ERROR ANALYSIS OF VOICED AND VOICELESS ENGLISH CONSONANTS PRODUCED BY THE 11th GRADE STUDENTS OF MA AL FATTAHIYYAH TULUNGAGUNG

ZIILFI NASYAT MURFIDAH NURDIAWANTI, 126203202080 and DWI ASTUTI WAHYU NURHAYATI, 197602222009012003 (2024) ERROR ANALYSIS OF VOICED AND VOICELESS ENGLISH CONSONANTS PRODUCED BY THE 11th GRADE STUDENTS OF MA AL FATTAHIYYAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Nurdiawanti, Zilfi Nasyat Murfidah. NIM 126203202080. 2024. Error Analysis of Voiced and Voiceless English Consonants Produced by the 11th Grade Students of MA Al Fattahiyyah Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Dwi Astuti Wahyu Nurhayati, S.S., M.Pd. Keywords: Pronunciation, Error Analysis, Voiced and Voiceless Consonants Pronunciation is definitely the biggest thing that people notice when someone speaks. In oral communication, a person not only acts as a speaker but also as a listener. Currently, there are still many students who feel unfamiliar with English pronunciation and don't even know how important pronunciation is in English learning. Thus, students need to be scrutinized for their ability to pronounce English and find errors in producing voiced and voiceless English consonants. The research problems in this study are: 1) What are the types of errors in producing voiced and voiceless English consonants by the 11th grade students of MA Al Fattahiyyah Tulungagung? 2) What are the dominant errors in producing voiced and voiceless English consonants by the 11th grade students of MA Al Fattahiyyah Tulungagung? 3) What factors cause the 11th grade students of MA Al Fattahiyyah Tulungagung to make errors in pronouncing voiced and voiceless English consonants? 4) How is the teacher's strategy used in teaching the pronunciation of voiced and voiceless English consonants to the 11th grade students of MA Al Fattahiyyah Tulungagung? The objectives of this study are: 1) To identify the most frequent types of errors made by the 11th grade students of MA Al Fattahiyyah Tulungagung in producing voiced and voiceless English consonants. 2) To find out the dominant errors made by the 11th grade students of MA Al Fattahiyyah Tulungagung in producing voiced and voiceless English consonants. 3) To find out the factors that cause the 11th grade students of MA Al Fattahiyyah Tulungagung to make errors in pronouncing voiced and voiceless English consonants. 4) To evaluate the effectiveness of current strategies used by the teacher to teach the students' pronunciation of voiced and voiceless consonants. The research methods used in this study are: 1) quantitative research with a descriptive research design. 2) The subjects of this study were 50 11th grade students at MA Al Fattahiyyah Tulungagung. 3) Oral tests, questionnaires, and observation are data collection instruments. This study found that there were 566 errors made by students in producing voiced and voiceless English consonants. The most common type of error made by students is substitution (16.17%). The dominant error made by students in pronouncing English voiced consonants is the sound /ð/ with 88 errors (16%), and in voiceless consonants is the sound /∫/ with 72 errors (13%). From voiced and voiceless consonants, students did the most on voiced consonant sounds.d the dominant error made by students was the sound /ð/ (16%) in voiced consonants. The factors that caused students to make errors in pronouncing voiced and voiceless English consonants are that they still lack knowledge in pronunciation; students also lack practice in practicing English pronunciation; and students feel less motivated to learn English. The strategies that the teacher used in teaching pronunciation include always giving feedback and suggestions if students make errors in pronunciation; the teacher also used audio-visuals to teach students' English pronunciation.

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