
The identified errors include
substituting sounds that do not exist
in Indonesian, substituting English
vowels with Indonesian vowels,
mispronouncing English vowels and
consonants, word cognates errors, the Afterwards, the researcher provides
influence of native language a study was conducted by Mohamad
pronunciation when two or more Yunus Laia (2020); He found
languages overlap, and deleting or Students' Errors in Pronouncing at
omitting consonants that appear at the Voiced and Voiceless English
end of certain words. The identified Consonants. The research aimed to
causes of pronunciation errors include identify the pronunciation errors
interference from the subjects' mother made by second semester students of
tongue, intra-language errors, and the English Language Education
developmental errors due to the Study Program at STKIP Nias
subjects' English knowledge. Selatan. By that, The study focused
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on errors in pronouncing voiced and of factors, including the learners' age,

voiceless English consonants and frequency of English language use on
their causes, utilizing documentation a daily basis, listening habits, a lack
of students' pronunciation and of phonological expertise, and the
interviews to collect the data. The motivation of the students. Making
research was qualitative in nature. mistakes is thus a learning process
The identified errors were based on that is prevalent among Introduction 1
the place of articulation and rules in students, Their ages are around 7-9
pronouncing consonants. The factors years old which means they are in the
causing these errors included students' beginning stages of learning. at that
first language, exposure to English, age, frequences of english in daily is
phonetic ability, motivation, rarely use, yet the motivation to learn
combinations of English sounds, the english is really high. In other words,
concept of English sound, the taking taken into consideration their
Indonesian curriculum, and students' errors aids students in effectively
facilities in learning English. The learning English.
study suggested that students should In considering the background
practice more in order to improve information provided, the researcher
their pronunciation. developed the following study
The last study was done by Hastuti question:
Retno Kuspiyah, Zulaikah, and 1. What pronunciation mistakes do
Agung Setiadi (2021). They observed students make in the Introduction 1
about Common Errors in Pronouncing class of the Texas English Course
Silent Letters by Second Semester Kotabumi?
Students of English Language Study 2. In the Texas English Course
Program. The study focuses on Kotabumi's Introduction 1 class,
analyzing the common errors in which English vocabulary
pronouncing silent letters in English pronunciation errors occur most
words by novice Indonesian language frequently and least frequently?
learners through pronounciation tests. Furthermore, the writer was inspired
By using qualitative descriptive, The to conduct a research to reveal
study found the most pronounced various kinds of errors that occur in
errors containing silent letters is the English pronunciation of the
'high'. Five students were categorized Introduction 1 students, because the
as very good (12.5%), 34 students writer realized that precise
were categorized as good (85%), and pronunciation is very important to
one student was categorized as fair support the student's success while
(2.5%). helping them improve their speaking
Certainly, this study found that the skills and build their confidences
Introduction 1 class made a few increased.
pronunciation mistakes, as Education
and Training Employees Association II. METHOD
(in Rizkiyah, 2018, p.18) stated, the The researcher applies descriptive
mistakes are influenced by a variety qualitative research in carrying out
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this study. "Qualitative research is a employs the error analysis method.

