AN ANALYSIS OF STUDENTS PRONOUNCING ENGLISH FRICATIVE

AT THE ENGLISH DEPARTMENT OF UNIDA GONTOR

Compiled By:

Name : Nurin Farzana

NIM : 412020138044

ENGLISH LANGUAGE TEACHING DEPARTMENT

FACULTY OF TARBIYAH
UNIVERSITY OF DARUSSALAM GONTOR
1445-1446/2023-2024
AN ANALYSIS OF STUDENTS PRONOUNCING ENGLISH FRICATIVE
AT THE ENGLISH DEPARTMENT OF UNIDA GONTOR

A THESIS
Presented
in partial fulfillment of requirements
to Complete the Involvement Program
English Language Teaching Department

By:
Nurin Farzana
NIM: 412020138044

Supervisor:
Diska Fatima Virgiyanti, M.Pd.

ENGLISH LANGUAGE TEACHING DEPARTMENT

FACULTY OF TARBIYAH
UNIVERSITY OF DARUSSALAM GONTORR
1445-1446/2023-2024

i
ii
 ABSTRACT
An Analysis of Students Pronouncing English Fricative at the English
Department of UNIDA Gontor
Students of the English Department are required to be able to master
pronunciation skills. However, based on a preliminary study conducted on students
of the English Department in 3rd and 5th semesters at UNIDA Gontor has
deficiencies in the pronunciation of words containing interdental and alveolar
fricative sounds. Therefore, this research aims to investigate the types and factors
of students’ errors in pronouncing interdental and alveolar fricative sounds
The purpose of this study is (1) to identify what type of errors are pronounced
by students in interdental (/ð/, /θ/) and alveolar sounds (/s/, /z/), (2) to find out the
criteria percentage of pronunciation errors of students in interdental (/ð/, /θ/) and
alveolar sounds (/s/, /z/), (3) to describe what are the factors of pronunciation errors.
This research uses a descriptive qualitative approach with percentages. There
were 37 respondents from 3rd and 5th semesters selected by using purposive random
sampling techniques. Data collection techniques used for interview guidance
included a pronunciation test, questionnaire, and documentation. Data analysis uses
three stages, namely error identification, classification error, and explanation error.
Then, the author tested the validity of the data using data triangulation.
This research obtained the conclusion that: (1) most students had all types of
errors as follows, misformation error of 1525 with the largest percentage on the /z/
sound of 45%. The addition error score is 113 with the highest percentage on the
/s/ sound of 99%, the omission error has a score of 80 with the highest percentage
of errors on the /s/ sound of 54%, and the misordering error has a score of 26 with
the highest percentage of errors on the /s/ sound of 92%; (2) all respondents
obtained a moderate classification of pronunciation errors and the sound /θ/ of 79%,
the sound /ð/ of 81%, and the sound /z/ of 84% included a high error percentage
classification; (3) Students’ pronunciation errors are influenced by 3 categories of
error sources, namely interlingual transfer, intralingual transfer, and context of
learning.

Based on the conclusion above, the researcher provided some suggestions: (1)
students may have a better idea of the difficulties they may have while learning to
pronounce certain sounds; (2) lecturers might assist by correcting any errors in
students’ pronunciation or providing some media to encourage students to study
pronunciation.

Keywords: Classification of Error Percentage, Interdental and Alveolar Fricative,

Type of Error, Factor of Error.

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LETTER FROM THE SUPERVISOR TO THE DEAN

iv
STATEMENT OF ACCEPTANCE OF THESIS

v
DECISION OF TEAM

vi
STATEMENT OF ORIGINALITY

vii
 MOTTO AND DEDICATION

MOTTO
“My Beloved Fathers’ Word”
Drs. Samsi Hasan bin Hasan Ahmad, M.H.Sc.
14 August 2023

Never let anyone tell you that you’re useless

you’re not, you’re not!
You're amazing! Each one of us is unique
Allah loves you. He loves you personally, He knows your challenges, He knows
your struggle, He knows your tears, He knows what is going on, He knows the
positive and the negative, He knows more than you know about yourself,
and He did not make any of us USELESS.

DEDICATION

I dedicate this research with all my heart and soul to my family, for their
unwavering support and encouragement throughout my academic journey.

viii
 ACKNOWLEDGEMENTS
Praise be to Allah SWT, who has bestowed millions of graces, favors, and
wisdom on me in order for me to complete my final project. I am now composing
this. I admit that there was a lot of assistance, support, input, and criticism from
people who were always by my side.

This piece of writing is far from great. However, I hope it will be valuable to
future researchers and readers. On this momentous occasion, I would like to express
my heartfelt gratitude to these:

1. The Headmasters of Darussalam Gontor Modern Islamic Boarding School;

K.H. Hasan Abdullah Sahal, Drs. K.H. Akrim Mariyat, Dipl. A. Ed., and Prof.
Dr. K.H. Amal Fathullah Zarkasyi, M.A., May Allah entirely protect and keep
them safe.
2. The Rector and Vice-Rectors of University of Darussalam Gontor; Prof. Dr.
K.H. Hamid Fahmy Zarkasyi, M.A.Ed, M.Phil., Vice Rector I of Academic and
Students Affair, Dr. Abdul Hafidz bin Zaid, Lc., M.A., Vice Rector II of
Administration and Finance Dr. Setiawan bin Lahuri, Lc., M.A., and Vice
Rector III of Research and Cooperation, Dr. Khoirul Umam, M.Ec. Who
continually motivates and instructs us, may Allah lighten their steps in carrying
out the mandate at the University of Darussalam Gontor.
3. Dean of Faculty of Tarbiyah, Dr. Agus Budiman, M.Pd., Vice Dean I of
Academic and Student Affairs, Dr. Ihwan Mahmudi, S.H.I, M.Pd., Vice Dean
II of Finance, Dr. Azmi Zarkasyi, Lc., M.A., and Vice Dean II of Research and
Cooperation, Alif Cahya Setiadi, M.Pd., who sincerely and heartfelt teach and
educate us about the meaning of struggle.
4. Head of English Language Education, Aries Fachriza, M.Pd., and the lecturers
who consistently provide assistance and teaching. We are finally standing in
this stage as a result of their raising. May Allah repay every kindness with
blessings.
5. Mrs. Diska Fatima Virgiyanti, M.Pd., as my thesis supervisor, who always
provided me with a lot of encouragement, advice, and motivation without
becoming annoyed, fatigued, or bored.

ix
6. All lecturers who are always eager to guide me through every learning activity
and outside of learning.
7. All of my English Language Education friends in the third and fifth semesters
have always worked together to perfect this research.
8. My loving parents. Papa and Mama, thank you for always encouraging me and
reminding me to keep healthy and have faith in Allah in order to be firm and
patient in completing this thesis. There is no halt in education for my loving
Papa, all the knowledge that Papa provided me became an unbroken stream of
alms. Thank you for guiding me to the end of writing this thesis.
9. My brothers and sister, Muhammad Fuad, Khairul Fayyad, Mustafa Arif, and
Nurma Syakira, have always been my support systems. Especially for my elder
brother Muhammad Fuad, thank you for teaching me the formula in Excel
Word, without your instruction, I would be stuck tabulating data over and over
again.
10. Big family of English Education Department, lecturers, and students that have
provided me with some memorable experiences and memories during my time
at UNIDA Gontor.
11. All my beloved friends, thank you for encouraging each other.
12. Last but not least, I would like to thank myself for being patient, enthusiastic,
and steadfast in facing all the twists and turns of life during the preparation of
my thesis. You remain enthusiastic even though Allah has brought Papa home,
but you are still excited to face everything ahead. Thank you myself, let’s stay
strong until you can carve out your version of life history.

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 TABLE OF CONTENTS
ABSTRACT .......................................................................................................iii
LETTER FROM THE SUPERVISOR TO THE DEAN ...................................... iv
STATEMENT OF ACCEPTANCE OF THESIS ................................................. v
DECISION OF TEAM........................................................................................ vi
STATEMENT OF ORIGINALITY.................................................................... vii
MOTTO AND DEDICATION.......................................................................... viii
ACKNOWLEDGEMENTS ................................................................................ ix
LIST OF TABLES ............................................................................................ xiii
CHAPTER I ........................................................................................................ 1
INTRODUCTION ............................................................................................... 1
A. Background of the Study ........................................................................... 1
B. The Formulation of the Problems .............................................................. 4
C. Purposes of the Study ................................................................................ 4
D. Significance of the Study........................................................................... 5
E. Systematic Writing .................................................................................... 5
CHAPTER II ....................................................................................................... 7
LITERATURE REVIEW..................................................................................... 7
A. The Features of Error Analysis .................................................................. 7
1. Error Analysis ........................................................................................ 7
2. Error and Mistake .................................................................................. 8
3. Types of Error........................................................................................ 9
4. Sources of Errors ................................................................................. 10
B. Speaking Aspects .................................................................................... 13
1. Grammar ............................................................................................. 13
2. Vocabulary .......................................................................................... 14
3. Fluency ................................................................................................ 14
4. Comprehension .................................................................................... 14
C. Pronunciation .......................................................................................... 15
1. Definition of Pronunciation .................................................................. 15
2. The Features of Pronunciation ............................................................. 16
D. Interdental and Alveolar Fricative ........................................................... 20
1. The Sound and Letter of Interdental Fricatives ..................................... 20
2. The Sound and Letter of Alveolar Fricatives ........................................ 21

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 E. Previous Related Research ...................................................................... 21
CHAPTER III .................................................................................................... 27
RESEARCH METHOD ..................................................................................... 27
A. Approaches and Type of Research ........................................................... 27
B. Presence of Researcher ............................................................................ 28
C. Research Location ................................................................................... 28
D. Data and Data Sources ............................................................................ 28
1. Data ..................................................................................................... 28
2. Data Source ......................................................................................... 30
E. Data Collection Techniques ..................................................................... 30
1. Interview ............................................................................................. 30
2. Questionnaire ....................................................................................... 31
3. Documentation .................................................................................... 32
F. Data Analysis Techniques ....................................................................... 32
1. Identify the errors ................................................................................ 32
2. Classify the error ................................................................................. 33
3. Explain the error .................................................................................. 34
G. Data Validity Test ................................................................................... 34
CHAPTER IV DATA PRESENTATION, DATA ANALYSIS, AND
DISCUSSIONS ................................................................................................. 35
A. Data Presentation .................................................................................... 35
1. General Data ........................................................................................ 35
2. Specific Data ....................................................................................... 38
B. Data Analysis .......................................................................................... 42
1. Types of Errors .................................................................................... 42
2. Classifying the percentage of error ....................................................... 50
3. Sources of Errors ................................................................................. 54
C. Discussions ............................................................................................. 59
CHAPTER V CONCLUSIONS AND SUGGESTIONS..................................... 66
BIBLIOGRAPHY .............................................................................................. 69
APPENDICES ................................................................................................... 75

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 LIST OF TABLES
Table 2.1 The Vocal Tract............................................................................. 18
Table 3.1 Classification of Error ................................................................... 33
Tabel 4.1 The Recapitulation of Questionnaires ............................................ 39
Table 4.2 The Recapitulation of the Pronunciation Test Produced by
Respondents………………………………………………………………….40
Table 4.3 Percentage Recapitulation of Types of Errors ................................ 42
Table 4.4 Examples of Misformation ............................................................ 43
Table 4.5 Example of Addition ..................................................................... 46
Table 4.6 Example of Omission .................................................................... 47
Table 4.7 Example of Misordering ................................................................ 49
Table 4.8 Total Error of Students’ Pronunciation .......................................... 52
Table 4.9 Total Error Percentage Among Phonemes ..................................... 53

xiii
 CHAPTER I

INTRODUCTION
A. Background of the Study
The English language has its own characteristics and to master a new
language, the learners need to recognize its characteristics. There are three
components of the English language namely, pronunciation, vocabulary, and
grammar. According to Yates as cited in Lestari, Yates said that pronunciation
is the act of producing the sound of a word that has meaning. The different
pronunciations will have different meanings. If the speaker does not speak
appropriate English pronunciation, it will cause misunderstandings among
native English listeners.1 Therefore, pronunciation is a crucial subskill to
master.

Crystal stated there are two branches of pronunciation, namely

segmental and suprasegmental. Segmental is the function and possible
combination of the sounds within the sound system, consisting of consonants,
vowels, and diphthongs. While suprasegmental is the features of pronunciation
that cannot be segmented because they extend more than one segment,
consisting of intonation, stress, rhythm, and syllable. 2 Based on the explanation
above, it must be realized that language learners should recognize segmental
and suprasegmental to master English pronunciation.

English has many sound systems and numerous of them do not exist in
Indonesian sound systems. Therefore, mispronunciation frequently happened
with Indonesian learners because of the interference from L1. According to
Fries “Learning a second language therefore constitutes a very different task
from learning the first language. In addition, he continues that to learn a second
language, one must establish orally the patterns of the language as

1
D. D. Lestari, Pronunciation Errors Made By EFL Student Teachers in Speech
Performance, Prominent, vol. 3, no. 2, 2020, p. 321.
2
M. Z. Arevi, Students Ability and Problem in Pronouncing English Vowels Made by the
Second Semester Students of Universitas Negeri Padang, Journal of English Language Teaching,
vol. 9, no. 3, 2020, p. 26.

1
 subconscious habits. The main problems with learning a new language come
from the fact that it is difficult to break old habits.” 3 Then, the new language is
not tricky but the influence of the old habit from L1 makes it tricky to obtain.
Hence, the learners need not avoid the L1 but should make habitual speaking
using a new language.

When people learn a second language, they might be inclined to make

some errors while speaking a new language because of the habitual aspect of
their mother language. Brown argued that an error is an apparent deviation
from the adult grammar of a native speaker, and reflects the competence of the
learner, in the context of a second language, the error is interpreted as a
deviation from the mother language to the second language learner, it cause of
the lack competence in a second language and the habits of mother tongue
language learner.4 Corder wrote in his book Error Analysis and Interlanguage
that he classified errors into four kinds, namely omission, addition, wrong
selection, and ordering.

Rogers as mentioned by Arivian stated that English orthography or

spelling is not proper with how to pronounce words. 5 Conversely, Indonesian
spelling is not different from its pronunciation. For example, in Indonesia’s
word “sapu” or a broom in the English language, it is still pronounced /sʌpʊ/.
In an English word, for example, “thousand” /ˈθaʊzn̩d/ or ribu in the
Indonesian language. English orthography is different from the way it is
pronounced. Indonesian phonemes have five consonant fricatives, as follows
/f/, /s/, /z/, /x/, and /h/.6 it is different from English phonemes that have nine
consonant fricatives, which are /f/, /v/, /s/, /z/, /ð/, /θ/, /ʃ/, /ʒ/, and /h/.7 Phoneme

3
Amara. A, Understanding Language Transfer and Errors Analysis Transfer or Not : I Am
the Biggest in My Family, Tojned: The Online Journal of New Horizons in Education, vol. 9, no. 1,
2019, p. 71.
4
Brown. H. D, Principles of Language Learning and Teaching : A Course in Second
Language Acquisition (United States of America: PEARSON, 2014) p. 249-250.
5
Arvian. A, Error Analysis of Silent Letters Pronunciation Made by the Fourth Semester
Students of English Education Department of STBA JIA, Jurnal Ennichi, vol. 2, no. 1, 2021, p. 32.
6
Nirmalasari. Y, Kesalahan Bunyi Simakan Pemelajar Bipa Tingkat Pemula Asal
Tiongkok, Tabasa: Jurnal Bahasa, Sastra Indonesia, Dan Pengajarannya, vol. 1, no. 2, 2021, p.
152.
7
Situmeang. I. T, Students ’ Difficulties in Pronouncing Fricative Consonant, English
Journal for Teaching and Learning, vol. 08, no. 01, 2020, p. 38.

2
 /θ/ does not exist in Indonesian spelling or pronunciation. The Indonesian
beginner learning English might mispronounce “thousand” as /taʊzn̩/.

Previous studies show that the researcher examines students at SMA

Negeri 1 Takengon, whose native language is Gayonese. The researcher found
that students have difficulties pronouncing fricative sounds. Therefore, this gap
becomes the problem, the researcher found the student mispronounced “thin”
to be /tɪn/ with the mispronunciation of the phoneme /θ/, and the word “they”
or in phonetic symbols /’deɪ/. This research also identifies the sources of
pronunciation errors they are interlingual transfer, the effect of mother tongue,
and intralingual transfer because of students on target language generalization. 8

Students of English Department must have proficiency in English

language skills, especially in English pronunciation. As English teachers in
prospect, they should be the image or great figure for their students in the
future. However, after doing the preliminary study, the researcher found that
English students from third and fifth semesters had many errors in producing
certain words that consist of interdental and alveolar fricative. The fluency and
accuracy are necessary especially for English Department students. Even if the
sounds were still recognized or understood, non-native speakers with a heavy
accent may not gain respect and may find it difficult to advance in their
careers.9

A preliminary study found that students had difficulty to compare

voiced and voiceless in interdental and alveolar fricatives. Students tend to
replace consonant voices, such as /z/ sound replaced by /s/ sound which is
consonant voiceless in alveolar fricative. The students do not realize or have
less knowledge about /s/ sound and /z/ sound in the final word sound position.
In the word like ‘visitors’, the students have interfered with L1 because they
read visitors as /ˈvɪsɪtə(r)s/. They pronounce the word equal to its spelling. But

8
Maulidiana. Y. 2020. An Error Analysis of English Fricative Sound Pronounced by
Gayonese Students. Banda Aceh: Faculty of Tarbiyah and Teachership Universitas Islam Negeri Ar-
Ranery.
9
Rebecca. M. D, Accurate English A Complete Course in Pronunciation, (United States of
America: Prantice-Hall, 1993) p. vii.

3
 the correct pronunciation is /ˈvɪzɪtə(r)z/. While interdental fricative sound, they
substituted the consonant voiceless such as /θ/ with /t/ and consonant voices
such as /ð/ substituted by /d/. In accordance with Komariah, as cited by Firdaus,
Indonesian students had difficulty pronouncing certain consonant sounds, one
of the difficulties is fricatives, such as /θ/, /ð/, /∫/, and /ʒ/.10

Based on the explanation above, the researcher was attracted to find out
the variety of pronunciation errors from the fricative manner focus on
interdental (/ð/, /θ/) and alveolar sounds (/s/, /z/) that mostly occurred in
students of the English Language Teaching Department from the third and fifth
semesters UNIDA Gontor. Therefore, the researcher does research entitle “An
Analysis of Students Pronouncing English Fricative at the English
Department of UNIDA Gontor”

B. The Formulation of the Problems

Based on the background of the study above, the formulation of the
problem of this research, they are:
1. What type of errors are pronounced by students in interdental (/ð/, /θ/)
and alveolar sounds (/s/, /z/)?
2. How are the pronunciation error percentages of fifth and third-
semesters of English students at UNIDA Gontor in interdental (/ð/,
/θ/) and alveolar sounds (/s/, /z/)?
3. What are the factors of pronunciation errors perceived by fifth and
third students of English Department at UNIDA Gontor?
C. Purposes of the Study
Based on the question that has been defined above, the purposes of the
study appear the question, as follows:
1. To identify what type of errors are pronounced by students in
interdental (/ð/, /θ/) and alveolar sounds (/s/, /z/).

10
Firdaus. S. F, The Production of Interdental Fricatives by English as a Foreign Language
Students in English Course Bandung, Linguistics and ELT Journal, vol. 8, no. 1, 2020, p. 1.

4
 2. To examine the criteria percentage of pronunciation errors of students
of English Department at UNIDA Gontor in interdental (/ð/, /θ/) and
alveolar sounds (/s/, /z/).
3. To describe what are the factors of pronunciation errors achieved by
fifth and third students of English Department at UNIDA Gontor
D. Significance of the Study
1. Students
The researcher hopes this study could give information to students to
increase their pronunciation capability in a fricative manner on interdental
and alveolar sounds. So that students can speak more clearly and
accurately.
2. Lecturer
Hope this study encourages lecturers to assist by correcting any errors
of students’ pronunciation or providing some media to encourage students
to study pronunciation, especially in the sounds that are being studied.
Namely, fricative manner on interdental and alveolar sounds.
3. Researcher
The researcher can increase her knowledge and experience in
examining pronunciation errors and this study could be the reference for
the next researcher. Especially, in the study of English fricatives on
interdental and alveolar sounds.
4. English Department
Hope this research can make a worthy contribution to the University
of Darussalam Gontor. Especially, for the English department at UNIDA
Gontor.
E. Systematic Writing
The writing system of this research explained as follows:
Chapter I: The introduction of this paper explains the background of the
study, the formulation of the problem, the purpose of the study, the significance
of the study, problem’s limitations.

5
 Chapter II: Literature review reviews some theories that include the
features of error analysis, the features of pronunciation, English fricative of
interdental and alveolar sounds, and the last is the previous related research.
Chapter III: Research methods is the step that concludes of approaches and
type of research, presence of researchers, research location, data and data
sources, data collection techniques, data analysis techniques.
Chapter IV: Findings and Discussion of research result that discusses the
profile of the research object, namely: the history of the establishment of the
English Department in the UNIDA Gontor, the vision, and mission of it. Data
analysis includes data analysis on the students’ English fricative interdental and
alveolar sounds.
Chapter V: The closing contents of the conclusion and suggestion. The
researcher draws conclusions briefly by describing the result of error analysis
of An Analysis of Students’ Pronouncing English Fricative at The English
Department of UNIDA Gontor

6
 CHAPTER II

LITERATURE REVIEW

This chapter discusses some of the theoretical frameworks which are related to
this study. There are three kinds of theories. First, it discusses error analysis
features, second that discusses pronunciation features, and third that discusses
interdental and alveolar English fricative.

