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

Putra, Febby Pratama

doi:10.31294/w.v11i2.6213

Cited by 5 publications

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“…As a result, we already have our first answer as to why the majority of students struggle to pronounce the voiceless dental fricative, which is that they are unable to produce a breath of air from the air passage in the vocal chords when they place their tongue behind the incisors (Wafi et al, 2020), and this occurrence is typical of people who are pronouncing the voiceless dental fricative (Fauzi, 2020). When the point of articulation to pronounce the dental fricative consonant /θ/ is incorrect, the consonant /θ/ is also put as the consonant /f/ in by the students (Putra, 2019). This occurrence is also seen in Slovakian students (Metruk, 2017), and it appears that in this study, the percentage of students who chose consonant /f/ as a replacement for / θ/ is greater since both are in the form of a minimum pair.…”

Section: Discussionmentioning

confidence: 99%

Interlingual Errors in Indonesian EFL learners' Pronunciation: From Minimal Pairs to Speaking Ability

Sayogie

Adbaka²

2022

Elsya

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The majority of previous research observed phonemes produced individually to examine errors. As a result, based on the concept of minimum pairings, this study offered a novel way of assessing interlingual errors based on the concept of minimal pairings. This study examines the interlingual errors in consonant minimal pairs to see the correlation between the errors and the speaking ability that happened to high school students. There are several consonants which are being used such as /v/, /θ̠/, /ð̠/, /ʃ/, /t̠ʃ/, /ʤ/, /f/, /t/, /d/, /z/, and /s/ as indicators to find the interlingual errors. This study is descriptive qualitative research that examines the interlingual errors produced by high school students when utilizing English minimal pairs of consonants. All of the consonants acted as the test tool for the 19 selected students in the form of 10 minimal pairs. The research found that students did have difficulties when they were pronouncing the consonant minimal pairs such as /d/ & /ð/, /f/ & /v/, and /ʃ/ & /t̠ʃ/. Thus, the difficulties that occurred in the students’ pronunciation also generate speaking ability between students based on the interlingual errors. The findings showed that high school students mostly struggled with their pronunciation when uttering consonants that do not exist in the Indonesian language. In conclusion, interlingual errors play an important role as a method in teaching a foreign language to see the consonant errors happen in high school students when pronouncing the English language.

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Section: Discussionmentioning

confidence: 99%

Interlingual Errors in Indonesian EFL learners' Pronunciation: From Minimal Pairs to Speaking Ability

Sayogie

Adbaka²

2022

Elsya

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“…Subsequent studies by Adhani et al (2021), Situmeang &Lubis (2020), andEldika &Zainil (2022) examined the significant challenges students faced in pronouncing English fricatives, attributing the difficulties to factors such as a lack of knowledge of the proper pronunciation of consonant fricatives. A study conducted by Putra (2019) also explores the examination of students' pronunciation issues in plosive and fricative consonants. The primary source of errors was determined to be students lack of comprehension on proper pronunciation.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University

Pratama,

Sada,

Ikhsanudin

2024

jees

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The objective of this research is to describe the percentage of post-alveolar fricative sound pronunciation acceptability among the English Language Education students in their sixth semester at the University of Tanjungpura. The scope of the study would be limited to the comparison of the first and second formants of the participants with those of the native speaker, whose formants were evaluated utilising the PRAAT software. The data was gathered from a pronunciation performance test that was conducted via an audio recording procedure. The study involved a total of 15 participants who were categorised into three distinct ethnic groups, including Indonesian Tionghoa, Dayak, and Malay. Each participant pronouncing a set of 20 words, consisting of both voiceless and voiced post-alveolar fricatives. According to the findings of the study, 1) the percentage of voiceless post-alveolar fricative sounds that were considered ‘Acceptable’ was 40.5%, whereas the percentage of those that were considered ‘Not Acceptable’ was 59.5%., 2) the percentage of ‘Acceptable’ pronunciation of voiced post-alveolar fricative sounds was 42%, while the percentage of those that were ‘Not Acceptable’ was 58%. The inference that can be drawn is that students encounter challenges when attempting to articulate post-alveolar fricative sounds.

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“…As a result, until they are adults, they continue to speak in the same manner. This habit becomes the reason for English pronunciation errors because it is difficult for them to reset the speech organ to produce the speech sound of this language (Putra, 2019;Ramelan, 2003). In other words, Indonesian-speaking learners will develop the phonemes of Indonesian which are difficult for them to change their movements of speech organs since it has been deeply implanted in them as part of their habits.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, Putra (2019) did research to examine pronunciation faults of plosive and fricative consonants in recordings generated by students at a Jakarta vocational high school. His research employed the qualitative method, and the results showed that 64% of pupils and 36% of plosives respectively produced consonant errors.…”

Section: Introductionmentioning

confidence: 99%

The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship

Tri Angkarini

2023

JET

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This study aims to identify the pronunciation issues with English fricatives that undergraduate students encounter as a result of the intricate link between the English letter and sound. The purpose of this study is to gather comprehensive data regarding students' pronunciation difficulties in terms of the degree of difficulty associated with each English fricative sound, as well as the types of words in which they occur (monosyllabic words, disyllabic words, and multisyllabic words). In order to explain the English sounds that were contributing to the students' pronunciation issues, a descriptive qualitative method was adopted in this study. The information was gathered by recording students speaking 48 words with English fricatives. The results showed that sound /θ/ accounts for 93,9% of the challenges, followed by sound /v/ at 81,8% and sound /ð/ at 60,6%. The main cause of the students' difficulties is the irregularity of the letter-sound relationship and this can be prevented by altering the teaching strategy and making use of listening practice.

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

Cited by 5 publications

References 0 publications

Interlingual Errors in Indonesian EFL learners' Pronunciation: From Minimal Pairs to Speaking Ability

Interlingual Errors in Indonesian EFL learners' Pronunciation: From Minimal Pairs to Speaking Ability

The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University

The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship

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