method of study based on the Corder, as cited by Mohamad Yunus
philosophy of post positivism used Laia (2020, p.452), proposes the
for investigating the conditions of subsequent steps for carrying out
natural objects," states Sugiyono error analysis research, those are :
(2013:9). The subjects were eight (1) Identification of errors
introduction 1 students from Texas In this step, the researcher examined
College English Course in Kotabumi. the collected data to determine the
The researcher obtained data from the students’ pronouncing errors. The
subjects in this study. The major data process of selecting, focusing,
is the recorded video performance, simplifying, abstracting, and
which was then transcribed by the identifying faults is referred to as
researcher to simplify data analysis. error identification.
The following approaches were used (2) Error classification
to collect the primary data for this The researcher classified pupils'
study. First, the researcher gave the faults in pronouncing English words.
students several papers with the Based on the rules for pronouncing
words they needed to speak. The English consonants and vocals.
second is that the researcher handed simple consonants, silent consonants,
them one piece of paper to open and vocals with varied flavors, double
speak, and before they did so, the vocals, short vocals, and long vocals.
researcher briefed them about the (3) Error Explanation
norms of pronouncing. The researcher In this stage, the researcher explains
then began recording their noises via the errors by determining the source
video videography while the students of the errors and then calculates the
were saying their words. The errors to determine the types and total
researcher then instructed the students number of errors produced by
to exchange papers until they reached Introduction 1 class of Texas College.
the last row. The researcher then (4) Reaching a decision
distributed the set of words again and The final stage would be to reach a
asked the subjects to read them aloud. conclusion based on the analysis. The
The subjects' performances were researcher must give a valid
audio-recorded, and the researcher conclusion in the form of a concise
then transcribed them. The researcher discussion of the faults in this stage.
discovered the errors after completing III. RESULT AND
the transcription. The researcher used DISCUSSION
the Oxford Dictionary as the primary
source for English standard Result
pronunciation in finding the flaws. Besides the phonological elements,
After finding the errors, the Pronunciation errors can take many
researcher must adequately identify forms, such as the addition of a sound
them. that should not be present, or the
When examining the data through absence of a sound that should be
qualitative analysis, the researcher pronounced and replaced with another
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sound. Brown (2007, 262) and The information is shown in

Crystal (2008, 173) divide types of Table 1 below:
errors into three Table 1. Subtitution Vowel Sounds
categories:substitution, omission, and ERRORS PRONUNCIATION
addition..
The results of the study indicated No Words Transcri Errors Subjects
ption Instance
that the class Introduction 1 of Texas
College Kotabumi encounter some 1. Shy /ʃaɪ/ /si:/ (5), (6).
/ʃə/ (4).
difficulties in pronouncing words in
English, based on the results of the 2. Enough /ɪˈnʌf/ /ɪˈnog/ (5).
researchers' observation and the result /e noug/ (3),(4),(6)

documentation added by video

3. The /ði /ðə 8 subjects
recording of students that the elephant ˌelɪfənt/ ˌelɪfənt/
researcher previously mentioned. The
researcher discovered several flaws in 4. Leaf /liːf/ /lɛf/ (8).

how to speak correctly as the rule or (1), (2),

5. Hour /ˈaʊə(r)/ /haʊr/
standard of good pronunciation based (3), (4),
on video recordings of their (5), (6),
(8).
utterances.
As a result of the outcomes, 6. Now /naʊ/ /nəʊ/ 8 subjects
students’ errors in pronouncing, such
7. Does /dʌz/ /dɒs/ (5), (7).
as: /duːʊs/ (1), (2),(3),
(1) Subtitution (6),(8).
a. substitution vowel sounds /dus/ (4)

Ilham Munandar, Dian Indira, 8. Goat /ɡəʊt/ /ɡɒt/ (4), (5),

Nani Darmayanti (2019, (7), (8).
p.163) mentioned that this
9. Tie /taɪ/ /ti:/ (4), (5),
error occurs when an (6), (7).
individual, among other
Total 13 47
sounds, adds a vowel sound to
the pronunciation of English
speech. For example, ‘Tie’ (2) Subtitution consonants sounds
should be pronounced /taɪ/, Based on the data, Subtitution
but speaker pronounced /tɪ:/. It consonants was regarded as
means that the sound /aɪ/ is the second most common sort
substituted by /ɪ:/. There were of inaccuracy in pronouncing
14 instances of English words, with 10
mispronunciation discovered occurrences. The mistakes on
involving the Subtitution of the phrase 'Enough' which the
vowel sounds produced by subjects pronounced
students of the 'Introduction 1 consonantally /gh/ substituted
Class' at Texas College the consonant /f/.
English Course”. The following data is provided
in Table 2:
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Table 2. Subtitution Consonant 5. Wrong /rɒŋ/ /wrɒ/ (2).