A. The Features of Error Analysis

1. Error Analysis
Error analysis is a systematic way to clarify or identify as well as to
declare errors found in students speaking and writing. Moreover, based on
Crystal’s views, “error analysis is generally identified as a method of
defining, classifying, and systematically interrupting the inappropriate
forms generated by someone studying a foreign language”.11 Besides,
Corder adds, “error analysis has to do with the investigation of the
language of second language learners”. 12 Furthermore, Vivian Cook’s
opinion in James’s book entitled ‘Errors in language learning and use
exploring error analysis’, he said that “Error analysis is a way of dealing
with data. It is not a theory about how data is acquired.” In addition, James
stated that “Error analysis is the process of figuring out what causes
language errors and how to fix them." 13 According to the experts'
statements above, error analysis can be defined as a method or action for
identifying some of the error data that occur in learners' second languages,
particularly in productive skills like speaking and writing.

11
Shakir. M, Error Analysis in English as a Second Language Students ’ Writing,
International Journal of Innovation, Creativity, and Change, vol. 14, no. 8, 2020, p. 814.
12
Jack C. Richards, Error Analysis: Perspectives on Second Language Acquisition,
(London: Longman Pub Group, 1974) p. 158
13
James. C., Errors In Language Learning and Use Exploring Error Analysis (Francis:
Routledge, 2016) p. 1

7
 2. Error and Mistake
Error and mistake do not have the same meaning, even though both
are related to one circumstance. Based on the Oxford Dictionary, an error
is a mistake that causes problems or affects the results of something, while
a mistake is an incorrect action or opinion. 14 Conforming to Oxford’s
meaning, there are differences between error and mistake. Error happened
about something and the error maker did not realize making an error.
While a mistake occurs because it is incorrect, the mistake makers knew
that they made a mistake but they did not care about it and ignored the
mistake. Furthermore, Brown stated an error is an apparent deviation from
the adult grammar of a native speaker, reflecting the competence of the
learner, while a mistake refers to a performance error that is a random
supposition or a “slip,” in that it is a failure to apply a known system
correctly.”15 Therefore, if the writer merges them with the language
learner, learners could never avoid making mistakes in learning a new
language. Errors will often occur if they do not increase their capability in
language skills, thus learners have to practice their skills to fulfill their
competence portion in the target language. While mistakes could occur on
L1 or L2, proficient users are able to recognize and repair such gaps or
mistakes that occur in their language, it is just a temporary breakdown and
was not caused by a lack of competence like an error.
People cannot avoid any errors while learning something, making
errors or mistakes normally happens by the learner. Moreover, errors
cannot be self-corrected unless the language learner tries to self-analyze to
recognize the error. Thus, teachers or mothers have a big role in their
students and children correcting unaware errors that occur to them. James
declared that the process of constructing a new system of a second
language needs to be analyzed carefully because understanding can affect
the process of second language acquisition.16

14
Hornby. A. S., Oxford Advanced Learner’s Dictionary (United Kingdom: Oxford
University Press, 2015).
15
Brown. H. D, Loc. Cit, p. 249-250
16
Ibid, p. 249.

8
3. Types of Error
Error taxonomies are a list of things that are organized in a specific
way. The way to determine the error things become more specific features.
For example, a taxonomy of animals might have different groups based on
things like their size, how they move, etc. Thus, it is called descriptive
taxonomy, Dulay cited in his book ‘Language Two’ to emphasize, “error
taxonomies that classify errors based on some obvious surface feature of
the error itself, without regard for the underlying cause or source of the
issue.”17 So people use different criteria to describe and classify errors, this
can include things like how severe the error is, how common it is, and what
type it is.
In addition, Dulay quoted there are four kinds of error taxonomy, and
each of them is classified into different types of errors: 18
a. Linguistic category
b. Surface strategy
c. Comparative analysis
d. Communicative effect

In this study, the researcher uses surface strategy taxonomy to

describe students’ pronunciation errors because the researcher can identify
errors through students’ cognitive processes that underlie the learner’s
reconstruction of the new language. 19 The researcher knows the learners’
errors are based on some logic that is the outcome of the learners’ use of
interim principles to generate a new language, not of sloth of faulty
reasoning. For example, learners may omit the necessary items or add
unnecessary ones, or they may misformation or misorder them. Therefore,
there are four subtypes of categories in surface strategy taxonomies:

a. Omission
Omissions are the absence of some elements in well-formed
sentences or utterances that make ungrammatical forms. Dulay

17
Dulay. H. C, Language Two, (New York: Oxford University Press, 1982) p. 145
18
Ibid, p. 146.
19
Ibid, p. 152.

9
 stated that characteristic omission errors are the absence of some
item that must appear in a well-formed utterance.20 For instance,
the word ‘first’ /fɜːst/ is pronounced as /fɜːs/omitting the phoneme
/t/ sound.
b. Addition
An addition is the opposite of an omissions error, it is adding
some unnecessary sound that should not appear in well-formed
sentences or utterances. 21 For example, the word ‘prejudice’
/ˈpredʒʊdɪs/, it is pronounced as / ˈpredɪjʊsʊs / it adds sounds
/ɪjʊsʊs/ at the second and last syllables.
c. Misformation
Misformation is illustrated by the use of the wrong form of
morpheme or structure of sentences or utterances. 22 For instance,
the word ‘thousand’ /ˈθaʊzn̩dz/, it is pronounced as /ˈtaʊzn̩d/, it
wrong selection in utterance that sound /θ/changes to be /t/ sound.
d. Misordering
Misordering is illustrated by the use of incorrect placement
of morphemes in an utterance productive skill like spoken and
written.23 For example, the word ‘losses’ pronounces /ˈlɔsəz/, but
it is pronounced as /ˈlɔzəs/.
4. Sources of Errors
The existence of error is caused by many reasons, students’
pronunciation errors must be identified to know the factor cause of this
problem. Therefore, the researcher needs to use sources of errors to identify
systematic steps toward understanding how the learners’ cognitive and

20
Rusmiati, An Error Analysis of English as a Foreign Language (EFL) Students ’ Works
on Simple Present Tense, Jurnal Riset Intervensi Pendidikan (JRIP), vol. 3, no. 1, 2021, p. 22.
21
Kharmilah. P, Error Analysis in Writing Discussion Text Made by Students at English
Education Department of Universitas Negeri Padang, Journal of English Language Teaching, vol.
8, no. 3, 2019, p. 328.
22
James. C., Op.Cit., p. 108.
23
Kharmilah and Narius, Op. Cit., p. 328.

10
 affective processes relate to the linguistic system to formulate the process
of learners’ learning a foreign language.24
There are four kinds of error sources namely, interlingual transfer,
intralingual transfer, the context of learning, and communication strategy.
1) Interlingual Transfer
Native language or mother tongue is inclined to influence the
acquisition of a second language. As Brown stated, interference can
happen during the beginning stages of learning a second language
because the language learners are unfamiliar with the linguistic
system of the second language. So, they depend on the linguistic
system of their native language.25
The inference that occurs normally in Indonesian students is
the word ‘other’ is pronounced /ˈʌðər/. It is often pronounced as
/ˈʌdər/, it normally happens because Indonesians do not have the
phoneme /ð/ in their language. Therefore, it has occurred because
of the negative transfer or inference from L1.
Familiarity and fluent knowledge of the native language are
very influential in the second language. Like the example in the
previous paragraph. Language learners from Indonesia who are not
familiar with the target language will assume that the pronunciation
of the word 'other' is /ˈʌdər/ because it sounds like it. It is from this
point that the teacher can detect and analyze the error.
2) Intralingual Transfer
Intralingual interference describes learner-produced items that
do not represent the mother tongue's structure but rather
generalizations based on limited exposure to the target language.
Richard classified intralingual errors are those that reflect the
general characteristics of rule learning, such as faulty
generalization, incomplete application of rules, failure to learn

24
Brown. H. D., Principles of Language Learning and Teaching Fifth Edition (United
States of America: PEARSON, 2007) p. 263
25
Ibid, p. 263.

11
 conditions under which rules apply, and false concept
hypothesized.26
3) Context of Learning
Context of learning is a third major source of error. It refers to
the classroom situation and the social situation which is untutored
in learning second language acquisition. The learners might make
an error while learning a language without a tutor or probably
teachers make a misleading explanation. Richard called this error
“a false concept” and Stenson called it “an induced error”.27
Therefore, the context of learning error might happen because
students frequently make mistakes as a result of a misinformed
explanation from the teacher, a phrase or structure presented
incorrectly in a textbook, or simply a pattern that was rote-
memorized in a class but not correctly contextualized. For instance,
students might misanalyze homograph words like the word
“present” which can result in different meanings for both “to
formally give something” as a verb and “a gift” as a noun. They are
the same in spelling but technically different in pronunciation, a
noun has stress at the first syllable and a verb at the last syllable.
4) Communication Strategies
Brown argued communication strategy is related to students’
learning style, it becomes a source of error.28 Learners typically
struggle to express what they want to say due to their limited
knowledge, as anybody who has attempted to communicate will
attest. They use several different types of communication tactics to
resolve these issues. Related to this discussion, students are getting
personal information regarding the pronunciation of certain

26
Angguni, R. Interlingual, and Intralingual Errors of Writing Descriptive Text Made By
Third Semester Students of English Education Department Sarjanawiyata Tamansiswa University
Yogyakarta, JELLT: Journal of English Language and Language Teaching, vol. 4, no. 2, 2020, p.
79.
27
Brown. H. D., Op. Cit., p. 266.
28
Ibid., p. 266.

12
 English words. It is useful for a student to increase their ability to
pronounce English words correctly.
B. Speaking Aspects
Humans use language as a tool to communicate and express their ideas and
opinions through speech or writing. Writing is the secondary way humans use
to communicate, it requires procedure and time, unlike speaking is a very
common occurrence in human interaction. According to the Oxford Dictionary
the definition of speaking is the action of expressing oneself in speech or giving
speeches.29 According to Brown and Yule, speaking is the ability to pronounce
language sounds in order to express or convey thoughts, ideas, or feelings
orally. 30 So, people can socialize through speaking, greeting, expressing
opinions and so on through speaking.

In the context of language use, speakers who are not familiar with the use
of a second language tend to string words together in order to create complex
sentences to convey. As Tavakoli’s statement said that in planned language
usage, L2 learners may use a target-language form. But in unplanned language
use, they must adopt an interlanguage form. 31 To acquire speaking skills in the
target language, language learners must master four speaking aspects. Namely,
vocabulary, grammar, pronunciation, fluency, and comprehension.

1. Grammar
Grammar makes a significant influence on speaking ability,
because the broader meaning of grammar is a form and meaning
relationship. 32 Al Hosni cited grammar as one of the factors that
influence speaking performance. People who have good grammar can
communicate successfully and people who use proper grammar are

29
Soanes. C., Concise Oxford English Dictionary Eleventh Edition, Oxford University
Press, 2003.
30
Rahman. F. F, The Correlation between Students’ Writing Skills and Speaking Skills,
International Journal of English Education and Linguistics (IJoEEL), vol. 4, no. 1, 2022, p. 32.
31
Hossein Tavakoli, A Dictionary of Language Acquisition, (Iran: RAHNAMA PRESS,
2012) p. 333.
32
N. Bailey, Discourse Conditioned Tense Variation, 1989, p. 279.

13
 able to use words effectively and interact with others.33 Thus, to
master grammar in a language is important to make the utterance or
sentence more properly and effectively.

2. Vocabulary
Language consists of chain words to express the information.
Generating words in the sentence must know many vocabularies of
the language. Knowing many vocabularies in L2 makes it easier for
students to generate a sentence as well as the definition of vocabulary
is learners’ ability to grasp, store, generate, and use words in all
domains of communication, including speaking, listening, reading,
and writing.34 Therefore, language learners must master the
vocabularies of the target language so that the learner can speak or
write the sentences in the target language.

3. Fluency
Fluency is described as the capacity to speak a language fluently,
with attention to detail, linguistic accuracy, and processing flexibility.
Moreover, speaking fluency is characterized as having correct
pronunciation, grammar, vocabulary, and comprehension. 35 So,
someone who speaks language fluently has a good comprehension of
the target language in vocabulary, grammar, and pronunciation.

4. Comprehension
Based on the Oxford Dictionary, comprehension is the ability to
understand something. 36 In addition, language comprehension
involves linguistic structure, inferences, and integrating information
from earlier discourse and knowledge to construct a cohesive

33
Fakhruddin. Z. Z, The Correlation Between Vocabulary and Speaking Skill of
Undergraduate Students, Jurnal Pendidikan Bahasa Inggris, vol. 10, no. 2, 2021, p. 43.
34
Z. Rasulova, Dynamics of Vocabulary Change and Problems of Lexic Competence
Development, Theoretical & Applied Science, vol. 12, no. 1, 2021, p. 766.
35
Afi Normawati, EFL Learners’ Difficulties in Speaking English, English Language and
Education Spectrum, vol. 1, no. 1, 2023, p. 4.
36
Soanes. C., Concise Oxford English Dictionary Eleventh Edition, Oxford University
Press, 2003.

14
 recollection of events and concepts.37 Advanced language learners
have great comprehension against language targets. Learners may
speak an unplanned language when speaking with the target language,
because advanced learners have the ability to speak, write, or
understand the target language well in any circumstances.

As explained above, speaking aspects are really important to develop

second language acquisition. This study focused on English pronunciation in
interdental and alveolar fricatives. The explanation about pronunciation is as
follows.

C. Pronunciation
1. Definition of Pronunciation
According to the Oxford dictionary, pronunciation is the way a
particular word or sound is pronounced.38 Pronunciation is part of speech
that contains the word, intonation, and the language of sound.39 Moreover,
pronunciation is the way of producing a particular sound that has meaning,
how to produce the word in a certain stress that can be perceived or
understood by the listener, and pronunciation is the way how to use pitch
and intonation to convey feelings and what people mean. 40 Hence,
pronunciation is the way to speak including the language of sound, word
stress, and intonation which has meaning.
English pronunciation plays an important role in learning the English
language and it is the basic skill that must be mastered in speaking skills.
In agreement with Brown, as mentioned in Lestari, the aim of language
learners is to ensure that they can effectively convey what they are
thinking, they must be understood when they speak. In this case, how a
word is pronounced is important.41 Besides, pronunciation is the capacity

Ghazzoul. N, The Role of Linguistic Structure in Sentence and Text Comprehension: A

37

Comparative Analysis of Depth-First Versus Breadth-First Models, Theory and Practice in

Language Studies, vol. 13, no. 2, 2023, p. 271.
38
Hornby. Op.Cit., p. 1232.
39
Hadroh. A, A Study of Pronunciation Error in English Consonant, Journal of English
Education and Technology, vol. 01, no. 03, 2020, p. 206.
40
Situmeang and Lubis, Op.Cit., p. 39.
41
Lestari, Op.Cit., p. 321

15
 to speak English clearly and accurately using tools and strategies from sub-
disciplines such as phonetics, phonology, and second language
acquisition. 42 Thus, improper pronunciation could cause unclearly and
inaccurate utterances making an ineffective conversation.
2. The Features of Pronunciation
English pronunciation systems of phonology consist of several
components. Namely, segmental phonology and supra-segmental
phonology. Segmental phonology does not relate to the exact properties of
speech sounds, but it focuses on the function of individual sounds in a
certain language. A segmental sound is like a phoneme that can be divided
into consonants and vowels. While supra-segmental sound cannot be
independent because it complements segmental elements, its elements are
intonation, stress, accent, and rhythm. 43 Hence, segmental has elements
that can be identified for its existence while supra-segmental must be
together with segmental to complete its functions.
Based on the previous explanation, the segmental sound consists of
vowels and consonants. The vowel sound is produced like air flowing
through the mouth without being blocked by the tongue, lips, or teeth.
Jones clarified as mentioned in Arevi, vowel sound is a sound produced
without any kind of closure to the airflow through the mouth. Moreover,
Richard stated in the same source that it is a sound that is made without
the substantial constriction of the air flowing through the mouth.44 Hence,
the vowel sound is produced like well-mannered without any closure by
speech articulation, such as mouth, tongue, and lips.
Vowel sound is consisted of three features, namely monophthongs
such as (/iː/, /ɪ/, /ʊ/, /uː/, /e/, /ə/, /ɜː/, /ɔː/, /æ/, /ʌ/, /ɑː/, /ɒ/), diphthongs such
as (/ɪə/, /ʊə/, /ɛə/, /eɪ/, /ɔɪ/, /aɪ/, /əʊ/, /aʊ/), and triphthong such as (/eɪə/,

Dilafruz Ubaydullayeva and Zubaydullo Rasulov, Dealing With Phonetic Units in

42

Teaching Pronunciation, Конференции vol. 1, no. 1, 2021, p. 108.

43
Brown, Op. Cit, p. 58.
44
Arevi, Op. Cit, p. 605.

16
 /aɪə/, /ɔɪə/, /əʊə/, /aʊə/).45 Vowels are only one in one syllable, so
consonants complement vowels to make a word. Because the researcher
only focuses on the consonant sound, the researcher does not explain more
about vowel sounds.
A consonant sound opposite to vowel sounds is a sound that is made
from closure or narrowing in the verbal tract so that the airflow is
incompletely blocked or constrained that audible friction is produced. In
addition, consonant is a characteristic speech sound pronounced by
incompletely closing the airflow in the mouth cavity with the help of a
speech organ. Furthermore, the consonant characteristic sound restricts the
airflow in some speech organs. Underhill as cited in Putra stated that
typical consonants are also called the beginning and end of syllables. 46
Therefore, when the movement of the vocal tract incompletely closes the
airflow through the oral cavity or nasal cavity, it can be identified as a
consonant sound movement.
Based on the explanation above, consonants have three characteristics
to produce the word. First is the force of articulation. Kelly as mentioned
in Putra’s journal stated the force of articulation defines the consonant on
its breath force. Underhill clarified in the same source, the force of
articulation has two kinds of consonants, they are voiced and unvoiced.
Voiced consonants need the vibration in vocal folds which produces the
sound with softer breath force whereas unvoiced consonants do not need
the vibration in vocal folds which produces the sound with a stronger
breath force. 47
Here are the voiceless consonants of SSBE (Standard Southern British
English) /p/, /f/, /θ/, /s/, /ʃ/, /t/, /k/, /h/, /tʃ/. and these are the voiced
consonants such as /b/, /v/, /ð/, /z/, /ʒ/, /d/, /ɡ/, /m/, /n/, /ŋ/, /dʒ/, /l/, /r/, /j/,

45
Pitaloka. A. D, An Error Analysis Of Students’ English Vowel Pronunciation At The
Sixth Semester Of Islamic Studies Of International Class Program Of State Islamic Institute (IAIN)
Of Samarinda, Borneo Journal of Language and Education, vol. I, no. 1, 2021, p. 43.
46
Putra. F. P, An Error Analysis of English Plosive and Fricative Consonants at Vocational
High Schools, Wanastra: Jurnal Bahasa Dan Sastra, vol. 11, no. 2, 2019, p. 143.
47
Brown. H. D, Op. Cit. p. 112

17
 /w/.48 They are produced differently depending on their place of
articulation as follows.
Second is the place of articulation. Sound can be produced by two
articulators, namely a passive articulator and an active articulator, which
are working together that can be said to be the place of articulators. The
active or moveable articulators are in the lower place of speech organs
while the passive or immovable settles at the upper of speech organs.

Table 2.1 The Vocal Tract

Tongue, lips, and teeth may be familiar to those who do not study
phonetic items, but they are several articulators that are rarely heard.
Figure 2.1 shows the vocal tract, the bold words indicate the name of the
articulators. The lower surface means the lower jaw shows the lower lip,
lower teeth, and tongue. The tongue is divided into 4 parts, they are tip,
blade, front, and back. These are the active articulators that approach the
passive articulator and make constriction to block the airflow to produce a
sound with a little bit of closure. Passive articulators are also divided into
many parts, namely upper teeth, alveolar ridge, hard palate, velum, uvula,
pharynx, and glottis. Every passive articulator can be touched by active
articulators except the uvula, pharynx, and glottis because they are behind
the velum and the back of the tongue.

48
Rachael Knight. A, Phonetics A Coursebook (United Kingdom: Cambridge University
Press, 2016) p. 19

18
 After familiarity with the part of the vocal tract, it would be easy to
describe the place in the vocal tract where there is the most constriction of
airflow. Yule as quoted in Hulu’s journal stated there are seven types of
places of articulation.49 A sound formed with the lower lips contacting the
upper lips is said bilabials place of articulation includes phonemes, such
as /p/ (voiceless), /b/, /m/, and /w/ (voiced). The constriction in the vocal
cord is caused by the movement of lower lips contact with the upper teeth
and is called the labiodental place of articulation including phonemes, such
as /f/ (voiceless) and /v/ (voiced). The sound produced with the tongue tip
inserts between the upper and the lower teeth is said the interdental place
of articulation includes phonemes, such as /θ/ (voiceless) and /ð/ (voiced).
The sound formed with the tip of the tongue touching the alveolar
ridge is said to have an alveolars place of articulation and includes
phonemes such as /t/, /s/ (voiceless), /d/, /z/, /l/ and /n/ (voiced). While the
tongue front touches the hard palate or bony surface behind the alveolar
ridge, it produces palatals sound, including phonemes such as /ʃ/, /ʧ/
(voiceless), /ʤ/, /ʒ/, /j/, and /r/ (voiced). Sound formed with the back of
the tongue touching the soft palate is said to have a velar place of
articulations, such as /k/ (voiceless), /g/, and /ŋ/ (voiced). The sound
produced with no constriction in the vocal tract and the airflow without
any closure is said to be a glottal place of articulation, including phonemes
such as /h/ (voiceless).
Third is the manner of articulation. After knowing about the place of
consonant articulation, the important thing to know is how the manner of
air flows in the vocal tract. As mentioned in Hulu, Yulu cited there are six
kinds of manner of articulation namely, stop, fricative, affricative, nasal,
liquid, and glide. This research focuses on the fricative manner of
articulation is only taking two places of articulation, such as the alveolar
and interdental place of articulations.

49
Ambalegin, Efl Learners’ Phonological Interference of English Articulation, Jurnal
Basis, vol. 6, no. 2, 2019, p. 147.

19
D. Interdental and Alveolar Fricative
Fricative sound is audible friction or hissing, the articulator is constricting
making the air flow through a very narrow passage.50 Sometimes fricative
called spirant refers to the noises produced when two organs are so close
together that the air traveling between them causes audible friction.51 Fricative
manner has labiodental sound (/f/, /v/), interdental (/θ/, /ð/), alveolar (/s/, /z/),
palatal (/ʃ/, /ʧ/), and also glottal (/h/). Nevertheless, this research is only
focused on interdental and alveolar phonemes, such as /θ/, /ð/, /s/, and /z/.
1. The Sound and Letter of Interdental Fricatives
Interdental sound is consonant sounds that refer to the sound generated
by the tip of the tongue between the teeth.52 The phoneme /θ/ is a voiceless
interdental fricative, it produces the sound without vibration in the vocal
folds. While the phoneme /ð/ is a voiced interdental fricative, it produced
the sound with vibration in the vocal folds.53
Interdental fricative sound is always heard from the word that contains
this spelling <th>. Language learners are occasionally misled by the English
spelling system, which uses the same two letters to indicate both the
voiceless and voiced variants. Also, keep in mind that these are solitary,
simple sounds. The spelling leads learners to believe that two sounds have
been combined. 54 <th> spelling puts in a different part of word sound.
However, this research is only examining the initial word, medial word, and
final word.55
a. The phoneme /θ/
Initial words (thief, thick, thought, thumb)
Medial words (method, author, worthless, deathly)
Final words (heath, breath, path, cloth)

50
Knight. A, Op. Cit. p. 40.
51
Crystal. D, A Dictionary of Linguistics and Phonetics Sixth Edition, (Australia:
Blackwell Publishing, 2008), p. 199.
52
Ibid, p. 249.
53
Merrita. D, The Production of English Consonants /Θ/ and /Ð/ By English Education
Department Students, Lingua : Jurnal Ilmiah, vol. 17, no. 2, 2021, p. 29.
54
Ken Lodge, A Critical Introduction to Phonetics (India: Continuum, 2009) p. 28.
55
Cruttenden. Gimson’s Pronunciation of English (China: Edward Arnold,
2001) p. 183

20
 b. The phoneme /ð/
Initial words (there, this, then, the)
Medial words (breathing, gather, father, mother)
Final words (with, soothe, lathe, mouth)

2. The Sound and Letter of Alveolar Fricatives

The alveolar fricatives have two phonemes, such as /s/ and /z/. they are
produced with the tongue touching the alveolar ridge that is placed behind
the upper teeth.56 Then, the airstream escapes from the gap between the
tongue and the alveolar ridge, causing friction or a hissing sound. The
alveolar ridge is a bony protuberance at the beginning of the roof of the
mouth where the teeth are placed. It can be touched by either the tip or the
blade. 57 The phoneme /s/ sounds voiceless, with no vibrating in the vocal
folds, while the phoneme /z/ is a voiced consonant and has a vibration in the
vocal folds.
a. The phoneme /s/
Initial word (sat, cease, science, soon)
Medial words (losses, essays, axes)
Final words (pass, puss, goose)
b. The phoneme /z/
Medial words (easy, hesitate, thousand, pansy)
Final words (fees, is, says, as)

E. Previous Related Research

The researcher found previous related studies that are related to this
research. Those are present below:

56 56
Cruttenden. Gimson’s Pronunciation of English (China: Edward Arnold,
2001), p. 187.
57
Lodge, Loc. Cit, p. 28.

21
 Maulidiana “An Error Analysis of English Fricative Sound Pronounced by
Gayonese Students”.58 This research applied a qualitative research design. Her
research investigated the error in the pronunciation of English fricative sounds
pronounced by Gayonese students at SMA Negeri 1 Takengon. Gayonese
students had an error in fricative sound as follow: /f/ 38%, /v/ 79%, /ʃ/ 62%, /ʒ/
77%, /θ/ 87%, /ð/ 76%, and /z/ 10% and her research also found the cause of
errors by Gayonese students. The errors occurred because of interlingual
transfer, intralingual, and context of learning which happened among Gayonese
students.
Reza “An Error Analysis of English Approximant Consonants Made by
the First Year Students of English Department at Muhammadiyah University
of Makassar”. 59 His research examined students’ pronunciation errors in
English fricatives and approximant consonants. This research used a
quantitative method. There were 120 words used as items to examine students’
pronunciation, each sound consisted of 5 words. His research provided the
result using percentage data, as follows 1085 or 93.53% errors of substitution,
38 or 3.28% errors of omission, and 37 or 3.19% errors of addition. The
dominant higher percentage is in substitution.
Raham and Hasan “A Study of Voiceless Interdental Fricative /θ/, /ð/
sounds and alveolar liquid /r/ sound among Chinese Learners of English at a
Higher Educational Institution in Malaysia”. 60 This study aims to investigate
pronunciation errors in English fricative /θ/, /ð/ sounds, and alveolar liquid
/r/sounds among Chinese Learners of English at a Higher Educational
Institution in Malaysia. To analyze data, this research used a qualitative and
quantitative approach. Pronunciation occurs because of the interference from

58
Maulidiana. Y. 2020. An Error Analysis of English Fricative Sound Pronounced by
Gayonese Students. Banda Aceh: Faculty of Tarbiyah and Teachership Universitas Islam Negeri Ar-
Ranery.
59
REZA. 2020. An Error Analysis of English Approximant Consonants Made By the First-
Year Students of the English Department At Muhammadiyah University of Makassar. Makassar:
Faculty of Teaching Training and Education Makassar Muhammadiyah University.
60
Mizanur Rahman and Md Kamrul Hasan, A Study of Voiceless Inter-Dental Fricative
[θ],[ð] Sounds and Alveolar Liquid [r] Sound among Chinese Learners of English at a Higher
Educational Institution in Malaysia, Journal of Applied Studies in Language, vol. 3, no. 2 (2019).

22
 L1 to the target language, learners’ age, and their knowledge of English
phonology and phonetics is insufficient.
Maysarah “An Analysis of Students’ Ability in Pronouncing English
Fricative Consonants at English Language Education of FKIP UIR”.61 Her
research aims to know students’ ability in English Fricative. The object of this
research is 30 students of English Education at FKIP UIR. This research uses
qualitative description to design the paper. After examination, this study found
that students still have many mistakes in English fricative, such as /f/, /θ/, and
/ʒ/. The result of the average after data analysis was 19,62 with the scores
ranging from 7,4. The most mistake in the sound /ʒ/ in the initial word after
that sound /f/ in the medial and /ʒ/ in the final word have the lower score. But
at the end of the research, the findings clarified that students of English
Language Education at FKIP UIR had good pronunciation capability.
Dede Juliardi “An Analysis of Students’ Pronunciation Mastery of Dental
Fricative and Alveolar Plosive Sounds”.62 This researcher to find out students’
pronunciation mastery of dental fricative and alveolar plosive and find out
which sound is the most mispronounced by the students. This research utilized
descriptive research, in which the research instrument was reading text. The
information was gathered using a performance test. The reading text had 20
sentences with a total of 1200 transcriptions of dental fricative and alveolar
plosive sounds. The voiced dental fricative sound was the most commonly
mispronounced sound. out of 300, there were 278 erroneous pronunciations
(92.67%). As a conclusion, the students’ pronunciation of dental fricative and
alveolar plosive sounds were ‘fair’.
Salwa Fadila Firdaus “The Production of Interdental Fricatives by English
as a Foreign Language Students in English Course Bandung”63 Because
interdental fricative sounds are not available in Indonesian characteristics of
sound production. This research wanted to discover and examine the

61
Maysarah. 2020. An Analysis of Students’ Ability in Pronouncing English Fricative at
English Language Education of FKIP UIR. Pekanbaru: Faculty of Teaching Training and Education.
Universitas Islam Riau.
62
Juliardi. D, An Analysis of Students’ Pronunciation Mastery of Dental Fricative and
Alveolar Plosive Sounds, Journal of Equatorial Education and Learning, vol. 8, no. 11, 2019.
63
Firdaus. S. F, Loc. Cit., p. 1.

23
 production of voiceless and voiced interdental fricatives by EFL students in
Bandung. Four students voice recordings of speaking words in English with an
initial, medial, and final location of interdental fricative were used to collect
data. the results demonstrate that the voiceless interdental fricative /θ/ is created
as /d/, /t/, /th/ sounds with the elimination of /θ/ sound, while the voiced
interdental fricative sound /ð/ is produced as /d/, /t/ sounds.
Tri Angkarini “Indonesian EFL Undergraduate Students’ Pronunciation
Difficulties of English Fricatives Based on Letter-Sound Relationship”64 The
purpose of this research is to determine the pronunciation problems with
English fricatives that undergraduate students have as a result of the intricate
relationship between the English letter and sound. A descriptive qualitative
method was used to explain the English sounds that were contributing to the
students’ pronunciation problems. The data was acquired by recording students
saying 48 words with English fricatives. The statistic showed that sound /θ/
accounts for 93.9% of the problems, followed by sound /v/ at 81.8% and sound
/ð/ at 60.6%. The main source of the students’ difficulty is the irregularity of
the letter-sound relationship, which can be avoided by changing the teaching
technique and incorporating listening practice.
Ika Gustina “English Fricatives Sound Pronounced by The Students’”65
The goal of this study was to learn about the sounds made by English fricatives
and the factors that cause students to mispronounce them. The data acquired
from 8th semester undergraduate English Education students at the University
of Muhammadiyah Bone. The descriptive qualitative method was used in this
investigation. This information was gathered through interviews with students
in the Department of English education, and it was used to analyze the
mispronunciation of English fricatives. Students’ pronunciation is influenced
by (1) native language, (2) age factor, (3) number of contacts, (4) vocal
capacity, (5) motivation, and good pronunciation. As a result, the [v] sound is
replaced with [d] and [t], the [θ] sound is replaced with [t], and the [z] sound is

64
Tri Angkarini, Indonesian EFL Undergraduate Students ’ Pronunciation Difficulties of
English Fricatives Based on Letter-Sound Relationship, vol. 9, no. 2, 2023, p. 202.
65
Gustina. I. English Fricatives Sound Pronounced by The Students’, ELS Journal on
Interdisciplinary Studies in Humanities, vol. 6, no. 1, 2023, p. 10.

24
 replaced with [s]. they deleted fricatives and word-ending [θ] in accordance
with phonetic deletion of fricatives.
Imam Tarmizi Situmeang “Students’ Difficulties in Pronouncing Fricative
Consonants”.66 The purpose of this study is to identify the students’ challenges
in pronouncing fricative consonants as well as the causes that impede their
speaking of those sounds. A descriptive qualitative technique was used in this
study, which included 9 students from the fourth semester of TBI-2 in Tarbiyah
and the teacher training faculty of IAIN Padangsidumpun. The study
discovered that the most difficult English fricative sounds to produce are the
sound /ð/ voiced dental fricative in first word position and /?/ voiceless dental
fricative in initial word position. 9 out of 9 students pronounce sound /ð/
incorrectly, and 9 out of 9 students pronounce sound /?/ incorrectly. Whereas
the effect of mother tongue or first language, inability to use borrowed English
terms, lack of knowledge of English fricative sounds, preference for Batakness
over English, and a lack of pronunciation practice are factors of its difficulties.
Yatriani “An Analysis of Students’ Error in Pronouncing Fricative Sounds
for the Sixth Semester Students of English Program at IAIN Parepare”.67 In this
research is also discussing English fricative because the sixth-semester students
at IAIN Parepare as the object of this research have pronounced it to sound
unprecise. To analyze data, this study used a qualitative design. This research
focuses on the fricative sound error pronounced by English students at IAIN
Parepare and also the cause of the error. This research found the students had
mostly errors in pronunciation in the sounds /v/, /ʃ/, /ʒ/, and /θ/. The cause of
students’ pronunciation errors is the negative transfer of students’ native
language, unfamiliar sounds that do not exist in their native language, and also
unsuccessful learned pronunciation.
Based on the findings above, the researcher finds that pronouncing errors
is common among students or learners. As a result, after reading the many
designs mentioned above, the researcher is driven to undertake a similar

66
Situmeang. I. T, Op. Cit., p. 10.
67
Yatriani. 2020. An Analysis of Students’ Error In Pronouncing Fricatives Sounds For
The Sixth Semester Students of English Program At IAIN Parepare. Parepare: Tarbiyah Faculty
IAIN.

25
investigation regarding error analysis in pronunciation, but under a new design.
In this current study, the researcher aims to investigate the types and factors of
errors in students pronouncing the words that contain interdental and alveolar
fricative. Using descriptive qualitative with percentage. Thus, researcher also
revealed the percentage of error that students made and what the letters are
students always made errors on it

26
 CHAPTER III

RESEARCH METHOD
A. Approaches and Type of Research
This research used a qualitative approach with a research design using
descriptive research with percentages. Alison and Susan, the writers of the
Second Language Research Methodology book, stated the term qualitative
research can be used to refer to the research that is based on descriptive data
and does not use statistical processes regularly. 68 Specifically, qualitative is the
writing procedure by a textual description of the data.
In accordance with Sugiyono, qualitative descriptive is a research method
based on the philosophy of post-positivism, used to examine the condition of
natural objects where the researcher is the main instrument.69 Qualitative
research known as naturalistic research showed the process of research is
through in a natural setting without any manipulating data or situations. 70
Furthermore, this research is linguistics research that uses synchronic
methods which is language research conducted by observing the phenomenon
of a language at a certain period of time, so it is descriptive. 71 Based on the
statement above, this research is a qualitative approach with the research design
using descriptive research. Data collection is taken in a natural setting without
giving any treatment.
In this research, the researcher used descriptive design because the
researcher wants to describe students’ pronunciation errors and also the factors
errors in English fricative interdental by phonemes (/θ/, /ð/) and alveolar (/s/,
/z/) that are pronounced by fifth and third semester of students of English
Department at the UNIDA Gontor.

68
Gass. S. M. Mackey. A, Second Language Research (London: LEA, 2005) p. 162
69
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, Dan R&D (Bandung: ALFABETA,
2017) p. 9
70
Arikunto. S., Prosedur Penelitian Suatu Pendekatan Praktek (Jakarta: PT RINERJA
CIPTA, 2020) p. 27.
71
Mahsun, Metode Penelitian Bahasa Tahapan, Strategi, Methode, Dan Tekniknya, 3rd ed.
(Depok: Rajawali Press, 2017) p. 86.

27
B. Presence of Researcher
Qualitative research necessitates that researchers participate in the
intended research object and comprehend phenomena or social events that
occur immediately in the research area. According to Saldana, qualitative
researchers can be defined as human instruments who collect data, identify
research objectives, select data source respondents, undertake data collection,
assess data quality, analyze data, interpret data, and make conclusions based
on data results.72 Therefore, the participation of researchers is important in
qualitative research.
Thus, the researcher does preliminary research to obtain the gap in
pronunciation. The researcher used the news articles as a tool test to get
students’ record data. Finally, the researcher noticed that the students had many
mistakes in the English fricative on interdental phonemes such as (/θ/, /ð/) and
alveolar phonemes such as (/s/, /z/).

C. Research Location
This research was conducted at the University of Darussalam Gontor
Female Campus and focuses on the third and the fifth-semester students of the
English Department. The place was located at Jl. Raya Ngawi – Solo, Dadung,
Sambirejo, Kec. Mantingan. Third and fifth-semester students of the English
Language Teaching Department at UNIDA were chosen as the object of this
research because the researcher found the students had many errors while
pronouncing English Fricative Interdental (/θ/, /ð/) and alveolar (/s/, /z/).
Hence, the researcher feels challenged to solve the problem by analyzing
students’ pronunciation errors.

D. Data and Data Sources

1. Data
This research conducts a study on students of English Department
from Third and Fifth semesters at UNIDA Gontor. third semester consists

72
Saldana, J. Fundamentals of Qualitative Research, Understanding Qualitative Research.
(USA: 2011) p. 30

28
 of twenty students while the fifth semester consists of seventeen students.
In this research, the researcher only takes seven students involved in
interviews.
To take the sampling, the researcher used a purposive random
sampling technique where the seven respondents selected as candidates of
interviewees were the subjects that contained similar characteristics found
in the population. Besides, the three and five semesters have studied the
subjects that contain pronunciation like Phonology subjects belonging to
the fifth semester, and Speaking for Academic Purposes subjects
belonging to the third semester. The researcher also used random sampling
to take samples randomly among the respondents for the second interview.
Suharsimi Arikunto argued purposive sampling is used when the
sampling to be taken has a specific purpose. Furthermore, Suharsimi added
that the purposes must have particular criteria. First, sampling must have
similar characteristics to the population, second, the subjects used as
sampling have characteristics that are very dominant with the
characteristics contained in the population, and last, determining the
characteristics that distinguish members of the population is a very
important step in the preliminary study and this process needs to be done
carefully. 73
There are several data collected by the researcher. As follows,
students’ pronunciation and error factor in producing interdental and
alveolar fricative, such as (/θ/, /ð/) and (/s/, /z/). An interdental fricative is
always spelled <th>. For instance, the phoneme /θ/ like thick, method, and
hearth, and the phoneme /ð/ like there, breathing, and with. While an
alveolar fricative phoneme has many spelling styles. Phoneme /s/ is always
heard from the spelling <s, se, ss, c, ce, sc, x> while /z/ phoneme <s, se,
ss, z, zz, x>. However, the researcher only focuses on < s, sc, se, ss, and x
>, for example, sat, losses, science, scissors, and fees.

73
Saldana, J. Fundamentals of Qualitative Research, Understanding Qualitative Research.
(USA: 2011) p. 183.

29
 2. Data Source
Sugiyono mentioned data sources are anything that can offer
information about the data. The kind of data sources used to obtain the data
are primary data and secondary data. Primary data is information that is
gathered firsthand and directly from the source. This data source is the
most unique and has not been statistically treated. Researchers must
acquire primary data directly to obtain it. While secondary data is
information derived indirectly from a study item. Secondary data is
gathered from documents or references that are like what the researcher is
examining. 74
Therefore, the researcher is gaining the data through primary data
which is obtained from interviews, questionnaires, and documentation.
While interviews are used to know what factors are causing the errors and
to get students’ pronunciation errors on English fricatives in interdental
and alveolar, questionnaires are used to get deeper data, while
documentation is to prove the implementation. The secondary data is used
to analyze data accurately, based on theories that are related to error
analysis.

E. Data Collection Techniques

This research uses three kinds of data collection techniques, namely
interview, questionnaire, and documentation.
1. Interview
Oxford Dictionary mentioned interview is a meeting at which
somebody who wants to apply for a job, questions about themselves, or
asks an idea.75 In addition, Rubin argued an interview is a conversation
between an interviewer and an interviewee in which the interviewer has a
general plan of inquiry but not a list of questions that must be asked in
specific terms and a specified order.76

74
Sugiyono, Op. Cit, p. 194.
75
Bull. V., Oxford Dictionary Learner’s Pocket (New York: Oxford University Press,
2011) p. 234
76
Rubin. A, Research Methods for Social Work. (USA: Brooks/Cole, 2011) p. 463

30
 According to Sugiyono, there are three types of interviews. Namely
structured interviews, semi-structured interviews, and unstructured
interviews. 77 In this research, the researcher used a semi-structured
interview in which the questions of the interview were prepared and the
researcher can add the other questions related to the respondent’s
statement. In addition, there are ten sentences and eighty-eight words that
contain the phoneme of interdental and alveolar fricative. The researcher
did not make the sentences on her own, but took several verses from Al
Waqi’ah.
The interview guideline has two types of ways to do it. First is the
pronunciation test, the researcher asks the respondents to read the
sentences and words. Afterward, transcribe their voice into the phonetic
transcription. Then, compare it with the correct phonetic transcription.
Next, classify the detected error into the type of errors. Based on the result
of the first interview, seven students were selected using purposive random
sampling with different percentage results. The seven students are
involved in the second interview which the researcher asks them with nine
questions ready in use.
2. Questionnaire
Based on the Oxford Dictionary, a questionnaire is a list of questions
to answer to get information. 78 Sugiyono mentioned as cited by Anggy in
her journal that a questionnaire is a data collection that entails delivering a
sequence of questions or statements to a respondent and having them
answer it.79 In this study, there are twenty declarations in the questionnaire.
The researcher used the questionnaire to know students deeper depending
on their habits and perception of learning English, especially in
pronunciation.

77
Sugiyono, Op. Cit., p. 309.
78
Bull. V., Op. Cit., p. 360.
79
Prawiyogi. A. G, Penggunaan Media Big Book Untuk Menumbuhkan Minat Baca Siswa
Di Sekolah Dasar, BASICEDU, vol. 5, no. 1, 2021, p. 449.