Sounds
Total 5 7
ERRORS PRONUNCIATION

No Words Transcri Errors Subjects (4) Addition Vocal and

ption Instance
Consonants
1. Shy /ʃaɪ/ /saɪ/ (1), (8) 7 times of occurrences showed
2. Enough /ɪˈnʌf/ /ˈɪnɒɡ/ (5) that addition was ranked as the
/əˈnoug/ (3),(4),(6) second type of errors in
/ɪˈnɔuɡ/ (1),(2) pronouncing English words.
3. elephant /ˌelɪfənt/ /ˈelɪpənt/ (4),(5),(7) Addition is the kind of error
which deals with adding some
4. Does /dʌz/ /dɒs/ (5), (7).
sounds to the correct sound of
/duːʊs/ (1), (2),
(3), (6), words. Since the availability
(8). of silent letters of English
/dus/ (4)
consonants have played an
5. Goat /ɡəʊt/ /ɡɒd/ (6) increasing part in increasing
errors. Kelly (2001, p. 123)
Total 10 20
claimed that when a consonant
comes before or after a letter
(3) Omission Vocal and in certain words, the letter in
Consonants consideration may go silent.
The researcher discovered 5 As an example, /p/ in
flaws in Omisions vocal and psychology, <b> in lamb, <e>
consonant sounds which in time. They are not
absence of a single vowel pronounced as in hour that /h/
sound in someone's English are also silent.
speech that should be uttered The points that follow data is
but is not (lost) that found provided in Table 4:
after collecting and evaluating Table 4. Addition Error
the data.
ERRORS PRONUNCIATION
The information is shown in
Table 3 below: No Words Transcri Errors Subjects
ption Instance
Table 3. Omission Error
1 Enough /ɪˈnʌf/ /ɪˈnɔuɡ/ (1), (2).
ERRORS PRONUNCIATION
2 Hour /ˈaʊə(r)/ /h (1),(2),(3),
No Words Transcri Errors Subjec ˈaʊə(r)/ (4),(5).
ption Instance ts (6), (8)
/hˈoʊə/ (7)
1. Shy /ʃaɪ/ /siː/ (5),(6). /haʊ/
2. Enough /ɪˈnʌf/ /nɔːɡ/ (7). 3 Wrong /rɒŋ/ /wrɒu/ (2)
/wrɒŋ/ (3),(8)
3. elephant /ˌelɪfənt/ /ˈɛlfən/ (7),(8).
4 Does /dʌz/ /duːʊs/ (1),(2),(3),
4. Hour /ˈaʊə(r)/ /haʊ/ (7). (6),(8).
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Total 7 18 pronounced /ði/ rather than /ðə/ in this