31
 The Likert scale is a measure tool to measure perception, opinion, and
attitude about social phenomena.80 The researcher utilized a closed-ended
questionnaire expecting the respondents to answer by choosing one of the
alternative answers from each declaration that the researcher provided
before.81 Interview questions and questionnaire statements adopted from
Maulidina and Yatriani thesis which are also discussed about An Analysis
of Students in pronouncing English fricative. 8283
3. Documentation
Documentation is the real physical evidence that is acquired by the
researcher appropriate to the discussion. Sugiyono pointed out that the
documentation study is the complement of observation and interviews in
qualitative research, like photos, personal documents, biographies, life
histories, and etc.84 Thus, the documentation is used as physical evidence
after the interview with the respondents, record data and photos were used
in this research.

F. Data Analysis Techniques

After collecting data by using the instrument above. Data must be analyzed
by data analysis. In this discussion, the researcher used descriptive qualitative
with percentages, as follows:
1. Identify the errors
The researcher identifies the students’ pronunciation errors through
recorded data and transcribes them into phonetic transcriptions. Afterward,
the researcher compared the sound with the correct phonetic transcription
corresponding with phonetic symbols in the Cambridge Dictionary. 85 The
researcher identified the factor of pronunciation errors using the source of

80
Sugiyono, Op. Cit., p. 146
81
Ibid., p. 201 .
82
Maulidina. Y., Op. Cit.
83
Yatriani. 2020. An Analysis of Students’ Error In Pronouncing Fricatives Sounds For
The Sixth Semester Students of English Program At IAIN Parepare. Parepare: Tarbiyah Faculty
IAIN.
84
Sugiyono, Op. Cit., p. 240.
85
Harley. A, Cambridge Dictionary Online, Cambridge University Press, 1999, on the sites
https://dictionary.cambridge.org/.

32
 errors through interviews and questionnaires. Interviewing the respondent
using Bahasa and a questionnaire either. Then, transcribing them into the
English language. The result of the interview and questionnaire will be
adjusted to ensure what is the factor of an error made by English students
at UNIDA Gontor.

2. Classify the error

After identifying the error, the researcher is classifying the percentage
among the types of errors of students. to classify it into a percentage, the
researcher used Sudjono’s formula as cited in Raju’s journal, 86 as follows:
𝐹
p= 𝑁 x 100%

P = Percentage
F = Frequency of error occurred
N = Number of cases (total frequent/total individual)
Afterward, the researcher decides the frequency of errors using
Depdikbud’s criteria proposed as mentioned in the same journal. 87 As
follows:
Table 3.1 Classification of Error

No Percentage Classification

1. 66 – 100 % High Error

2. 36 – 65% Moderate Error

3. 0 – 35% Low Error

The classification of percentage used to know what criteria of

students’ error. Thus, the writer and reader know students of the English
Department at UNIDA Gontor have what criteria of the error that
mentioned in that table. The data was gained from interviews and
questionnaires classified into sources of errors.

Raju. S. L, Pronunciation Errors Made By the Third Year Students of Mts Darul Hikmah
86

Pekanbaru In Pronunciation English Word, JOM FKIP, vol. 6, no. 2, 2019, p. 4.

87
Ibid, p. 4.

33
 3. Explain the error
After classifying the data, the researcher had to make a valid conclusion
by interpreting those errors and the source of errors using the written form.
G. Data Validity Test
Triangulation can strengthen and validate the data. As Sugiyono
mentioned triangulation is a data collection technique that integrates or collects
the various data collection techniques and data sources that have been
obtained.88 In addition, triangulation is commonly considered to be the use of
numerous methodologies for the study of the same object. Norman cited that
triangulation has four types, namely data triangulation, investigator
triangulation, theory triangulation, and methodological triangulation. 89 In this
study, the researcher used data triangulation to test the validity of the data. Data
triangulation is a research strategy that uses various sources or methods in data
collection and analysis activities to validate various research findings and
results.90 Data were collected through three different instruments, namely
questionnaires, interviews, and documentation, then the data findings from
these three instruments were analyzed and compared in order to find a richer
and deeper understanding of the phenomenon being studied.

88
Raju. S. L, Pronunciation Errors Made By the Third Year Students of Mts Darul Hikmah
Pekanbaru In Pronunciation English Word, JOM FKIP, vol. 6, no. 2, 2019, p.315.
89
Denzin. K. N., The Research Act A Theoretical Introduction to Sociological Methods
(Urbana: McGraw-Hill, 1978) p. 295
90
Patton. M. Q., Qualitative Research & Evaluation Methods, Qualitative Inquiry, 3rd ed.
(California: Sage Publications, 2002) p. 248

34
 CHAPTER IV
DATA PRESENTATION, DATA ANALYSIS, AND DISCUSSIONS

This chapter consists of three main points which are presentation data, analysis
data, and discussion. The presentation data consists of general data and specific
data. General data contains a brief description of English Department at UNIDA
Gontor, and specific data is a preface explanation of the main data findings of the
research. The analysis data is examining data regarding the findings of the
instruments. Then, the discussion of this research is to answer the research
questions in chapter one.

A. Data Presentation
1. General Data
a. Background of The English Department
The English Department of UNIDA Gontor is one of the study programs
of the Tarbiyah Faculty. English Department began to carry out the education
and teaching process after receiving an Operational Permit Decree from the
director General of Islamic Education of Ministry of Religion Number 1175 of
2019 concerning Permission to Operate the English Department Undergraduate
Program at University of Darussalam Gontor which is based on BAN-PT
Decree Number 64 /SK/BAN-PT/Min-Akred/XI/2019 dated November 13,
2019.
Additionally, established in 2019, the English Department had its first
batch in 2020 with 28 students and significantly increased in the third batch in
2023 with a current number of students of 201 and 17 lecturers in English
Department. The students who will become students in the UNIDA Gontor of
English Department are graduates of Kulliyatul Mu’allimin Al-Islamiyah
(KMI_ Pondok Modern Darussalam Gontor, Salafiyah Islamic Boarding
Schools, Islamic Boarding schools owned by PMDG Alumni, SMA/SMK/MA,
and students from other are Islamic Boarding Schools.

35
b. Vision, Mission, Purposes, and Strategies
The vision of University of Darussalam Gontor (UNIDA Gontor) is “To
Become a University with a Quality and Meaningful Pesantren System, as a
Center for Science Development Oriented to the Islamization of Contemporary
Science and as a Center for Qur’anic Language Studies for the Welfare of
Humanity”. In realizing the achievement of the university’s vision, the vision
of the Faculty of Tarbiyah is compiled and derived into a vision, namely “To
Become Faculty that Excels in the Field of Islamic Education and Teaching
Methodology, Arabic and English with a Pesantren College System in 2025”.
The vision of the English Department is prepared based on the vision of
the Faculty and University which is based on the pesantren system,
Islamization of science and the center for language studies and has specificity
in learning methodology which is its main characteristic. After being derived,
the vision of the English Department was compiled, namely “In 2025, it will
become a leading study program that produces professional graduates with the
spirit of Pondok and quality in the field of English learning methodology and
is able to compete at the global level”. The preparation of the vision, mission,
goals, and objectives of the English Department was carried out with the
appropriate mechanism in the SOP for the preparation of the vision and mission
of the Faculty of Tarbiyah, as follows:
The Faculty of Tarbiyah sets a mission that is in accordance with the
mission of UNIDA Gontor, namely:
1) Carrying out the process of education and teaching in the fields of
Islamic Education, Arabic, and English.
2) Developing research and community service in the field of Islamic
Education, Arabic and English Language Learning.
3) Internalizing pesantren values in the pesantren college system.
4) Expanding networks with various Islamic and Language Institutions
at home and abroad.

Then English Department also follows the strategic objectives of the

Faculty of Tarbiyah as follows:

36
1) The implementation of education, teaching, research, and community
service within the framework of the development of Islamic
Education, Arabic, and English.
2) The implementation of research and community service in the
development of Islamic religious education methodologies and Arabic
and English language learning based on the Islamization of
contemporary science and pesantren values.
3) Producing people who are faithful, noble, knowledgeable, creative-
minded, mastering 10 basic competencies which include problem
solving, critical thinking, creativity, people management,
coordinating with others, emotional intelligence, judgment and
decision making, service orientation negotiation, and cognitive
flexibility, who are able to practice their knowledge creatively,
innovatively and professionally, and are able to compete at the
national and international levels.
4) Establish cooperation in various fields with institutions, both at local
and abroad in order to develop the Tri Dharma of higher education,
develop human resources, and strengthen the work network.

Likewise, the target strategies of the English Department are in line

with the Tarbiyah Faculty, namely:

1) Improving the quality of education and teaching through increasing

human resources and utilizing technology while maintaining the spirit
of pesantren.
2) Increasing the quality and quantity of research and community service
in the development of Islamic education methodology and Arabic and
English language learning based on the Islamization of contemporary
science and pesantren values.
3) Improving the quality of students and alumni with various
competencies in the field of education and teaching methodology
while maintaining the spirit of pesantren in accordance with
community needs.

37
 4) Increasing cooperation and strengthening work networks with
institutions, both at local and abroad to improve Tri Dharma.
c. Academic Outcomes and Alumni English Department Targets
The achievement of the performance of the Faculty of Tarbiyah can be
seen from the results of the achievement of student GPA. The GPA of English
students has exceeded the minimum standard set by the Tarbiyah faculty,
namely, 3.25, where the average achievement of the GPA for TBI students in
3.44.
The English Department at UNIDA Gontor also targets its students to be
able to complete their studies on time. So intense assistance is needed from
academic supervisors to their students. As has been arranged in the vision and
mission of the study program, The English Department prepares prospective
graduates to master one the 4 professional fields, namely becoming educators,
researchers, translators, and entrepreneurs in the field of language. In addition,
the English Department also has a commitment to prospective users of the
English Department alumni such as Gontor alumni huts and other partners to
be ready to accommodate alumni of English Department at UNIDA Gontor to
serve in their institutions in accordance with the graduate profile prepared by
the study program.

2. Specific Data
Based on the research results were obtained in three ways, namely
questionnaires, pronunciation tests, and interviews which were followed
by thirty-seven students of the English Department at University of
Darussalam Gontor third and fifth semesters. The function uses a
questionnaire to find out and to know broadly about the habits and
perceptions of all respondents regarding their experiences during learning
pronunciation. This questionnaire has twenty statements using the Likert
scale so that students were able to choose one of the alternative answers.
The questionnaire has twenty declarations or expressions. There were
13 positive statements and 7 negative statements. Negative statements
were at numbers 6, 9, 11, 13, 14, 16, and 19, except the numbers mentioned
before were positive statements. The researcher takes the highest

38
alternative answer in each statement. The results of this questionnaire
statement are useful for strengthening the researcher’s argument regarding
this research. The questionnaire redaction statements are as follows,

Tabel 4.1 The recapitulation of questionnaires

ALTERNATIVE ANSWERS
NO INDICATORS
STS TS N S SS
1 I speak Bahasa more often to my classmates and lectures 0 0 13 18 6
I prefer to use Bahasa even if it is a simple word that I can
2 1 11 17 7 1
say in English
3 I watch movies and listen to songs in Bahasa more often 8 14 10 4 1
I always try to read English words even if I don't know
4 0 1 8 16 12
what the correct pronunciation is.
My lecturer always corrects my English pronunciation
5 0 3 7 13 14
mistakes when I presentation or read something.
Lecturers or my friends an senoirs have not understood
6 what I said because my English pronunciation was not 3 12 13 5 4
correct.
There are some English word pronunciations that I thought
7 0 3 9 15 10
were correct but were wrong
I always geuss unfamiliar pronunciation of english word
8 0 2 9 17 9
based on my experience
I don't understand the purpose and use of phonetics in
9 4 10 17 6 0
English pronunciation
10 I improve my English pronunciation through music. 1 0 7 14 15
I have never used Youtube videos to improve my English
11 21 10 5 0 1
pronunciaiton
I improved my English pronunciation through english
12 1 2 7 9 18
content creators on instagram and TikTok
I never learned pronunciation through phonetics in offline
13 10 13 10 3 1
or online dictionaries
I do not have a group of frineds to improve my English
14 5 14 10 5 3
speaking skills
15 I always google the pronunciation that I do not know 2 1 12 12 10
I do not understand the lecturer's explanation of
16 8 18 9 1 1
pronunciaiton in class
I can learn pronunciation from the way the lecturer
17 1 1 5 12 18
pronounces a word that is familiar to me
18 I think the pronunciation of the word [is] is like /iz/ 2 5 14 12 4

19 For me, the pronunciation of the word [the] is like /de/ 3 4 12 12 6

I always practice myself to pronounce words or sentences

20 1 2 9 10 15
according to the correct English pronunciaiton

This research used five alternative answers on the Likert scale, there
are STS which means strongly disagree, TS means disagree, N is neutral,

39
S is agree, and the last SS means very agree. The researcher counted each
of the questionnaire’s alternative answers to find out how many students
answered STS in the first question, SS in the second question, and so on.
This research uses a qualitative approach with a research design using
descriptive research so that the researcher decided to count each alternative
answer to analyze the questionnaire. The deep examination will be
discussed in the data analysis.

Table 4.2 The recapitulation of the pronunciation test produced by

respondents

Type of Error
Total Error Correct Total
Resp Misformation Addition Ommision Misordering
Score % Score % Score % Score % Score % Score % Score %
21 32 36 0 0 0 0 1 1 33 38 55 63 88 100
32 35 40 1 1 0 0 0 0 36 41 52 59 88 100
25 34 39 3 3 1 1 1 1 39 44 49 56 88 100
26 35 40 4 5 0 0 1 1 40 45 48 55 88 100
35 41 47 0 0 1 1 0 0 42 48 46 52 88 100
37 39 44 2 2 1 1 0 0 42 48 46 52 88 100
15 37 42 5 6 1 1 0 0 43 49 45 51 88 100
20 38 43 5 6 0 0 0 0 43 49 45 51 88 100
23 42 48 1 1 0 0 0 0 43 49 45 51 88 100
11 41 47 2 2 1 1 1 1 45 51 43 49 88 100
27 38 43 3 3 3 3 1 1 45 51 43 49 88 100
31 40 45 2 2 2 2 1 1 45 51 43 49 88 100
33 35 40 3 3 7 8 0 0 45 51 43 49 88 100
30 39 44 4 5 2 2 0 0 45 51 43 49 88 100
4 41 47 2 2 2 2 1 1 46 52 42 48 88 100
14 38 43 6 7 1 1 1 1 46 52 42 48 88 100
22 41 47 4 5 1 1 0 0 46 52 42 48 88 100
18 44 50 0 0 0 0 3 3 47 53 41 47 88 100
28 45 51 1 1 1 1 1 1 48 55 40 45 88 100
19 44 50 3 3 0 0 1 1 48 55 40 45 88 100
5 37 42 5 6 4 5 2 2 48 55 40 45 88 100
9 41 47 3 3 5 6 0 0 49 56 39 44 88 100
7 40 45 6 7 3 3 0 0 49 56 39 44 88 100
10 44 50 2 2 3 3 0 0 49 56 39 44 88 100
17 44 50 4 5 1 1 0 0 49 56 39 44 88 100
2 41 47 6 7 0 0 2 2 49 56 39 44 88 100
29 41 47 6 7 2 2 1 1 50 57 38 43 88 100
13 43 49 2 2 3 3 1 1 49 56 39 44 88 100
3 49 56 1 1 2 2 0 0 52 59 36 41 88 100
24 44 50 5 6 3 3 0 0 52 59 36 41 88 100
34 44 50 0 0 5 6 3 3 52 59 36 41 88 100
6 41 47 2 2 9 10 1 1 53 60 35 40 88 100
16 46 52 3 3 3 3 1 1 53 60 35 40 88 100
1 45 51 5 6 3 3 1 1 54 61 34 39 88 100
36 47 53 3 3 5 6 0 0 55 63 33 38 88 100
12 49 56 6 7 0 0 0 0 55 63 33 38 88 100
8 49 56 3 3 3 3 1 1 56 64 32 36 88 100

The data above is the recapitulation of the results pronunciation test

followed by thirty-seven students of the English Department at University

40
of Darussalam Gontor third and fifth semesters. The pronunciation test was
not the way to assess students’ level of pronunciation. But this
pronunciation test is used to find out the quality and English pronunciation
attainment level of the English Department at UNIDA Gontor. There were
eighty-eight words used in the pronunciation test including some
underlined words in the ten sentences listed in the appendix. The sentences
used in this research were not the sentences made by the researcher herself
but taken from the Surah Al-Waqiah verses 4, 10, 15, 16, 18, 19, 22, 44,
87, and 81 that used English language translation.
Table 4.2 shows the total percentage of students who get the lowest
score of error and the highest score of errors. The green mark to sign who
are respondents was chosen for the next step of the interview. The first
interview is a pronunciation test and the second interview is the researcher
giving some questions to know deeply about error factors in pronunciation.
There were nine questions provided in the second interview. There were
seven students who were chosen randomly with the classification of
different percentages of pronunciation errors. Data from the second
interview will be explained and analyzed in the data analysis.
In detail about the item in the pronunciation test, there were four
phonemes from interdental and alveolar fricative, namely /θ/, /ð/, /s/, and
/z/. Phonemes /θ/ and /ð/ were definitely represented by spelling <th>,
phonemes /s/ were represented with spelling <s>, <sc>, <se>, <ss>, and
<x> and /z/ represented with spelling <s>, <se>, <ss>, and <x>. The tested
spelling was represented by three different kinds of positions, specifically
initial, medial, and final. Except for the three spelling from phonemes /s/,
that is spelling <sc> only represented by initial and medial like “scene”
and “fascinate”, spelling <ss> and <x> represented by medial and final like
words “guesses or oxen” and “hiss or six”. The phoneme /z/ is represented
by word spelling like <s>, <se>, and <ss> which are located in medial and
final position. Excepting word spelling like <x> located in the initial and
medial position.

41
 Total of the word count used in this research was eighty-eight words.
Specifically, there were 9 words in the phoneme /θ/, 9 words in the
phoneme /ð/, 36 words in the phoneme /s/, and 23 words in the phoneme
/z/. there were 9 questions used in the second interview, opinion and the
interviewees’ response was recorded using the recorder. Afterward, the
results of interviews including pronunciation test and questionnaire were
transcribed and analyzed in data analysis.

B. Data Analysis
1. Types of Errors
The table below explains the percentage results among types of
pronunciation errors that were obtained from pronunciation tests or first
interviews. The test used four phonemes from interdental and alveolar
fricatives which are /θ/, /ð/, /s/, and /z/. Then, pronunciation errors
produced by thirty-seven students of the English Department are
categorized among types of errors from surface strategy taxonomy, namely
omission, addition, misformation, and misordering. The score total among
phonemes is calculated to become a percentage, the researcher counted the
frequency of error or score divided by total frequency and multiplied by
one hundred, as revealed as follows:

Table 4.3 Percentage Recapitulation of Types of Errors

Types of Errors
Phoneme Misformation Addition Omission Misordering
Score % Score % Score % Score %
/θ/ 367 24 0 0 15 19 1 4
/ð/ 393 26 0 0 0 0 0 0
/s/ 78 5 112 99 43 54 24 92
/z/ 687 45 1 1 22 28 1 4
TOTAL 1525 100 113 100 80 100 26 100

A pronunciation test followed by 37 students revealed that many of

the students were making errors in misformation on the phoneme /z/ as
much as 45%, next, addition error type on the phoneme /s/ as much as
99%, on the omission error type had the most error on phoneme /s/ of 54%,
and the last misordering error type on the phoneme /s/ as much as 92%.
Furthermore, the detailed explanation of the types of errors is as follows,

42
a. Misformation
Dulay points out that misformation is defined as the usage of the
incorrect form of a morpheme or structure. 91 Misformation in
pronunciation such as incorrectly selecting the phoneme in a word sound.
Misformation is a type of error that has the highest score from other types
of errors, namely 1525 which can be seen in Table 4.3. Table 4.3 shows
that students tend to mispronounce every single phoneme. As can be
viewed in Table 4.4 the deviation in phoneme /θ/ shows in three words
with different kind errors.

Table 4.4 Examples of Misformation

Misformation
Dictionary
Phoneme Word Error Error Description
Transcription
Faith /feɪθ/ /feɪt/ Substituting the consonant /θ/ with /t/
Author /ˈɔθər/ /ˈʌuðər/ Substituting the consonant /θ/ with /ð/
/θ/
/ˈdeori/ Subtituting the consonant /θ/ with /d/
Theory /ˈθiəri/
/ˈteori/ Substituting the consonant /θ/ with /t/
Teethe /tið/ /tit/ Substituting the consonant /ð/ with /t/
/θoʊf/ Substituting the consonant /ð/ with /θ/
/ð/ Though /ðoʊ/
/hoʊ/ Substituting the consonant /ð/ with /h/
Worthy /ˈwɜrði/ /ˈwɜrdi/ Substituting the consonant /ð/ with /t/
Looser /ˈlusər/ /ˈluzər/ Subtituting the consonant /s/ with /z/
/s/ Whisper /ˈwɪspər/ /ˈwɪʃpər/ Subtituting the consonant /s/ with /ʃ/
Dresser /ˈdresər/ /ˈdrezər/ Substituting the consonant /s/ with /z/
Bowls /boʊlz/ /boʊls/ Substituting the consonant /z/ with /s/
/z/ President /ˈprɛzɪdənt/ /ˈprɛsɪdən/ Substituting the consonant /z/ with /s/
Xenon /ˈzen.ɑːn/ /ˈsen.ɑːn/ Substituting the consonant /z/ with /s/

The sound /θ/ is substituted by /t/, /ð/, and /d/ in all sound positions
which are initial, medial, and final. Many students had made deviations
with the words [faith] and [theory] by substituting the phoneme /θ/ sound
with /t/ sound. They read the English word as they read the Indonesian
word which reads as it is written. Moreover, still in the phoneme /θ/ some
students produced [theory] as /ˈdeori/ instead of /ˈθiəri/ and [author] as
/ˈʌuðər/ instead of /ˈɔθər/. Sometimes these deviations are common for
second language learners, which is caused by overgeneralization, resulting

91
Dulay. H, Op. Cit., p. 158.

43
 in inaccurate pronunciation of English words. They might think that the
sound word [author] definitely be said as [other].

Likewise, the deviation in the word [theory] is pronounced like

/ˈdeori/ instead of /ˈθiəri/. Phonemes /θ/ and /ð/ have the same letter or
spelling which is [th], sometimes these similarities make second language
learners who are not familiar with the second language more likely to make
mistakes. As information, many students did deviation by substituting the
consonant /θ/ with /t/, because they were interfering with their first
language which is the Indonesian language. The students did not have
many errors pronouncing the phoneme /θ/ only about 24% of deviations.
Because the score of sound /θ/ is truly far from the total score of
misformation.

Next, the phoneme /ð/ is produced at the tip of the tongue near the
upper front teeth, it is categorized as interdental fricative, so on the
phoneme /θ/. These phonemes or sounds cannot be found in Indonesian
phonemes. Table 4.4 shows that students tend to make errors in initial,
medial, and final. There were four kinds of deviations that substituted the
sound /ð/. Most students produce the letter [th] in the word [worthy] as
/ˈwɜrdi/ instead of /ˈwɜrði/, They substituted the consonant /ð/ sound with
/d/ sound, [th] letter doesn’t exist in Indonesian spelling, Indonesian
spelling only has 4 kinds of combined consonant letters which are [kh],
[sy], [ny], and [ng].92 These students might not be familiar with the word
[though] so they assume the way to read this word is /hoʊ/. In the same
word, some students also produced it as /θoʊf/, the word [teethe] produced
as /tit/ instead of /tið/, and the word [though] as /hoʊ/ instead of /ðoʊ/. The
three words above are samples of 13 words that have the spelling [th], there
are only 26% of errors that occur in the sound /ð/. However, this deviation
needs to be considered because students have errors in every position of
the word sound, namely initial, media, and final.

92
Hudaa. S, Transliterasi, Serapan, Dan Padanan Kata: Upaya Pemutakhiran Istilah Dalam
Bahasa Indonesia, SeBaSa, vol. 2, no. 1, 2019, p. 3.

44
 Misformation errors also had deviation in phoneme /s/ and /z/, these
sounds are categorized as an alveolar fricative. sound /s/ is a voiceless
consonant that had deviation in the medial position with letters [s] and [ss].
In the deviation that occurs in the /s/ sound, there are three words selected.
These three words are shown in Table 4.4 because there are many students
making mistakes in the three words. One of them is [looser] there are 20
students out of 37 students who mispronounce the word. Many of them
replace the /s/ sound with the /z/ sound, they assume that the word [looser]
is the same as reading the word [loser], likewise with the deviation that
occurs in the word [dresser], they replace the /s/ sound into /z/ in the word,
they might think [ss] must be read as /z/. unlike the word [whisper], there
are 7 students who pronounce the word [whisper] as /ˈwɪʃpər/ instead of
/ˈwɪspər/, replacing the sound /s/ with the /ʃ/ sound. 7 students
mispronounced /s/ sound in the word [whisper] because of their mother
tongue language's closest sound. However, only 5% of misformation
errors were made by students in /s/ sound.

Phoneme /z/ is also alveolar fricative, the sound is voiced or produced

with vibration. This sound is available in the Indonesian alphabet and
phonemes. However, almost all students tended to mispronounce the
phoneme /z/. Only one kind of deviation happened which is substituting
the phoneme /z/ with /s/ sound, the deviation occurred in all positions.
Speaking about the initial position, 32 out of 37 students had
mispronounced the word [xenon], they produced this word as /ˈsen.ɑːn/
instead of /ˈzen.ɑːn/. Because their mother tongue is the Indonesian
language, reading the letter [x] in a word, usually reads it as [s] sound.
Besides, medial and final words have deviations with the phoneme /z/
replaced by /s/ in the examples words which are [bowls] and [president].
36 out of 37 students produced [bowls] as /boʊls/ and 35 out of 37 students
pronounced [president] as /ˈprɛsɪdən/. They have read the word as it is
written. The students often pronounced the sound /z/ as the sound /s/
because they were not familiar with some words that were supposed to be

45
 read with a vibration like the sound /z/. 45% deviation in the sound /z/ and
almost all students pronounced the errors.

b. Addition
Dulay stated the addition error is adding unnecessary form in a well-
formed word or sentence.93 The aberration usually occurs in pronunciation
when a word sound is added by an unnecessary phoneme. So, the sound
like unable to be understood and unrecognition. Back to Table 4.3, the total
score of addition errors amounted to 113 which only occurred in two
phonemes, namely the sounds /s/ dan /z/. Some words that are used as
examples are as follows,

Table 4.5 Example of Addition

Addition
Dictionary
Phoneme Word Error Error Description
Transcription
Scissor /ˈsɪzər/ /ˈskɪzərs/ Additing the consonant /k/
Scent /sent/ /sken/ Additing the consonant /k/
/s/
Scene /sin/ /skin/ Additing the consonant /k/
Fascinate /ˈfæsɪˌneɪt/ /ˈfæskɪˌneɪt/ Additing the consonant /k/
/z/ Dissolve /dɪˈzɑlv/ /dɪzsɑlv/ Additing the consonant /s/

The phoneme /s/ has four examples of words shown in Table 4.5, the
four words have the same deviation which is the addition of the /k/ sound,
there are three deviations that occur in the initial position and there are two
deviations in the medial position. Students make many mistakes in words
that have the spelling [sc] such as the word [scissor] /ˈsɪzər/ which is read
into /ˈskɪzərs/, the word [scent] /sent/ is read into /sken/, the word [scene]
/sin/ into /skin/, and the word [ascend] /əˈsend/ is read into /askən/. All
four words add an unnecessary sound that should not need to be there. This
deviation can occur due to overgeneralization or untutored learning. It is
possible that they assume every word containing the letter [c] sounds like
/k/.94 Table 4.3 stated that there are 99% deviations that occur in the /s/

93
Dulay. H, Op. Cit., p. 156.
94
Ambalegin, A Phonology-Based Study: English Pronunciation Inconsistency, KnE
Social Sciences, vol. 2019, p. 115–116.

46
 sound. This deviation is the highest phoneme of addition error among the
other phoneme percentages.
Afterward, addition also had one error in the sound /z/ as can be seen
in Table 4.5 declaring the word [dissolve] has a phoneme addition in the
medial position, namely the phoneme /s/ placed after the sound /z/. Only a
student who made this error. This error could occur because a student
might think the letter [ss] must read both of the letters, the students read it
as it was written. Thus, only a 1% deviation in sound /z/ at the addition
error type.

c. Omission
Dulay argued omission is the absence of some element from well-
formed sentences or utterances.95 If it comes to pronunciation when a word
is spoken and does not sound like it should, such as the omission of one of
the necessary phonemes of the word sound, this can result in
misunderstanding or incomprehension. The total deviation score of
omission errors presented in Table 4.3 is 80 with errors in three phonemes,
namely /θ/, /s/, and /z/. These three were discussed further based on the
examples in table 4.6 as follows,

Table 4.6 Example of omission

Omission
Dictionary
Phoneme Word Error Error Description
Transcription
/θ/ Month /mʌnθ/ /mʌn/ Omitting the consonant /θ/
Six /sɪks/ /sɪk/ Omitting the consonant /s/
/s/ Zips /zɪps/ /zɪp/ Omitting the consonant /s/
Reflex /ˈriˌfleks/ /ˈreˌflek/ Omitting the consonant /s/
Stones /stoʊnz/ /stoʊn/ Omitting the consonant /z/
/z/
Xerox /ˈzɪˌrɑks/ /ˈɪˌrɑks/ Omitting the consonant /z/

Table 4.6 shows that these three phonemes are not mentioned in some
of the words above. Based on the examples presented, there are four
phonemes that are not mentioned in the final position of the word sound,
one word in the medial position, and one word in the initial position. The

95
Ambalegin, A Phonology-Based Study: English Pronunciation Inconsistency, KnE
Social Sciences, vol. 2019. p. 154.

47
omission of consonant /θ/ in the word [month], 8 out of 37 students
pronounced the word [month] as /mʌn/ instead of /mʌnθ/. The phoneme
/θ/ is a voiceless phoneme so this phoneme is pronounced softly without
vibration. Students who are not familiar with this phoneme always have
errors in some words containing this phoneme. There are 19% deviations
that occur in the phoneme /θ/ with one type of error which is the omission
of consonant /θ/ at the final sound of the word in the form of [month].

Then, the phoneme /s/ has the same type of error, namely the omission
of the consonant /s/ from several word sounds listed in Table 4.6. the three
words have errors in the final position of the word sound, such as the word
[six] which is pronounced like /sɪk/ instead of /sɪks/, the word [zips] is
pronounced like /zɪp/ instead of /zips/, then the word [reflex] is
pronounced like/ˈreˌflek/ instead of /ˈriˌfleks/. There are 13 students who
have deviations in the pronunciation of the word [six], the omission of the
phoneme /s/ in the sound of the word [six] makes it sound like the word
[sick]. Furthermore, the omission of the /s/ sound in the word [zips] caused
errors in the grammatical aspect, the word [zips] is the verb form that
corresponds to the third person singular subject and there are 6 out of 37
students who omit /s/ sound in the word [reflex] and read it as word
written. The /s/ sound has a 54% deviation. Omission errors were very
influential if sustained because this deviation caused ungrammatical and
misunderstanding.

6 students have mispronounced the word [stones], they omit the

phoneme /z/ in the final position, so the word production sounds like
/stoʊn/. This issue could happen because students must be reading too fast,
so they were ignoring the phoneme /z/. Moreover, there were 2 students
who omitted the sound /z/ in the word [xerox]. The researcher took the
word [xerox] as an example because this word has a unique deviation. Both
students produced the word as /ˈɪˌrɑks/ by omitting the phoneme /z/ at the
initial position, this word should read a /ˈzɪˌrɑks/. The researcher also
made them read it twice but they still pronounced it in the same way. This
deviation happened because the students tried to guess how to read a word

48
 that they had not read before, but the result was not successful, so they
mispronounced the word and unintentionally they changed the meaning of
words or make a new word. Thus, the phoneme /z/ in the omission error
had a 28% deviation.

d. Misordering
According to Dulay, misordering is incorrect in the placement of a
morpheme or a group of morphemes in the utterance. 96 Misordering in
pronunciation is the incorrect placement of the phonemes in the word
sound. As can be seen in the example of the misordering error in Table 4.7,
2 phonemes in a word sound exchanged places with each other. Thus, it
can be said to be a misordering error. Back to Table 4.3 misordering errors
have amounted to 26 score deviations, it has occurred on three kinds of
phonemes, such as /θ/, /s/, and /z/ as can be seen in Table 4.7 as follows,

Table 4.7 Example of Misordering

Misordering
Dictionary
Phoneme Word Error Error Description
Transcription
/θ/ Toothpaste /ˈtuθˌpeɪst/ /ˈθutˌpeɪst/ Misordering of /t/ with /θ/ sounds
/s/ Losses /ˈlɔsəz/ /ˈluzəs/ Misordering of /s/ with /z/ sounds
/z/ Scissors /ˈsɪzərz/ /ˈkɪrorz/ Misordering of /z/ with /r/ sound

A student pronounced the word [toothpaste] like /ˈθutˌpeɪst/, by

replacing the /θ/ sound to the initial position and the /t/ sound to the medial
position. This deviation occurs because students are not focused on
pronouncing the word so they have unintentionally pronounced the sounds
of the word out of order. There were 4% misordering errors that occurred
in the phoneme /θ/.
Likewise, with the phoneme /s/ that occurs in the word [losses], the
word is pronounced like /ˈlɔsəz/ but there are 10 students making
misordering errors on the word. They pronounce it as /ˈluzəs/ by making
the two phonemes switch places. The /s/ and /z/ sounds are interchanged
because students are not used to pronouncing the word correctly, they

96
Ambalegin, A Phonology-Based Study: English Pronunciation Inconsistency, KnE
Social Sciences, vol. 2019, p. 162.

49
 adjust the pronunciation of the word according to their learning
experience. The /s/ sound has an error of 92% in misordering errors, the
score on the /s/ sound is almost close to the total misordering score of 26
error points.
While the /z/ sound is found in a student who pronounced the word
[scissors] which sounds /ˈsɪzərz/, by pronouncing the word in an irregular
way like /ˈkɪrorz/. The deviation was caused by the student’s carelessness
who was not too focused on reading the word, thus producing absurd
results. The misordering error in the phoneme /z/ only amounted to 4%.
In accordance with the analysis of production and distortions of
interdental and alveolar fricative above, Dulay cited to identify errors in
the surface structures, there are four subtypes of categories in surface
strategy taxonomy, namely omission, addition, misformation, and
misordering.97 3rd and 5th English Department students have
mispronounced or made deviations in all the types of errors. The researcher
found that students had 45% misformation errors on the phoneme /z/ with
many students substituting the consonant /z/ with /t/, /d/, and sometimes
with /ð/. The researcher also found that students had 54% omission error
on phoneme /s/ with many students omitting consonant /s/ in some words.
The higher percentage is 92% in misordering errors, many students were
misordering consonant /s/ with /z/ sounds, and students had the highest
error as much as 99% on the addition errors that occurred in the phoneme
/s/ too, by adding the consonant /k/. This deviation always happened on
the word that contained the letter [sc].

2. Classifying the percentage of error

Referring to the pronunciation test results. The researcher looks for
the percentage of the error frequency results. This percentage was
classified so that researchers know the criteria for students’ errors. To find
out the criteria, the researcher quoted from the Ministry of Education and

97
Ambalegin, A Phonology-Based Study: English Pronunciation Inconsistency, KnE
Social Sciences, vol. 2019, p. 150.

50
 Culture (Kemendikbud) written in Raju’s journal. 98 There are 3
presentation scales, namely from 0 - 35% including low errors, from 46 –
65% called moderate errors, and from 66 – 100 % then the error has
included the highest error.
The researcher discussed the percentage of errors for each respondent,
this data is already shown in the specific data. However, the researcher
wants to make it more focused on the total errors owned by each
respondent.

98
Raju. S. L, Op. Cit., p. 4.

51
 Table 4.8 Total Error of Students’ Pronunciation

Total Error Correct Total

Resp
Score % Score % Score %
21 33 38 55 63 88 100
32 36 41 52 59 88 100
25 39 44 49 56 88 100
26 40 45 48 55 88 100
35 42 48 46 52 88 100
37 42 48 46 52 88 100
15 43 49 45 51 88 100
20 43 49 45 51 88 100
23 43 49 45 51 88 100
11 45 51 43 49 88 100
27 45 51 43 49 88 100
31 45 51 43 49 88 100
33 45 51 43 49 88 100
30 45 51 43 49 88 100
4 46 52 42 48 88 100
14 46 52 42 48 88 100
22 46 52 42 48 88 100
18 47 53 41 47 88 100
28 48 55 40 45 88 100
19 48 55 40 45 88 100
5 48 55 40 45 88 100
9 49 56 39 44 88 100
7 49 56 39 44 88 100
10 49 56 39 44 88 100
17 49 56 39 44 88 100
2 49 56 39 44 88 100
29 50 57 38 43 88 100
13 49 56 39 44 88 100
3 52 59 36 41 88 100
24 52 59 36 41 88 100
34 52 59 36 41 88 100
6 53 60 35 40 88 100
16 53 60 35 40 88 100
1 54 61 34 39 88 100
36 55 63 33 38 88 100
12 55 63 33 38 88 100
8 56 64 32 36 88 100

Table 4.8 shows the total percentage of error types for each
respondent, as well as the total percentage correct, and the overall total for
each respondent. The researcher has arranged the total errors from the
lowest to the highest. The researcher stated that based on the results of the
total percentage of errors presented in Table 4.8, the lowest percentage was
38% obtained by the 21st respondent, then the highest percentage was 64%
obtained by the 8th respondent. Both percentages are classified as moderate

52
 lever errors. because both percentages are not less and not more than the
percentage scale of 36 – 65%.
Moreover, after discussing the percentage classification of total error
each respondent. The researcher wants to discuss the classification of
percentages among phonemes interdental and alveolar fricative to declare
which phonemes are in the high error classification and vice versa. Here is
the data as follows,

Table 4.9 Total error percentage among phonemes

Phonemes
Resp /θ/ /ð/ /s/ /z/
Incorrect Correct Incorrect Correct Incorrect Correct Incorrect Correct
Total 379 102 390 91 255 1188 712 139
Total
79% 21% 81% 19% 18% 82% 84% 16%
Percentage

Table 4.9 displays the total frequency and total percentage of

phonemes. It shows the correct and incorrect yet this research only focuses
on the incorrect one. Based on the data results presented in Table 4.9, the
phoneme /s/ obtained an error percentage located on a low error
classification scale of 0 – 35%. While the other phoneme obtained a very
different percentage of error from phoneme /s/, phoneme /θ/ of 79%,
phoneme /ð/ of 81%, and phoneme /z/ of 84%. Thus, it can be seen that
these three phonemes belong to the high error classification, which is
included in the percentage range of 66 – 100%.

The results of the analysis above show that each student has a moderate
error classification in the pronunciation of words containing interdental and
alveolar fricative phonemes. However, it should be noted again that there
are three phonemes that are classified as high percentage, namely phoneme
/θ/ of 79%, phoneme /ð/ of 81%, and phoneme /z/ of 84%. In the previous
analysis, many students replaced the role of this phoneme in a word with
the phonemes /t/, /ð/, and /d/. then, the phoneme /ð/ is often replaced by
phone /d/ and /t/. these two phonemes do not exist in Indonesian so students
are prone to making mistakes and are not used to pronouncing these
phonemes in a word. Furthermore, the phoneme /z/ has the highest

53
 percentage classification of errors. The phoneme /z/ is always replaced by
the sound /s/. Moreover, the phoneme /z/ is produced in the spelling <s>,
<se>, <ss>, and <x>. students had difficulty knowing which word contained
the sound /z/. So, they tended to read as they read the word in their mother
tongue.

3. Sources of Errors
Based on the results of the interviews and questionnaire, the researcher
gathered some data that revealed several sources of errors. Sources of error
consist of four categories. Namely, interlingual transfer, intralingual
transfer, the context of learning, and communication strategy.

a. Interlingual Transfer
Brown argued that interlingual transfer is second language acquisition
that tends to be influenced by the native language or mother tongue.99 As
reported by respondent 31:
“When we talk about normal activities, we use Bahasa, sometimes
when my parents are angry, they use Javanese. We speak Bahasa to
our lecturers. it also depends on the situation and conditions. Because
sometimes we have to talk in English language and sometimes, they
let us speak Bahasa to them. I speak Bahasa with my friend, and
sometimes we accidentally speak a tribal language and mixed
accent”100
In line with respondent 21 statement:
“I speak Bahasa when I talk to my parents and my friends too. I
entered the Language zone where we talked in the English language
in the first week even though we spoke English for just a few sentences.
But mostly I speak Bahasa, I rarely use tribal language”101

Meanwhile, according to the results of the questionnaire distributed,

it was found that most respondents chose to agree with statement number
one which reads:
“I speak Bahasa more often to my classmates and lecturers”

99
Brown, H. D, Loc. Cit., p. 263.
100
The results of an interview with respondent 31, SNR. Code: 1/Int/R/Saturday,
September 9, 2023.
101
The results of an interview with respondent 21, SFH. Code: 2/Int/R/Monday, September
11, 2023.

54
 Based on the three statements above, English Department students more
often use Bahasa in their daily lives and occasionally use English and local
languages as expressed by respondent 31. They prefer to use Bahasa when
talking with classmates, lecturers, and family. The cause of interlingual
errors in the language is that language learners are not too familiar with the
target language. as expressed by Respondent 8:
“I used to speak Javanese when I was in junior high school because
most people who lived there were Javanese. Since I entered boarding
school, I have not been able to speak Javanese anymore. Mostly I speak
Bahasa with my friends. Sometimes we speak English when we speak to
Mr. A. When I get an interlocutor who speaks English, I answer in
English too. Sometimes we speak English after studying three subjects
in a day, but it is really rare”102

Training to speak English with fellow classmates is rarely practiced by

English Department students. To get used to the linguistic system in a
second language, language learners need to train themselves using the
second language in order to get used to the linguistic system of the target
language.
b. Intralingual Transfer
Richard stated intralingual errors are those that reflect the general
characteristics of rule learning, such as faulty generalization, incomplete
application of rules, failure to learn conditions under which rules apply, and
false concept hypothesized.103 As one respondent 31 said,
“I refer to the writings of the word, sis. but if I get the correction, I just
know that I made a mistake”104
The statement above is in accordance with the questionnaire results
which state that most students agree to statements number 7 and 8, namely:
Declaration number 7 “There are some English word pronunciations
that I thought were correct but were wrong”

102
The results of an interview with respondent 8, CCFS. Code: 3/Int/R/Monday, September
11, 2023.
103
Angguni. R., Loc. Cit., 79.
104
The results of an interview with respondent 31, SNR. Code: 1/Int/R/Monday, September
11, 2023.