situation. Yet, The data (3) showed
that the subjects pronounced the word
Discussion
as /ðə ˌelɪfənt/ instead of /ði ˌelɪfənt/.
The part that follows discusses the
(e) The following are three
examination of the sorts of
comparable situations when difthong
pronunciation faults produced by the
vowels are substituted for short
subjects, as well as the reasons of
vowels. there are the difthong
errors. The subjects make three sorts
vowel /aɪ/ in ‘Tie’ replaced by the
of pronunciation faults. The following
long vowel /ɪ:/ this may alter the
are descriptions of four categories of
meaning of the term 'Tie' to 'Tea'. The
pronunciation errors. There are
other mistakes are difthong vocal /aʊ/
replacements for vowels and
substituted by /o/ as it for pronounce
consonants, in addition to omission
‘Know’ instead of ‘Now’. it also
and addition. The subjects in this
happened in the word ‘Goat’, the
study made numerous mistakes when
subject change the difthong vowel
pronouncing the vowels.
/əʊ/ to the short vowel /o/ producing
(a) The data (Table 1) showed that the word 'got' rather than 'goat'.
the subjects substituted the difthong
The second form of error is
vowel /aɪ/ with the long vowel /ɪ:/ and
consonant substitution; the most
the short vowel /ə/ in ‘Shy’. 3 of 8
common example is the phrase
students pronounced the word as :
'Enough,' which the subjects
/sɪ:/ in ‘see’ and /ʃә/ instead of /ʃaɪ/.
pronounced consonantally /gh/
(b) Substitute the vowel /ʌ/ with the instead of /f/. As we all know, any
difthong vowel /ou/ and /au/. then word with /gh/ at the end of a
also replaced the simple vowel / ɪˈ/ typically pronounced /f/. The next
with the /ә/ sound in ‘Enough’. the 4 most common error is in the 'Does'
of subjects pronounced the word sound; the subjects had three different
as : /ɪˈnog/, /e noug/ as opposed to /ɪ sounds with the same errors as the
ˈnʌf/. sound of /z/ pronounced by /s/. In the
(c) Substitute the short vowel /ʌ/ end, s/es that are followed by
with the short vowel /ɒ/, /u/, and the voiceless sounds must be pronounced
difthong vowel /uːʊ/ in ‘Does’. The with /z/. Furthermore, there are errors
data showed that all the subjects in pronouncing the word 'goat' by
pronounced the word as /dɒs/, /duːʊs/, replacing the sound /t/ with /d/, which
/dus/ instead of /dʌz/. changes the meaning to 'God'.
Following that, the consonant /ʃ/ is
(d) Substitute the short vowel /ɪ/ replaced with /s/ in the pronunciation
with the short vowel /ə/ in ‘The of 'Shy'.
Elephant’. following the rule of
pronouncing, When the word "the" is The least frequently occurring form
followed by a word that begins with a of error discovered in this study was
vowel, the word changes. "The" is omission error or vowel and
consonant reduction. It was observed
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that there were some deficiencies in sounds. The final mistake is addition,
the pronunciation of vowels in the in which they add some voice in the
word "shy," where only /si:/ was word or sound the silent letters.
pronounced without the sound of /a/; The subjects made the greatest
the word "enough" had the /i/ sound mistakes while substituting vocals,
omitted that make it sounded like particularly in the word 'does,' where
/nɔːɡ/; the word "elephant" was they committed three blunders. then
pronounced without the vocal /i/ after the least error on omissions that only
the consonant /l/; also "hour" with the detected 5 errors.
original sound /howr/ was Hence, The errors were mainly due
pronounced as /ˈaʊə(r)/; and finally, to a lack of understanding of
the word "wrong" lost the pronunciation rules and patterns, as
consonant /ŋ/ sound which the subject well as a lack of awareness of silent
pronounced /wrɒ/ aside of /rɒŋ/ letters in certain words. The findings
highlight the importance of targeted
Added to that, the last incorrect
pronunciation instruction and practice
pronunciation revealed by the
to improve language learners'
researcher is Addition erroneous
accuracy and fluency in spoken
There are two causes of this error: the
English.
subjects were unaware of the silent
In as a result of the previous
letters in the phrases 'Hour' and
findings, the researcher assumes that
'Wrong,'. Therefore they pronouced
the following advantages will result
the silent letter‘Hour’ and ‘Wrong’,
from this research for all parties:
/h/ in /ˈaʊə(r)/ and sounded consonant
1. For learners. According to this
/w/ in /rɒŋ/. Furthermore, the subjects
study, they should work on mastering
made a mistake by adding some
proper pronunciation.
vocals in the word Enough, which is
2. For educators. The results of this
only pronounced with /ɪˈnʌf/ with no
study recommended that educators
vocal /u/. The word ‘Does’ is thus
learn more about the real challenges
merely pronounced by /daz/, with no
that students have while pronouncing
requirement for a vocal /u/.
English words correctly and choose
III. CONCLUSION
the best teaching strategy for
differentiation in a classroom.
The categories of pronunciation
faults made by the subjects are based
on the findings of the research and
data analysis. The first is to substitute
DAFTAR RUJUKAN
vocal and consonant sounds, as in the
most substituting term. The second
Carr. Philip. 2008. A glossary of phonology.
issue is changing the vocal /ai/ in the
word 'Shy' to /i:/. The third errorEdinburg: Edinburg university press.
is
Corder, S.P. 1981. Error Analysis and
omission, which occurs when
participants lose some vocal Interlanguage. First Published. Oxford
or
University Press.
consonant sounds when producing the
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Education and Training Employees

Association. 2014. 7 Factors that May Affect
Your Students’ Pronunciation, (Online),
([Link]
10/27/pronunciation/, was accessed at
November, 25th 2023).
Kelly, Gerald. (2000). How to Teach
Pronunciation. Edinburg Gate.
O’Connor. J.D. (1980). Better English
Pronunciation. Cambridge University Press.
Oxford Learner’s Pocket Dictionary. 2008.
Oxford: Oxford University Press.