55
 Declaration number 8 “I always guess unfamiliar pronunciation of
English words based on my experience”
The declarations above correspond with Respondent 29, the student
said:
“I will check the dictionary first. However, I just speak it spontaneously
or just read the writing whether it is true or not”105
Respondent 29’s statement has similarities with the results of the
questionnaire of all students who agree with statement number 4 which
reads:
“I always try to read English words even if I don't know what the correct
pronunciation is”
Interlingual transfer errors are caused by several factors such as
Richard’s quote above, in general, these errors are due to limited
understanding or mastery of the target language. based on the results of the
interviews and questionnaires above. Students tend to guess the
pronunciation of an English word based on the written word and their
experience with pronunciation. The thing that affects their mistakes is the
actions of students who tend to generalize with a limited level of
understanding of the target language causing them to make mistakes in
generalizations and failure to apply the correct pronunciation.
Referring to the analysis results in the data analysis of error types. The
/z/ sound is the phoneme that has the most errors than other phonemes.
Students replace the /z/ sound with the /s/ sound in a word because they rely
on the writing of the word or read according to the writing. So, the researcher
can state the source of error in the above problems is intralingual transfer
because students make mistakes in generalization.

105
The results of an interview with respondent 29, S. Code: 4/Int/R/Monday, September
11, 2023.

56
 c. Context of Learning
Brown argued that the context of learning is a source of error that is
influenced by the difference between the learning situation and the actual
use situation.106 It might happen to students who learn by themselves or
untutored learning or probably teachers make a misleading explanation. As
declared by respondent 31:
“Yes, I have learned pronunciation, sis. I learn from film or music,
especially looking for things that are new or have never been heard
before. After that, I keep listening to it over and over again until I get
used to the word and I will no longer be unfamiliar with it or will easily
pronounce it”107
Supported by respondent 29 said:
“I usually use Instagram, kampung Pare’s YouTube, LC, and BBC. I
follow all of them, sis. In my opinion, it’s like a field of learning for me
other than in class to increase my knowledge. So, I downloaded the
video and tried to implement it in my daily activities. But now it is very
rare, now I open Instagram more often and I look for vocabulary like
the content creators of Jejak Kata. They upload vocabulary every day
and there is a way to read it too. Then, they ask us to follow them
talking. So, I just spontaneously follow them like that”108
Another student supported the previous statements that were sometimes
difficult to understand the lecturer's explanation, as respondent 28 said.
“Sometimes at first we don’t understand but after we ask again, oh it
turns out like this”109
The researcher found oddities from the results of interviews with
several interviewees who like to learn pronunciation through content
creators on Instagram, YouTube, etc. they also like to listen to songs and

106
Brown. H. D., Loc. Cit., p. 266.
107
The results of an interview with respondent 31, SNR. Code: 1/Int/R/Monday, September
11, 2023.
108
The results of an interview with respondent 29, S. Code: 4/Int/R/Monday, September
11, 2023.
109
The results of an interview with respondent 28, SMI. Code: 5/Int/R/Monday, September
11, 2023

57
 learn pronunciation from movies. Then, interviewee 28 stated that
sometimes they did not understand the lecturer’s explanation but they would
understand better after they asked the lecturer what they did not understand.
Untutored learning can be a source of error from the context of learning
because students can sometimes not realize that they have an error in
learning the language and lecturers or social media instructors might have
misleading explanations. Moreover, if respondent statement 28 did not ask
the lecturer to repeat the explanation. This issue can also be a source of error
because they assume the matter with their dialect of understanding
sufficiently. These events can affect students’ second language acquisition.
d. Communication Strategies
According to Brown, communication strategy is related to students’
learning styles. 110 Students frequently struggle to explain what they want to
say using the second language due to their inadequate knowledge of the
second language linguistic system, as they want to share their thoughts but
cannot say words. They use some communication strategies to convey their
thoughts. Students are receiving personal information regarding the
pronunciation of specific English words as a result of this discussion. It can
help students improve their ability to accurately enunciate English words.
As proclaimed by respondent 28.
“I might practice my English pronunciation with music every day and
even then step by step. I am a person who likes listening to music so
much. Especially English songs. Until I sing the song and search for
some sentence or word that is strange to me, I also listen to how the
singer pronounces their song”111
Another respondent has the same perception of effort to improve
pronunciation skills, respondent 32 said:
“I never had a study schedule to learn English, sis. I usually study when
reading something, listening to music, or watching a movie. If I read
something, I usually open an online or offline dictionary to find out the

110
Brown. H. D., Loc. Cit., p. 266.
111
The results of an interview with respondent 28, SMI. Code: 5/Int/R/Monday, September
11, 2023

58
 meaning. I can distinguish the word pronunciation if I use the online
Oxford dictionary. If I listen to music and watch a movie, I imitate the
conversation, then I usually find out where the film and songs are
coming from”112

C. Discussions
The researcher discusses the result of the analysis data above to answer the
research problem of this study. So, this study aims to identify the particular
types of pronunciation errors, find out the criteria percentage of pronunciation
errors, and determine several sources of errors that were performed by Students
in the 3rd and 5th semesters of the English Department at UNIDA Gontor.

The first research question is what type of errors are pronounced by

students in Interdental (/ð/, /θ/) and alveolar sounds (/s/, /z/)? In collecting the
data, the researcher used a pronunciation test consisting of 88 words. From the
results of this pronunciation test, the researcher found that 37 English
Department students had errors in all types of errors namely misformation,
addition, omission, and misordering.

In accordance with the quote from Dulay, the taxonomy of surface

strategies has three categories to identify errors that occur in the second
language, namely omission, addition, misformation, and misordering errors. 113
an omission error is omitting some necessary phonemes or sounds in a word
sound. Addition error is adding some unnecessary phonemes in a well-formed
word sound. misformation error is substituting the correct phoneme of a word
with another phoneme. Misordering error is the wrong placement of phonemes
in a word sound.

Based on the data analysis on error types, most students mispronounce the
misformation error type 1525 times in the four phonemes studied, namely /θ/,

112
The results of an interview with respondent 32, AR. Code: 6/Int/R/Monday, September
11, 2023
113
Dulay, H. C., Loc. Cit, p. 145.

59
 /ð/, /s/, and /z/.114 Misformation errors occur in all word sound positions,
namely initial, medial, and final, except for the /s/ sound, which is the word
sound in the middle position. All phonemes have a percentage of misformation
errors, namely phoneme /s/ of 5% and phoneme /z/ is the phoneme that has the
highest percentage of 45%. Phoneme /s/ substituted with /z/ dan /ʃ/ sound, dan
the /z/ sound is replaced by the /s/ sound. The phoneme /θ/ of 24% and the
phoneme /ð/ of 26%. Students mostly deviate by substituting the phoneme /θ/
with the phoneme /t/, and only several students replaced it with /ð/ and /d/.
Most deviation occurred in substituting phoneme /ð/ with /t/ and /d/, some of
the words were replaced by /θ/ and /h/ sound. In line with the results of findings
conducted by Juliardi, the findings of phoneme /θ/ were mostly replaced by the
/t/ sound, and the phoneme /ð/ was mostly substituted by the /d/ sound. 115

Furthermore, there are 113 errors that occur in the addition error type. The
addition error only occurs in two sounds, namely the /s/ and /z/ sounds. The
deviation that occurs in the /s/ sound is in the initial and medial position of the
word sound, while the /z/ sound only occurs in the medial position of the word
sound. Both phonemes have a percentage of addition error/z/ of 1% and
phoneme /s/ has the largest addition error of 99%. Most of the students make
deviations by adding other phonemes or sounds such as adding the /k/ sound
after the /s/ sound and adding the /s/ sound after the /z/ sound.

Then, the omission error type has 80 errors in the three types of phonemes
studied namely /θ/, /s/, and /z/. The deviation in the sound /s/ occurs at the final
of the word sound position, the deviation in the sound /z/ is placed at the initial
and medial of the word sound position, and the final of the word sound in the
phoneme /θ/. These three phonemes have a percentage of omission errors
which are phoneme /θ/ by 19%, phoneme /z/ by 28%, and /s/ has the largest
deviation which is 54%. Most students omit the sounds /θ/, /s/, and /z/ on the

114
REZA. 2020. An Error Analysis of English Approximant Consonants Made By the
First-Year Students of the English Department At Muhammadiyah University of Makassar.
Makassar: Faculty of Teaching Training and Education Makassar Muhammadiyah University.
115
Juliardi. D, An Analysis of Students’ Pronunciation Mastery of Dental Fricative and
Alveolar Plosive Sounds, Journal of Equatorial Education and Learning, vol. 08, no. 11, 2019, p.
6.

60
word list in the pronunciation test. Such as words spelling [x], [th], and the
letter [s] at the end of nouns (plural) or verbs for third-person singular subjects.

The misordering error score was 26 errors across the three phoneme types
analyzed, namely /θ/, /s/, and /z/. the sound /θ/ alternates with the phoneme in
the middle position of the word sound. for example, the word [losses] is
pronounced as /ˈluzəs/ instead of /ˈlɔsəz/, while the sounds /s/ and /z/ alternate
with the final position of the word sound. for example, the word [scissors] is
pronounced by students as /ˈkɪrorz/ instead of /ˈsɪzərz/, and the word
[toothpaste] as /ˈtuθˌpeɪst/, pronounced by students as /ˈθutˌpeɪst/. Misordering
errors have a percentage in each phoneme, namely the /θ/ sound at 4%, the /z/
sound at 4%, and the /s/ sound has the largest misordering error at 92%.

It is known that English Department students at UNIDA Gontor from

Semesters 3 and 5 make all types of strategy taxonomy survey errors. Namely,
misformation has the largest error score of 1525 with the largest percentage on
the /z/ sound of 45%. The addition error score is 113 with the highest
percentage on the /s/ sound of 99%, the omission error has a score of 80 with
the highest percentage of errors on the /s/ sound of 54%, and the misordering
error has a score of 26 with the highest percentage of errors on the /s/ sound of
92%.

The second question is how are the pronunciation error percentages of the
third and fifth-semester of English students at UNIDA Gontor in interdental
(/ð/, /θ/) and alveolar sounds (/s/, /z/)? To analyze this data, the researcher used
a formula that the researcher cited from the Ministry of Education and Culture
(Kemendikbud), this formula is written in Raju’s journal.116 Thus, researchers
find each error classification criterion owned by 3rd and 5th semester English
Department students at UNIDA Gontor.

Based on the results of data analysis at the point of classifying the

percentage of errors. Researchers made a recapitulation of the total error results
of each individual, then the researchers sorted from the lowest percentage to

116
Raju, S. L., Loc. Cit., p. 4.

61
 the highest. Then, the researcher found that respondent 23 obtained the lowest
error of 38% error, while respondent 8 obtained the highest error of 64% error
so it could be classified that the two percentages were no more and no less than
the scale range of 36 – 65%, it can be seen that all students have a moderate
level error classification.

Besides, classification of errors between respondents. Researchers also

found a classification of errors between phonemes. Each phoneme has a total
of incorrect and correct frequencies, each frequency is converted into a
percentage so the researcher found that the phoneme /s/ obtained 18% of errors,
the amount entered the classification of low- level errors which is vulnerable
to a percentage of 0-35%. While the other three phonemes entered the high
error classification, which is the percentage range of 66 – 100%. The error
percentage of phoneme /θ/ of 79%, phoneme /ð/ of 81%, and phoneme /z/ of
84%.

Hence, it can be seen based on the results of the discussion above, that
each of the 37 respondents obtained a moderate level of pronunciation errors
in pronouncing words containing interdental and alveolar fricative phonemes.
Because all respondents entered the percentage range of 35 – 65%. However,
it should be noted again that there are three phonemes that are included in the
high error classification, namely phoneme /θ/ of 79%, phoneme /ð/ of 81%, and
phoneme /z/ of 84%.

Based on the results of the preliminary study, the researcher found that
students in semesters 3 and 5 always made mistakes in the /z/ sounds. Referring
to the results of the analysis above, the researcher found 84% of errors on the
/z/ sound and 45% types of misformation errors on the phoneme /z/. The
findings of this research were related to Gustina’s research results in that the
students often replaced the /z/ sound with /s/ in all positions of word sounds.117
This discussion also is strengthened by the results of the questionnaire which

117
Gustina. I, English Fricatives Sound Pronounced by The Students’ ELS Journal on
Interdisciplinary Studies in Humanities, vol. 6, no. 1, 2023, p. 15–16.

62
stated that many students answered neutral in questionnaire number 18 which
reads:

“I think the pronunciation of the word [is] is like /iz/”

The above statement was considered neutral because female students were
hesitant to answer agree or disagree, so they decided to answer neutral. In
addition, Komariah stated that interdental fricative or θ/ dan /ð/ sounds are
consonant sounds that are difficult for Indonesian students to pronounce.118 In
accordance with the results of this study which stated that students always
mispronounce the sounds /θ/ and /ð/ so that both of them enter the high error
classification of 79% and 81%. phoneme /θ/ is always replaced by the sounds
/t/, /ð/, and /d/, while phoneme /ð/ is always replaced by the sounds /d/, /t/, /θ/,
and /h/. this discussion is reinforced by the results of questionnaire number 19
which stated neutral and agree, reads:

“For me, the pronunciation of the word [the] is like /de/”

Many students answered neutral and agreed to the questionnaire stating

that the wrong pronunciation of the word [the] is /de/, it should use the sound
/ð/ in the initial position of the word sound. The results of this questionnaire
are strong evidence that students in the 3rd and 5th semesters of the English
department at UNIDA Gontor still have many mistakes in the pronunciation of
the /θ/ and /ð/ sounds in the spelling of [th] in a word.

The last research question is what are the factors of pronunciation errors
perceived by fifth and third students of the English Department at UNIDA
Gontor? To identify the factors that influence pronunciation errors of the third
and fifth-semester students of the English Department at UNIDA Gontor. The
researcher used an interview consisting of 9 questions so that the researcher
found that the errors were caused by the sources of errors of interlingual
transfer, intralingual transfer, and context of learning. According to Brown, the

118
Firdaus. Loc. Cit., p. 01.

63
sources of errors are divided into four categories, namely, interlingual transfer,
intralingual transfer, context of learning, and communication strategies.

From the four sources of error above, the research shows that students in
the 3rd and 5th semesters of the English Department at UNIDA Gontor are
influenced by the sources of error of interlingual transfer, intralingual transfer,
and context of learning.119 As Brown stated, interlingual transfer is interference
that can happen during the beginning stages of learning a second language
because the language learners are unfamiliar with the linguistic system of the
second language. So, they depend on the linguistic system of their native
language. The research results revealed that although these students came from
the English Department, they rarely trained themselves to talk to each other
with classmates or lecturers using English. Therefore, no habits were formed
and students were not familiar with the target language. This resulted in the
first language easily influencing their target language acquisition. For example,
the sound /θ/ is pronounced like /t/, the sound /ð/ is pronounced like /d/, the
sound /z/ is pronounced like /s/, and the sound /s/ is pronounced like /z/ or /ʃ/.

Intralingual transfer is an error influenced by the target language, such as

faulty generalization, incomplete application of rules, failure to learn
conditions under which rules apply, and false concept hypothesized. 120 The
results of this study state that students tend to assume English pronunciation
based on the written word and their experience learning pronunciation as
happened to the word [losses], most students pronounced it like /ˈluzəs/ instead
of /ˈlɔsəz/. Moreover, they overgeneralize in pronouncing the word because
students still lack an understanding or basic experience of the target language,
such as the error in the addition error types such as /ˈskɪzərs/ and /askən/.

Context of learning is a source of error that is influenced by the difference

between the learning situation and the actual usage situation. Like the results
of this study, students prefer to learn individually or through language content
creators on Instagram and Youtube, and they also ask back what they do not

119
Brown. H. D., Loc. Cit., p. 263.
120
Richards, Op. Cit., p. 174.

64
 understand from the lecturer’s explanation. In linked with Maulidiana’s
research results it can be a source of an error where it could be that the content
creator instructor and lecturers have explained misleading explanations
consciously or unconsciously. Then students have a limited understanding of
pronunciation competency. Besides, according to the statement of respondent
28. If the student did not ask about incomprehension of the lecturer’s
explanation in class, it would be a source of error in the context of learning.
Because students try to understand by assuming according to their learning
experience. So, this can be a source of error because it affects students’ second
language acquisition. 121

Untutored learning could affect the intralingual transfer which means

students might derive false concepts hypothesized or faulty comprehension of
distinctions in the target language. 122 Some students read confidently and
fluently thinking they will sound like native speakers. However, without
realizing they had deviated some words. For instance, students pronounced the
word [month] as /mʌn/ instead of /mʌnθ/, the word [six] which is pronounced
like /sɪk/ instead of /sɪks/, and the word [zips] is pronounced like /zɪp/ instead
of /zips/.

121
Maulidina. Y. 2020. AN ERROR ANALYSIS OF ENGLISH FRICATIVE SOUND
PRONOUNCED BY GAYONESE STUDENTS. Banda Aceh: Fakultas Tarbiyah dan Keguruan
Universitas Islam Negeri Ar-Raniry.
122
Richards. J. C., Op. Cit., p. 178.

65
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

The researcher divided this chapter into two parts, namely conclusions and
suggestions. In the conclusions part, the researcher explained the conclusions
regarding the results of this research analysis and suggestions for English
Department students, lecturers, and further researchers.

A. Conclusions
Based on the results of the data analysis and the previous discussion, it can
be concluded as follows. The 3rd and 5th semester students of the English
Department at UNIDA Gontor obtained mispronunciation errors in all
categories of error types. In general, the misformation error score was 1525
with all target phonemes, namely phoneme /θ/ by 24%, phoneme /ð/ by 26%,
phoneme /s/ by 5%, dan phoneme /z/ by 45%, while the addition error score is
113 with 2 phonemes in the addition error, namely phoneme /z/ by 1% and
phoneme /s/ by 99%, then the omission error has a score of 80 errors with 3
phonemes, namely phoneme /θ/ by 19%, phoneme /z/ by 28% and /s/ by 54%.
The misordering error type has a score of 26 with sounds that have misordering
errors, namely the /θ/ sound by 4%, the /z/ sound by 4%, and the /s/ sound by
92%.
Furthermore, the data found from the analysis of the percentage
classification of pronunciation errors between respondents stated that all
respondents obtained a moderate classification of pronunciation errors. In
addition, the percentage of errors between the target phoneme /s/ of 18%
included the low mispronunciation classification. The sound /θ/ of 79%, the
sound /ð/ of 81%, and the sound /z/ of 84%, these three phonemes included a
high mispronunciation classification percentage.
Students’ pronunciation errors are influenced by 3 categories of error
sources, namely interlingual transfer, intralingual transfer, and context of
learning. Interlingual Transfer is influenced by the mother tongue which is not

66
 familiar with the target language because of lack of practice, Intralingual
Transfer is students’ overgeneralization of the target language, they tend to
assume English pronunciation based on written words. Then the context of
learning is influenced by the difference between the learning situation and the
actual use situation.
In conclusion, English major students have a big problem in pronouncing
words containing interdental and alveolar fricative sounds, namely the /ð/, /θ/,
/s/, and /z/ sounds in each spelling such as [th], [s], [ss], [sc], [x], and [se]. This
issue cannot be ignored because English department students have to have high
values on their English skills.

B. Suggestions
There are several suggestions that researchers describe using several
points, namely for lecturers, students, and future researchers.
1. Students
In accordance with the findings, students may have a better idea of the
difficulties they may have while learning to pronounce certain sounds. It
is intended that the students would be aware of their mistakes and work to
address any problems or challenges encountered.
2. Lecturers
After learning about students’ pronunciation problems, it is advised
that lecturers focus on consonant sounds of interdental and alveolar
fricatives as the major issue, and not ignore other sounds while teaching
the language. The lecturer plays an important role in assisting students
with any faults that may occur. It is also critical for the lecturer to provide
a solid example of pronunciation since students may gain the greatest
exposure to a certain language from the lecturer’s example.
3. Future researchers
This study focuses on the types and sources of errors that occurred in
the sounds of the interdental and alveolar fricative. This research mainly
focused on how many percent and the criteria classification of errors made
by students. It is advised that future research should concentrate not just

67
on segmental but also on suprasegmental features or places of articulation
except interdental and alveolar. The researcher anticipates that additional
studies will examine the various types and reasons of English
pronunciation error. The researcher also hopes that this study might be
utilized as a reference.

68
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Situmeang, Imam Tarmizi, and Rayendriani Fahmei Lubis. Students ’ Difficulties
in Pronouncing Fricative Consonant. English Journal for Teaching and
Learning, vol. 08, no. 01 (2020).
Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung:
ALFABETA.
———. 2019. Metode Penelitian Kuantitatif, Kualitatif, Dan R&D.
Tavakoli, Hossein. 2012. A Dictionary of Language Acquisition. Iran: RAHNAMA
PRESS.
Ubaydullayeva, Dealing With Phonetic Units in Teaching Pronunciation.
Конференции, vol. 1, no. 1 (2021).
V., Bull. 2011. Oxford Dictionary Learner’s Pocket. New York: Oxford University
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Y., Maulidina. 2020. An Error Analysis of English Fricative Sound Pronounced by
Gayonese Students. University Islam Negeri Ar-Raniry.

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Yatriani. An Analysis of Students’ Error In Pronouncing Fricatives Sounds For The
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Parepare, 2020.
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Undergraduate Students. Jurnal Pendidikan Bahasa Inggris, vol. 10, no. 2
(2021).

73
APPENDICES

74
Appendix A: Ratification Letter of Thesis Proposal Examination

75
Appendix B: Letter of Instrument Validity

76
Appendix C: Interview Guidance Included Pronunciation Test
1. Please read the sentences below!
- Wherefrom they get no aching of the head nor any madness (56:19)
- And (there are) fair ones with wide, lovely eyes (56:22)
- Neither cool nor refreshing (56:44)
- Bring it back, if you should be truthful (56:87)
- Then is it to this statement that you are indifferent (56:81)
- When the earth is shaken with convulsion (56:4)
- And those Foremost (in Faith) will be Foremost (in the hereafter)
(56:10)
- (They will be) on Thrones encrusted (with gold and precious stones)
(56:15)
- Reclining on them, facing each other. (56:16)
- With bowls and ewers and a cup from a pure spring (56:18)
2. Please read the following words below!

A B
Author Other Scissors Losses

Toothpaste Teethe Dissolve Classes

Month Smooth Guesses Possess
Worthy Wreath Mixer Anxiety
Breathe Breath Exempt Ascend
They Theory Bars Zips
Thought Though Abuse Rose
Through Those Praise Erase
Method Feather False Whose

77
 D C
Xerox Seeds Exist Exit
Story Seek Six Sing
Some Seam Climax Xenon
Fascinate Baseball Reflex Xylophone
Oxen Glasses Looser Loser
Rescind Dresser Beside Bosom
Books Scene Whisper President
Waitress Scissor Hers Hearse
Discuss Scent Hiss His

3. Interview Questions
a. What language do you use when you speak to your parents, lecturers,
friends, and your classmates?
b. When did you start to learn English seriously?
c. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?
d. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
e. Are you interested in learning pronunciation? Why?
f. Is pronunciation difficult to learn?
g. How often do you practice your pronunciation in a week except in
class?
h. Have you ever learned pronunciation by yourself? How?
i. What kind of media that you use in order to improve your
pronunciation?

78
 Appendix D: Questionnaire Form

 Tujuan Penyebaran Angket

Untuk mengetahui faktor-faktor yang menyebabkan siswa melakukan
error dalam pengucapan bahasa target.
 Identitas Responden
Nama :
Fakultas/Program :
 Petunjuk Pengisian
1. Angket terdiri dari 20 pernyataan, berilah jawaban yang sesuai dengan
kondisi Anda. Khususnya pada butir pernyataan nomor 18 dan 19
untuk diisi berdasarkan pengalaman Anda tanpa melihat contoh dari
manapun.
2. Berikan tanda cek (v) pada kolum yang sesuai dengan jawaban Anda.
SS : Sangat Setuju
S : Setuju
N : Netral
TS : Tidak Setuju
STS: Sangat Tidak Setuju

Alternatif Jawaban
No Indikator
STS TS N S SS
1 Saya lebih sering berbicara menggunakan bahasa
Indonesia ke teman sekelas dan dosen saya
2 Saya lebih senang menggunakan bahasa Indonesia
walaupun itu kata sederhana yang dapat saya ucapkan
dengan bahasa Inggris.
3 Saya lebih sering menonton film dan mendengarkan lagu
yang berbahasa Indonesia
4 Saya selalu berusaha membaca kata bahasa Inggris
walaupun saya tidak tahu pengucapan yang benar apa
5 Dosen saya selalu memperbaiki kesalahan English
pronunciation saya ketika saya presentasi atau membaca
sesuatu

79
6 Dosen atau teman dan kakak kelas saya pernah tidak
mengerti apa yang saya ucapkan karena pengucapan
bahasa Inggris saya kurang tepat
7 Ada beberapa pengucapan kata bahasa Inggris yang
selama ini benar menurut saya, tetapi ternyata salah.
8 Saya selalu menebak-nebak pengucapan kata bahasa
Inggris yang tidak saya kenal berdasarkan pengalaman
saya.
9 Saya tidak mengerti maksud dan kegunaan fonetik dalam
pengucapan bahasa Inggris
10 Saya meningkatkan English pronunciation melalui musik.
11 Saya tidak pernah menggunakan video Youtube untuk
meningkatkan kemampuan English pronunciation.
12 Saya meningkatkan English pronunciation melalui
English content creator di Instagram dan tik tok.
13 Saya tidak pernah belajar pronunciation melalui fonetik
yang ada di kamus offline maupun online.
14 Saya tidak memiliki teman kelompok untuk
meningkatkan kemampuan berbicara bahasa Inggris.
15 Saya selalu mencari tahu pronunciation yang saya tidak
ketahui di google
16 Saya tidak mengerti akan penjelasan dosen mengenai
pronunciation dikelas.
17 Saya dapat belajar pronunciation dari cara dosen
mengucapkan suatu kata yang familiar bagi saya
18 Menurut saya pengucapan kata [is] itu seperti /iz/
19 Bagi saya pengucapan kata [the] itu seperti /de/
20 Saya selalu mempraktekkan diri saya untuk mengucapkan
kata atau kalimat sesuai dengan pengucapan bahasa
Inggris yang benar.

80
 Appendix E: Transcript of Pronunciation Test

Respondent 1: SN
Thrid semester of English Department at UNIDA Gontor

Dictionary As Record
Position Word Phoneme Type of Error Note
Transcription Transcription
Substituting the
Theory /θ/ /ˈθiəri/ /ˈteori/ Misformation consonant /θ/
with /t/
Thought /θ/ /θɔt/ /θɔgh/  
Initial Substituting the
Through /θ/ /θru/ /troug/ Misformation consonant /θ/
with /t/
Substituting the
Thrones /θ/ /θroʊnz/ /tronəs/ Misformation consonant /θ/
with /t/
Method /θ/ /ˈmeθəd/ /ˈmeθəd/  
Substituting the
Toothpaste /θ/ /ˈtuθˌpeɪst/ /ˈtutˌpeɪst/ Misformation consonant /θ/
with /t/
Medial Substituting the
Truthful /θ/ /ˈtruːθ.fəl/ /ˈtrəd.fu:l/ Misformation consonant /θ/
with /d/
Substituting the
Author /θ/ /ˈɔθər/ /ˈoutor/ Misformation consonant /θ/
with /t/
Omitting the
Month /θ/ /mʌnθ/ /mʌn/ Omittion
consonant /θ/
Substituting the
Wreath /θ/ /riθ/ /wrət/ Misformation consonant /θ/
with /t/
Substituting the
Final Breath /θ/ /breθ/ /bret/ Misformation consonant /θ/
with /t/
Substituting the
Earth /θ/ /ɜrθ/ /ɪert/ Misformation consonant /θ/
with /t/
Substituting the
Faith /θ/ /feɪθ/ /feɪth/ Misformation consonant /θ/
with /t/
Substituting the
They /ð/ /ðeɪ/ /deɪ/ Misformation consonant /ð/
with /d/
Substituting the
Initial Though /ð/ /ðoʊ/ /hoʊ/ Misformation consonant /ð/
with /h/
Substituting the
Those /ð/ /ðoʊz/ /doʊs/ Misformation consonant /ð/
with /d/

81
 Substituting the
Then /ð/ /ðen/ /den/ Misformation consonant /ð/
with /d/
Substituting the
There /ð/ /ðeər/ /deər/ Misformation consonant /ð/
with /d/
Feather /ð/ /ˈfeðər/ /ˈfɪðər/  
Other /ð/ /ˈʌðər/ /ˈʌðər/  
Medial Substituting the
Worthy /ð/ /ˈwɜrði/ /ˈworti/ Misformation consonant /ð/
with /t/
Neither /ð/ /ˈni·ðər/ /ˈni·ðər/  
Substituting the
Smooth /ð/ /smuð/ /smut/ Misformation consonant /ð/
with /t/
Substituting the
Breathe /ð/ /brið/ /brit/ Misformation consonant /ð/
with /t/
Final
Substituting the
Teethe /ð/ /tið/ /tit/ Misformation consonant /ð/
with /t/
Substituting the
With /ð/ /wɪð/ /wɪt/ Misformation consonant /ð/
with /t/
Sing /s/ /sɪŋ/ /sɪŋ/  
Initial Story /s/ /ˈstɔri/ /ˈstɔri/  
Some /s/ /sʌm/ /sʌm/  
Substituting the
Looser /s/ /ˈlusər/ /ˈluzər/ Misformation consonant /s/
with /z/
Medial Beside /s/ /bɪˈsaɪd/ /bɪˈsaɪd/  
Whisper /s/ /ˈwɪspər/ /ˈwɪspər/  
Facing /s/ /feɪsɪŋ/ /feɪsɪŋ/  
Books /s/ /bʊks/ /bʊks/  
Hearse /s/ /hɜrs/ /hɪrs/  
Final
Omitting the
Zips /s/ /zɪps/ /bɪp/ Omittion
consonant /s/
Additing the
Scene /s/ /sin/ /skin/ Addition
consonant /k/
Additing the
Scissor /s/ /ˈsɪzər/ /ˈskɪzərs/ Addition
Initial consonant /k/
Spring /s/ /sprɪŋ/ /sprɪŋ/  
Additing the
Scent /s/ /sent/ /sken/ Addition
consonant /k/
Medial Fascinate /s/ /ˈfæsɪˌneɪt/ /ˈfæsɪˌneɪt/  

82
 Additing the
Ascend /s/ /əˈsend/ /askən/ Addition
consonant /k/
Additing the
Rescind /s/ /rɪˈsɪnd/ /reskɪn/ Addition
consonant /k/
Seeds /s/ /sidz/ /sid/  
Initial Seek /s/ /sik/ /siks/  
Seam /s/ /sim/ /sim/  
Baseball /s/ /ˈbeɪsˌbɔl/ /ˈbesˌbɔl/  
Glasses /s/ /ˈɡlɑsəz/ /ˈɡlɑsəs/  
Medial Substituting the
Dresser /s/ /ˈdresər/ /ˈdrezər/ Misformation consonant /s/
with /z/
Abuse /s/ /əˈbjus/ /əˈbjus/  
Final Erase /s/ /ɪˈreɪs/ /ɪˈreɪs/  
FALSE /s/ /fɔls/ /fɔls/  
Substituting the
losses /s/ /ˈlɔsəz/ /ˈlɔzəz/ Misformation consonant /s/
with /z/
Medial Guesses /s/ /ˈɡɛsəz/ /ˈɡɛsəs/  
Misordering of
Classes /s/ /ˈklæsəz/ /ˈklæzəs/ Misordering /s/ with /z/
sound
Hiss /s/ /hɪs/ /hɪs/  
Waitress /s/ /ˈweɪtrəs/ /ˈweɪtərs/  
Final
Discuss /s/ /dɪˈskʌs/ /dɪˈskʌs/  
Madness /s/ /ˈmæd·nəs/ /ˈmæd·nəs/  
Oxen /s/ /ˈɑksən/ /ˈɑksən/  
Substituting the
Medial Mixer /s/ /ˈmɪksər/ /ˈmɪkzər/ Misformation consonant /s/
with /z/
Exit /s/ /ˈeksɪt/ /ˈeksɪt/  
Omitting the
Six /s/ /sɪks/ /sɪk/ Omittion
consonant /s/
Final
Climax /s/ /ˈklaɪˌmæks/ /ˈklɪˌmæks/  
Reflex /s/ /ˈriˌfleks/ /ˈreˌfleks/  
Substituting the
President /z/ /ˈprɛzɪdənt/ /ˈprɛsɪdən/ Misformation consonant /z/
with /s/
Substituting the
Medial Loser /z/ /ˈluzər/ /ˈlusər/ Misformation consonant /z/
with /s/
Substituting the
Bosom /z/ /ˈbuzəm/ /ˈbosəm/ Misformation consonant /z/
with /s/

83
 Substituting the
Hers /z/ /hɜrz/ /hɜrs/ Misformation consonant /z/
with /s/
Substituting the
His /z/ /hɪz/ /hɪs/ Misformation consonant /z/
with /s/
Substituting the
Stones /z/ /stoʊnz/ /stoʊns/ Misformation consonant /z/
with /s/
Substituting the
Bowls /z/ /boʊlz/ /boʊls/ Misformation consonant /z/
with /s/
Final
Substituting the
Ewers /z/ /ˈjuərz/ /ˈɪwərs/ Misformation consonant /z/
with /s/
Substituting the
Ones /z/ /wʌnz/ /wʌns/ Misformation consonant /z/
with /s/
Substituting the
Eyes /z/ /aɪz/ /eɪs/ Misformation consonant /z/
with /s/
Substituting the
Bars /z/ /bɑrz/ /bɑrs/ Misformation consonant /z/
with /s/
Substituting the
Rose /z/ /roʊz/ /roʊs/ Misformation consonant /z/
with /s/
Substituting the
Final Praise /z/ /preɪz/ /preɪs/ Misformation consonant /z/
with /s/
Substituting the
Whose /z/ /huz/ /wus/ Misformation consonant /z/
with /s/
Scissors /z/ /ˈsɪzərz/ /ˈskɪzərz/  
Substituting the
Medial Dissolve /z/ /dɪˈzɑlv/ /dɪˈsɑlv/ Misformation consonant /z/
with /s/
Possess /z/ /pəˈzes/ /poˈzes/  
Substituting the
Xerox /z/ /ˈzɪˌrɑks/ /ˈseˌrɑks/ Misformation consonant /z/
with /s/
Substituting the
Initial Xenon /z/ /ˈzen.ɑːn/ /ˈsen.ən/ Misformation consonant /z/
with /s/
Substituting the
Xylophone /z/ /ˈzaɪləˌfoʊn/ /ˈsaɪləˌfoʊn/ Misformation consonant /z/
with /s/
Substituting the
Medial Anxiety /z/ /æŋˈzaɪəti/ /æŋˈsaɪəti/ Misformation consonant /z/
with /s/

84
 Substituting the
Exempt /z/ /ɪɡˈzempt/ /eɡˈsem/ Misformation consonant /z/
with /s/
Substituting the
Exist /z/ /ɪɡˈzɪst/ /əɡˈsɪst/ Misformation consonant /z/
with /s/

85
Appendix F: Transcript of Interview
Respondent 28 : SMI
Interviewee : Fifth Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates?
Resp 28 : kalau sama orang tua sendiri sih bahasa Indonesia jawa, terus kalau
sama dosen lewat chat itu ana usahain pake bahasa Inggris, terus kalo sama
teman ya bahasa Indonesia.
- Additional question
R: Kalau di chat sama dosen pake bahasa Inggris, terus kalau dikelas pake
bahasa apa?
Resp 28: Karena ustadznya minta kita agar diperjelas lagi mungkin bahasa
Indonesia, mungkin dari obrolan kita yang susah dipahami, pastikan kita
lebih enaknya pake bahasa Indonesia.
R: apa kendala menggunakan bahasa Inggris?
Resp 28: Mungkin untuk memperjelas ucapan, mungkin dari kita tidak
sefasih dosen, mungkin itu buat memperjelas ucapan kita, terkadang dosen
meminta kita untuk ngomong menggunakan bahasa Indonesia.
2. When did you start to learn English seriously?
Belum pernah, aku belajar just for fun aja gitu, kayak dengerin music atau baca
novel. Kalau gak dari film, kalau gak paham ana terjemahin sendiri, misalnya
nerjemahin lirik lagu. Tapi, kalau untuk benar-benar belajar ana belum ada
gitu. Tapi di sisi lain ana juga nyicil pelan-pelan gitu.
- Additional Question
R: berarti dalam kesehariannya pake bahasa Indonesia ya, kenapa gak
ngomong bahasa inggris? ngomong sok sok an gitu aja sih.
Resp 28: Mungkin faktor dari lingkungan yang sering pake bahasa
Indonesia jadi kita kebawa pake bahasa Indonesia, kadang kalau faktor
lingkungan seperti ini kita pake bahasa Inggris tu aneh, mending kita
ngomonginnya gitu di chat.

86
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?
Ya, biasanya dari presentasi, kalau kita pronounsnya gak bener di benerin sama
dosen, hal kecil seperti itu sudah termasuk belajar pronunciation, dari hal kecil
kita presentasi kita ngomong, dan dosen kami tu memperbaiki kesalahan kita
- Additional Question
R: Did you have difficulties to understand the lecturer’s explanation about
pronunciation? Why?
R28: Iya, kadang awalya kita belum paham tapi setelah kita tanya ulang oh
ternyata seperti ini.
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Belum pernah, cuman ketika SD pernah les bahasa Inggris dan itu udah lama
dan basic banget dan belum kedalam banget pelajarannya. Ketika itu
pronunciation gak terlalu diajarin cuman diajarin nyusun kalimat, contohin to
be itu apa aja, I you they we itu pakenya are atau am, she, he, it itu to be nya
apa, terus kadang kita juga nonton kayak lagu lagu bahasa inggris dan film
bahasa inggris. kalau pronunciation gak terlalu.
5. Are you interested in learning pronunciation? Why?
Tertarik banget apa lagi speaking English yang fasih. Iyaa, karena aku suka
bahasa Inggris.
6. Is pronunciation difficult to learn?
Susah apalagi yang seperti diphthong, kan kadang lidah kita juga susah,
pronunciation itukan harus diasah terus. Jadi, emang lidah kita kalo gak
terbiasa jadinya gak bisa, emang harus diasah terus. Contohnya seperti ucapin
gini ternyata ketika dengerin yang native English bukan begini cara ucapinnya
ternyata. Jadi kata Inggris itu ucapannya gak sesuai dengan tulisannya.
7. How often do you practice your pronunciation in a week except in class? (3)
Mungkin tiap hari dengan lagu, itupun step by step gitu, aku tu tipe orang yang
suka dengerin lagu banget, apa lagi lagu inggris, sampe ana nyanyiin juga, dan

87
 juga ada sampe searching kalimat dan kata yang gak ana tau sebelumnya,
seumpanya nih kalimat yang menurut kita asing, terus ana cari artinya, aku
biasanya dengerin gimana caranya pronunciationnya juga.
8. Have you ever learned pronunciation by yourself? How?
Biasanya cara pengucapan di google translate itu aku dengerin, biasanya nih
kata “Silhouette” pas aku dengerin ternyata cara omongnya /sɪl.əˈwet/, nah dari
situ aku belajar pronunciation.
9. What kind of media that you use in order to improve your pronunciation?
Aku belajar dari google translate, lagu, youtube, aku biasanya download video
youtube, aku dengerin terus pahamin dia ngomong apa gitu. Kalau lagu
biasanya aku dengerin pasti terkadang ucapannya seperti digabung-gabung
gitu. Jadi aku belajar kayak gitu. Kemudian, aku juga belajar di Instagram
melalu videonya LC (language center) trus language akademik.

88
Appendix G: Interview Transcription

Respondent 8 : CCFS
Interviewee : Third Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates?
Dulu pas masih smp suka ngomong pake bahasa jawa, karena lingkungan
disana kebanyakan jawa. Semenjak masuk pondok gak cocok lagi ngomong
bahasa jawa. Sama teman kebanyakan pake bahasa Indonesia ya ty, mungkin
terkadang kalo mau ngomong pake bahasa Inggris, mungkin waktu sama
ustadz A kayak gitu, terus kadang-kadang aja ketika dapat teman lawan
bicaranya itu ngomong bahasa inggris, kita nyambungnya pake bahasa inggris
juga. Terkadang pake bahasa inggris itu ketika setelah tiga matkul dari jam
pelajaran pertama sampai jam ketiga. Makanya nanti kalo ada sometimes kayak
gitu nanti kebawa inggris nya. Tapi itu memang benar-benar jarang.
2. When did you start to learn English seriously?
Mulai masuk TBI, soalnya Ustadz A selalu nanya, listeningnya sudah maju
sampai mana jadi secara tidak langsung itu sudah mendorong kita untuk
tambah, besok kalau ustadznya nanya masak belum dengerin sih. Jadi itu sudah
punya rasa walaupun di tujuan awalnya itu belum untuk mendalami itu, tapi
secara tidak langsung ada dorongan dari Ustadz A dengerin podcast, listening
kayak gitu.
- Additional Question
R: Do you always speak Bahasa more than English in your daily
conversation? Why?
R8: hehe, karena lingkungannya jarang banget untuk practice pake English,
beda lagi mungkin seperti di zona bahasa, secara tidak langsung mereka itu
memiliki peraturan, yang mana ketika lingkungan pake bahasa Inggris,
secara tidak langsung ditekankan untuk pake bahasa Inggris. kalau sekarang
itu ya udah benar-benar enggak gitu
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?

89
 Ada ty, Ustadzah D, itu beliau benar-benar, kan kita belajar lahjah kayak /ɒ/,
itu waktu semester 2, itu memang interest banget ketika beliau ngajar memang
di ajarin gimana cara pronunciation, kalau sekarang tu terkadang udah jarang
banget sih semester 3 ini kadang itu dapat koreksi dari Ustadzah E, matkul
essay writing
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Ini aja wakti SMP, itu ikut Ganesa, tapi gak terlalu, soalnya Les di Ganesa
Opera itu hanya weekly gitu, terus diajarin kayak cuman rumus the king. Tapi
itu gak les Inggris aja, semua mata pelajaran, kalau ngajar tentang
pronunciation jarang ty, lebih banyak ke tugas. Cuman pernah ngerasain course
itu waktu SA.
5. Are you interested in learning pronunciation? Why?
Tertarik banget, soalnya itu sangat membantu kita ketika kita tu bisa membaca
dengan benar, at least udah benar, masa iya sih kita yang Tadris Bahasa Inggris
belum bisa pronunciationnya, setidaknya kita bisa jawab ketika di tanya gitu
dan kita sebagai’ TBI setidaknya berusaha menguasai bidangnya. Soalnya itu
salah satu kewajiban dan keharusan gitu.
6. Is pronunciation difficult to learn?
Lumayan, mungkin kalau sudah jadi rutinitas, kayak seminggu 2 kali, kayak di
planning memang wajib harus dengerin ini, mungkin benar-benar butuh
kefokusan, ya harus ada usaha lebihlah
- Addition Question
R: what kinds of difficulties have you ever faced?
R8: kata yang kayak, kalo [a] itu jelas ya ty, bacanya tu /ei/, tapi beda lagi
kalo yang bacanya [u] itu sebenarnya bukan [u] tapi terkadang kalau kata
itu bacanya berubah menjadi /a/. kayak gak sesuai dengan hurufnya gitu loh.
Kayak fonetiknya beda.
7. How often do you practice your pronunciation in a week except in class?
Jarang sih ty, paling seminggu sekali kalau lagi mood pas mala sebelum tidur,
seperti dengerin kosakata, dan itu jarang banget.
8. Have you ever learned pronunciation by yourself? How?

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 Iya itu pas di kelasnya bu D, beliau ngajarnya pake repetition, Ustadzah bilang
gini ni cara yang baca yang benar seperti ini. Terus kita niruin, berkali kali dan
setiap orang nyobain hingga pengucapannya bener.
9. What kind of media that you use in order to improve your pronunciation?
Podcast, sambil jawab soalnya, dan pake youtube dan deepl

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Respondent 34 : ZA
Interviewee : Fifth Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates?
Kalau ana sama keluarga sih campuran indo sama jawa, karena dulu waktu
kecil kita belajarnya Indonesia. Kalau sama dosen pasti bahasa Indonesia, tapi
kalau dosennya bukan dari TBI, tapi kalau dosennya dari TBI, mencoba pake
bahasa Inggris walaupun kadang pake google translate, karena apa namanya,
takut salah grammarnya gitu loh ty, tapi kalau sama teman kamar biasanya pake
bahasa Indonesia. Teman sekelas itu ada sedikit pake bahasa Inggris dan ada
pake bahasa Indonesia
2. When did you start to learn English seriously?
Dari KMI, karenakan reading di KMI itukan emang masih kayak dasar gitu kan
ty, teruskan kalau di SMP udah lumayan agak tinggi. Waktu di KMI kan agak
dasar tu, tapi di KMI kita diwajibkan 2 bahasa yaitu arab dan Inggris, karena
arab ana gak bisa bukan gak bisa karena belum pernah belajar jadi ana lebih ke
Inggris nya. Apalagi waktu KMI ana punya teman dari Malay dan dia gak bisa
bahasa Indonesia, jadi ana ngomongnya pake bahasa Inggris. Kalau jelasin dia
itu pake Bahasa Inggris, tapi sekarang karena sudah 4 tahun di sini, jadi dia
sudah mulai pake bahasa Indonesia. Tapi kalau dia masih belum paham, dan
ana gak tau mau jelasin pake apa dan ana juga gak bisa pake bahasa Malaysia,
jadi ana lebih ke Bahasa Inggris ke dia
- Additional Question
R: Do you always speak Bahasa more than English in your daily
conversation? Why?
R34: kalau dirayon pake bahasa Indonesia seringnya, karenakan semua
prodi jadi satu, dan kalau kita ngomong pake bahasa Inggris, pasti tu kayak
apaan sih, seperti kayak mengejek trus kayak ada rasa gak nyaman gitu, tapi
kalau dikelas mencoba pake bahasa Inggris tapi tu dikit.
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?

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 kalau berdiskusi gak ada sih ty, tapi kalau semisalnya kita presentasi terus
kayak ada salah, pasti diperbaiki, seperti Ustadz A, suka perbaiki juga, Ustadz
H, Ustadzah E, Ustadzah D, kalau kita salah ngomong pasti diperbaiki gitu.
- Additional Question
R: Bagaimana beliau biasanya memperbaiki kesalahan pronunciationnya?
R34: kalau semisalnya kita salah ngomong kata “genre”, Ustadzahnya
langsung memperbaiki kalau bacanya itu /ˈʒɑːn.rə/
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Iya waktu SD dan SMP gara-gara mau UN. Ketika di les dulu sering diaajarin
pronunciation, seperti setelah kita selesai nulis kita diajarin bagaimana cara
ngomongnya gitu, dulu ada pernah ikut bible yang smart English gitu, tapi
karena gak ada perubahan sama sekali sama nilai ana, akhirnya ana belajar
sama guru yang ngajar ana itu dan ternyata selain belajar penulisan dan cara
jawab soal, pronunciation juga diajar.
5. Are you interested in learning pronunciation? Why?
Suka, pengen, karena ana juga suka speaking, ana bahkan pingin ambil
speaking tentang speaking, karena menurut ana speaking itu lebih mendunia
aja ty, kalau kita bisa ngomong pasti bisa nyambung juga dengan orang lain,
kalau misalkan kita gak bisa ngomong bahasa inggris, kadang orang lain kan
juga bingung.
6. Is pronunciation difficult to learn?
gak, cuman kitanya aja yang belum pernah mencoba.
7. How often do you practice your pronunciation in a week except in class?
Dari lagu, terus mahami konteksnya. Tapi gak terlalu sering melatih sih ty
8. Have you ever learned pronunciation by yourself? How?
kalau ana biasanya belajar melalui tiktok dan youtube ty, kan ada kayak
JagoBahasa, itu biasanya coba dengerinkan, kadang suka ngomong sendiri aja
gitu
- Additional Question
R: Seberapa sering kayak gitu?

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 R34: kalau misalnya lagi buka, trs nemu FYP yang kayak gitu, kalau
keseringan buka, seringa ja denger yang kayak gitu
9. What kind of media that you use in order to improve your pronunciation?
Dari tiktok
- Additional Question
R: Do you often speak English when talking with your friends and
classmates? How often?
R34: Kalau dikelas lumayan, bukan sering sih ty, kalau ketemu sama
mereka-mereka aja, tapi kalau dimaskankan gak ada orang TBI kecuali S.

Respondent 29 :S
Interviewee : Fifth Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates?
Dirumah pake bahasa Indonesia. Ke dosen Pake bahasa Inggris jarang sih,
mungkin kalau misalnya presentasi, kalau dosen ngomong bahasa Inggris kita
ngomong bahasa Inggris juga, cuman ya kita kayak jarang gitu nerapinnya,
kalau sama teman ya kita kayak dong dongan, kadang pake bahasa Inggris,
kadang full pake bahasa Indonesia, atau pake bahasa daerah masing-masing.
kalau dikamar itu, ada teman yang suka bahasa Inggris, jadi kita sekalian
ngomong, ada masanya gitu pake bahasa Inggris, tapi hal itu jarang
2. When did you start to learn English seriously?
sejak semester 4 sih ty udah serius belajar pronunciation, karena saat itu ada
pelajaran speaking sama Bu D, jadi ngajarin pronunciation, misalnya suara /tʃ/,
/l/, jadi belajar pronunciationnya dari awal gitukan ty, dari /ei/ /i/. Mulai dari
situ sih. Sebelumnya memang udah belajar tapi mulai sukanya dari beliau
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?
pernah, bu D yang sering, dipembelajaran Phonology, kan Phonology itu
pembelajaran cara kita berbicara, cara pronunciationnya, sekarang itu benar-
benar kayak memperdalam.
- Additional Question

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 R: Bagaimana beliau ngajarnya?
R29: Beliau ngajarnya asyik gitu, karena kita diajarkan benar-benar dari
awal, diajarin dari dasar, dari kita tidak tahu jadi tahu, yang serunya ty kita
dikasih kertas, jadi kita gak perlu nulis lagi gitu, ketika ibuknya ngomong
kita liat ke kertasnya, kayak cara bacanya, gitu gitu, pokoknya seru deh,
sampe sekarang ana masih simpan kertasnya
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Pernah, dipare, pas ana SMA, hanya setengah bulan saja ty. belajarnya kalau
dibilang di Pare itu lebih kepermainan, ketika di sela-sela permainan miss pasti
minta, coba ejakan kata buah dalam bahasa Inggris “fruit”, terus kalau
semisalnya ada kesalahan, Missnya akan kasih tahu, ini cara bacanya. Setelah
dikasih tahu, baru Missnya akan menjelasin
Additional Question: (2)
R: Bagaimana Susliana mengucapkan sebuah kata yang tidak susliana kenal
sebelumnya? (2)
R29: kadang Ana ngeliat kamus dulu, tapi kadang ya ngomong spontan atau
baca aja gitu, ntah benar apa gak, ya kayak baca aja gitu
5. Are you interested in learning pronunciation? Why?
Tertarik banget, karena yang pertama ana suka speaking sama reading, ana
lebih suka yang berbicara gitu, kayak pronunciation itu kan ibaratnya, pasti
kalau kita ngomong kayak bakalan ada, bakalan keluarkan kalau misalnya pake
bahasa Inggriskan. Jadi dari situ ana pengen bener gitu pronunciationnya
6. Is pronunciation difficult to learn?
menurut ana awal-awalnya itu susah tapi lama-lama kayak mudah aja gitu,
mungkin karena Bu D mengajarnya mudah gitukan ty.
- Additional Question
R: what kinds of difficulties have you ever faced?
R29: Susahnya itu seperti apa ya, ya kayak bingung aja ty, misalnya kayak
“thought” terus ada lagi tulisan yang mendekati sama. Karena tulisannya
sedikit sama jadi bikin bingung gitu.
7. How often do you practice your pronunciation in a week except in class?

95
 kalau yang sebelum al-Hamra mungkin hampir setiap pagi sih, tapi setelah al-
Hamra belum mulai lagi sampe sekarang, belum-belum mulai lagi ni
8. Have you ever learned pronunciation by yourself? How?
Pernah, kalau belajar sendiri tu pokoknya pake video, di youtube ana cari,
download, terus ana dengerin aja, gimana cara bacanya
9. What kind of media that you use in order to improve your pronunciation?
biasanya pake IG, terus youtubenya kampung pare, kayak LC, BBC, itu ana
ikutin juga ty. Menurut ana itu udh kayak ladang pembelajaran ana selain
dikelas gitukan, untuk meningkatkan wawasan ana, jadi ana download, terus
ana coba aplikasikan dikehidupan sehari hari ana, tapi sekarang ini udah jarang
banget. Sekarang, ana lebih sering ke IG, pokoknya cari yang jejak kata, yang
kayak kosakata yang apa, tu ana ikutin IG IG mereka yang kayak gitu. Kan itu
tiap hari upload kosakatakan ty dan ada cara bacanyakan, ntar dia minta kita
ikutin dia ngomong, ya udah ana kayak spontan aja ikutin dia gitu.

96
Respondent 21 : SFH

Interviewee : Fifth Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates? (1)
Bicara sama orang tua pake bahasa Indonesia ty. Sama teman pake Indo juga,
cumankan kemaren gara-gara masuk zona itukan awal-awal masih pake bahasa
Inggris, walaupun dikit-dikit doang, bahasa Indonesia sih ana kebanyakan. Ana
jarang-jarang pake bahasa daerah.
- Addional Question
R: kalau mengucapkan kata-kata sederhana, juga memilih pake bahasa
Indonesia?
R21: kadang-kadang aja, gak sering
R: Kan kamu mahasiswi TBI, kenapa lebih memilih pake bahasa Indonesia
ke teman kelas? (2)
R21: Gak tau ya ty, mungkinkan disini juga gak dibiasain gitu, walaupun
prodi TBI juga kan, ana kayak gak pede, bukan gak pede ya, yang lainkan
juga mungkin gak nyaman juga, jadi kalau ngomong tiba tiba pake bahasa
Inggris tu, gimana gitu.
2. When did you start to learn English seriously?
Ana dari SD sudah belajar, ana belajarnya otodidak, jadi gak pernah disuruh
juga, jadi pingin aja gitu pinter sendiri, kan abangkan juga pintar kan. Jadi dari
dulu juga pas SD sudah ada rasa pingin bisa, ya pronunciationnya harus bagus.
Udah dari dulu sih dari SD
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?
Ada ty Bu D ngajar di matkul Phonology. Beliau ngajarnya bener-bener All
out, beliau ngajar phonology dari dasarnya seperi /i/. /e/, /o/. ternyata yang
selama ini ana kira pronunciationya seperti ini, ternyata pas di ibuknya agak
beda. Berarti ya ada beda perspeksi gitu, baru tahu juga. Dulu ana ingat banget,
kalau ibunya ngomong tu /ðoʊ/ (though). Benar-benar kayak kedengaran
banget

97
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Gak pernah ty
- Additional Question
R: Yang dizona sebenarnya masih aktif atau nggak?
R21: kalau dulu awal-awalnya masih aktif sih ty, setelah itukan banyak
acara, setelah Al-Hamra kita gak pernah course lagi.
5. Are you interested in learning pronunciation? Why?
Tertarik, karena dulu tu ana suka banget dengan accent gitu ty, kayak logat
logat gitu, makanya ana suka pronunciation, pokoknya yang bahasa Inggris
apapun aja ana suka
6. Is pronunciation difficult to learn?
kalau menurut ana gak susah sih, menurut ana ya kita sering dengarin aja
setelah tu praktek gitu.
7. How often do you practice your pronunciation in a week except in class?
kalau sekarang sih, kalau dulu ana setiap hari bisa, kalau baca tu suka ngomong
sendiri, lumayan sering sih ty
8. Have you ever learned pronunciation by yourself? How? (4)
Pernah ty, ya udah kalau lagi nonton, dengerin musik kalau ada vocab2 baru
biasanya atau vocab yang jarang didenger nanti bakal di pelajari
pronounciaitonnya gitu biar tau gimana pronounciationnya
9. What kind of media that you use in order to improve your pronunciation?
Film, lagu, youtube jugaa
- Additional Question
R: Pernah gak orang lain gak ngerti ucapan kamu karena pronunciationnya gak
tepat?
R21: kalau ana yaa, berusaha sebisa mungkin pastikan pronunciationnya itu
benar, sebenarnya kadang teman-teman ya mungkin kayak, kadang ana
ngomong mereka kadang gak paham gitu, kadang ada beberapa kata ana ucapin
kayak mereka mengucapin kata itu, kadang ana seperti itu, terkadang ada juga
ana ngomong yang benarnya gitu.

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Respondent 31 : SNR
Interviewee : Fifth Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates?
Kalau lagi ngomong biasa pake bahasa Indonesia, kadang orang tua kalau
marah nyeplosnya itu jawa. kalau sama Dosen bahasa Indonesia tergantung
situasi dan kondisi sih ty. Soalnya kadang kita harus ngomong ke dosen pake
bahasa Inggris. ada juga yang yaa silahkan aja pake bahasa Indonesia. Cuman
kalau sama teman kadang, ya Indonesia, kadang nyeplos jawa, kadang logat-
logatnya jadi campur campur gitu.
2. When did you start to learn English seriously?
semester 3 sih sudah mulai pelan-pelan serius, soalnya kan udah mulai tahap
tinggi itu.
- Additional Question
R: Do you always speak Bahasa more than English in your daily
conversation? Why?
R31: iya, suka gimana ya, kadang takut pronunciationnya ee ternyata bukan
ini gituloh, soalnya kalau kita ngomongnya apa, mereka nangkapnya
maknanya lain. Jadi lebih mending di bahasa indonesiakan saja. Karena
lebih gampang juga diterimanya dan dibilangnya.
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?
Ada, matkul Language Assessment. Biasanya ketika lagi presentasi, kita
ngomongnya apa gitu, kalau ada yang salah beliau langsung memperbaiki gitu,
terus sama Ms. E juga.
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Belum Pernah
5. Are you interested in learning pronunciation? Why?
tertarik sih, untuk ngasah skill ngomong kita juga gitu, jadi tu biar orang lain
itu paham maksud kita
6. Is pronunciation difficult to learn?

99
 susah susah gampang sih sebenarnya, kalau lagi gak mood gitu, jadi semuanya
terasa susah. Misalnya kata-kata atau kalimat yang gak terlalu familiar,
phonemnya juga susah gitu, soalnya kan ada beberapa fonem yang mirip gitu
ya ty, jadi males gitu rasanya jadi gak mood gitu
7. How often do you practice your pronunciation in a week except in class?
Jarang
- Additional Question (2)
R: biasanya bagaimana kamu mengucapkan kata yang sebelumnya kamu
tidak pernah kenal sebelumya?
R31: berpatok sama tulisan ty awalnya, tapi kalau sudah ada koreksiannya
oh ternyata ngomongnya kayak gitu
8. Have you ever learned pronunciation by yourself? How?
Pernah, belajar dari film ataupun musik apalagi buat kata yang baru atau asing
didengar,terus didengerinnya berulang ulang sampe kalo kita nemu kata itu kita
ga asing lagi buat denger atau ngomongnya
9. What kind of media that you use in order to improve your pronunciation?
dari lagu, film, kalau lagi nonton film gitu kadang di ulang, terus dengerin lagi
oh ternyata gitu ngomongnya
- Additional Question
R: Jadi kamu ini medium kesalahannya, ana masih belum nemu nih kamu
belajarnya pake apa sehingga kamu memperoleh kesalahanya yang
mendium.
R31: belajarnya ya? Ada beberapa kalimat atau kata yang kemaren itu,
sudah tahu sebelumnya jadi keingat lagi, cuman ada juga beberapa yang apa
ngomongnya kayak gini ya, sesuai insting aja sih sebenarnya, perasaan

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Respondent 32 : AR
Interviewee : Fifth Semester of English Language Teaching Department

1. What language do you use when you speak to your parents, lecturers, friends,
and your classmates?
Kalau sama orang tua akhir-akhir ini seringnya pake bahasa Indonesia, kalau
pake bahasa jawa takut salah ngomong gitu. Kalau sama dosen ngechat pake
bahasa Ingris kalau ngomong langsung pake bahasa Indonesia, kalau teman
kamar pake bahasa Indonesia, kalau teman sekelas tergantung dianya ngajak
ngomongnya pake bahasa apa, tapi seringnya bahasa Indonesia sih uty.
- Additional Question
R: kenapa sesama teman sekelas yang TBI seringnya pake bahasa
Indonesia?
R32: yakan bercandakan uty jadi enaknya pake bahasa Indonesia, ntar kalau
bahasa Inggris dianya gak paham aja. Biar nyampe aja bercandaanya
2. When did you start to learn English seriously?
Semenjak kuliah sih ty, tapi memang sebelumnya udah suka bahasa Inggris.
Tapi kalau sudah mau benar-benar belajar bahasa Inggris itu pas kuliah aja.
3. Did any of your lecturers in this current semester ever discuss or teach
pronunciation?
Ada ty, matkul phonology, beliau ngajarnya jelas, bisa langsung praktek gitu
4. Did you ever have joined an English course? Have you ever learned
pronunciation in your English course? How?
Pernah ty waktu SD, gurunya ngomong kita disuruh mengulangi gitu
5. Are you interested in learning pronunciation? Why?
Tertarik, biar PD aja ngomong bahasa Inggris
6. Is pronunciation difficult to learn?
Mudah, mungkin cuman ana aja yang malu buat producenya dan kurang
Latihan
- Additional Question
R: sulitnya seperti apa sih bisa digambarin seperti apa?
R32: Malu aja kalau mau ngomong, kayak takut salah
7. How often do you practice your pronunciation in a week except in class?

101
 gak pernah ngitung ty, kan cuman ngomong-ngomong aja. Kalau dijadwalin
khusus gitu gak ada ty, iya kadang niruin video ngomong gitu aja.
8. Have you ever learned pronunciation by yourself? How?
Kaslo belajar khusus, yang ada jadwal nya gitu ngga pernah ukhty, belajarnya
kalo lagi membaca sesuatu, dengerin lagu, atau nonton film. kalo lagi baca baca
sesuatu, arsy biasanya cari di kamus, atau di kamus oxford online, soalnya kalo
kata arsy di kamus oxford online, dibedakan cara pengucapannya. terus kalo
lagi dengerin lagu atau nonton, arsy ikutin cara ngomongnya, terus biasanya
arsy cari tau, film/ lagu nya itu dari negara mana, gitu sii ukhty
9. What kind of media that you use in order to improve your pronunciation?
lagu, video, film, youtube kalau pingin aja, jarang juga sih, paling suka nonton
film
- Additional Question (3)
R: yang paling sering yang bahasa Indonesia atau bahasa Inggris?
R32: Hmm, sama sih ty, tapi ana paling suka pake subtitle bahasa Inggris
karena ana bisa mengartikan sendiri gitu loh, kalau pake bahasa
indonesiakan, kayak orang yang mengartikan tu suka salah sama apa yang
diomongin itu, kurang cocok aja
R: Bisa jelasin gak misalnya gimana kamu belajar, mengenai pronunciation
itu apa sih kegiatan kamu?
R32: kayaknya kalau akhir akhir ini sering loh uty, kan ana gak sadar kalau
ternyata itu lagi belajar gitu, jadi kayak gitu lah, lagi suka nonton juga kan
jadi gitu, terus banyak tugas-tugas juga jadi sering baca.

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Appendix H: Documentation of Pronunciation Test

103
Appendix I: Documentation of Interviews

104