AN ERROR ANALYSIS OF ENGLISH PLOSIVE CONSONANT

[P, T, K, B, D, G] IN PRONUNCIATION MADE BY THE FIFTH

SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM

UIN RADEN FATAH PALEMBANG

UNDERGARDUATE THESIS
This thesis was accepted as one of the requirements to get
the title of SarjanaPendidikan (S.Pd.)

by

Tiara Nita Angela

NIM.12250141

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMICUNIVERSITYRADEN FATAH
PALEMBANG
2018
 MOTTO AND DEDICATION

“Keep your eyes fixed on the global aspects, but do not forget the
detail, because the devil is in the detail”

PROF. DR.-ING. BACHARUDDIN JUSUF HABIBIE

This thesis is dedicated to:

 My beloved parents, my mother (HerlinaWati) and my father (Arfaini).

Thank you very much for everything since I was born in this world. They
have very much given prayer, love, and support to me both morally and
materially.

 My brother (DwikiSatriaBuana) who is currently studying in Maritime

University. Hopefully, you can finish the study as fast as possible. My
sister (BerlianaSeptiani) who is the youngest in my family. Your support
during my final project is very meaningful. I am happy to have you, sister!

 My dear boyfriend (YayanPratama, Am. Kep.) who remains willing to

engage with the struggle, thank you for your support, love, and pray.

 The validators of instruments and findings of this thesis, (Winny A.

Riznanda, M. Pd., DetaDesvitasari, M. Pd., and Nova LinggaPitaloka, M.
Pd.) as validators of instruments and (DetaDesvitasari, M. Pd., and
AisyahShahab, M. Pd.) as validators of findings. Thank you very much for
helping me.

 My best friends (Tri Astuti, S. Pd., SyarifahSalwa, S. Pd., RizkiFadhliyah,

S. Pd.) My friends who always remind me to revise my thesis, give me
support,and give me prayer as always. You are the best MVP shincan, awa,
kiki!

 All of my beloved friends, especially PBI 4 2012.

 My friends, the students of English Education Study Program UIN Raden

Fatah Palembang, (ZakiahKurnia, IntanPermata Sari, RahmitaElvarina,
Nurdiana, NuraBitaria, KuryantiSaputri, MustikaRini, IndraRukmawan,
KakKholil (2011), MbaIta (2010), Adek Roy (2014), All of students’ PBI 3
(2016), especially RahmadHandemi and Ongki. N (2016), and All of
members of WhatsApp’s group (PejuangWisuda).
 TABLE OF CONTENTS

ACKNOLEDGEMENT ....................................................................................i

TABLE OF CONTENTS..................................................................................ii

ABSTRACT .......................................................................................................v

LIST OF TABLES............................................................................................vi

LIST OF CHARTS ........................................................................................viii

LIST OF APPENDICES..................................................................................ix

LIST OF DOCUMENTATION........................................................................x

I. INTRODUCTION
1.1 Background ...........................................................................................1
1.2 Problems of the Research .....................................................................6
1.3 Objectives of theResearch .....................................................................6
1.4 Significance of the Research .................................................................7

II. LITERATURE REVIEW

2.1. Concept of Error Analysis ..................................................................8
2.1.1 Definition of Error Analysis......................................................8
2.2 Concept of Error .................................................................................9
2.2.1 Differences between Error and Mistake ....................................9
2.2.2 Types of Error..........................................................................10
2.3 Concept of Pronunciation .................................................................14
2.4 Concept of Pronunciation Error ........................................................16
2.4.1 Definition of Pronunciation Error ...........................................16
2.4.2 Classification of Pronunciation Error......................................17
2.5 Plosive Consonant.............................................................................21
 2.5.1 /p/ and /b/.................................................................................22
2.5.2 /t/ and /d/..................................................................................24
2.5.3 /k/ and /g/.................................................................................25
2.6 Previous Related Studies...................................................................27

III. METHOD AND PROCEDURE

3.1 Method of Research ..........................................................................30
3.2 Operational Definitions.....................................................................31
3.3 Participants........................................................................................31
3.4 Data Collection .................................................................................33
3.4.1 Test …………………………………………………………..33
3.4.2 Interview …………………………………………………….33
3.4.3 Validity Test ............................................................................34
3.4.3.1 Validity of English Plosive Consonant Test………....34
3.4.3.2Validity of Question of Interview…………………....35
3.4.4 Analysis Validity ....................................................................35
3.5 Data Analysis ....................................................................................35
3.5.1 Analyzing types of Students’ Pronunciation Error ...............36
3.5.2 Analyzing the Most Frequent Types of Students’
Pronunciation Error…………………………………………38
3.5.3 Analyzing Students’ Difficulties of English Plosive
Consonant…………………………………………………...40

IV. FINDINGS AND INTERPRETATIONS

4.1 Findings of The Research .................................................................41
4.1.1 Identification and Classification of English Plosive
Consonant Errors in Pronunciation..………………………..41
4.1.2 Describing the Errors ............................................................53
4.1.2.1 Pronunciation Errors of [p] sound………………….53
 4.1.2.2 Pronunciation Errors of [t] sound…………………..58
4.1.2.3 Pronunciation Errors of [k] sound………………….65
4.1.2.4 Pronunciation Errors of [b] sound………………….71
4.1.2.5 Pronunciation Errors of [d] sound………………….76
4.1.2.6 Pronunciation Errors of [g] sound………………….80
4.1.3 Explaining the Errors...............................................................87
4.1.4 Evaluating the Errors...............................................................94
4.1.5 The Percentage of English Plosive Consonant Errors in
Pronunciation………………………………………………...95
4.1.6 Student’s Difficulties in Pronouncing English Plosive
Consonant……………………………………………………97
4.2 Interpretations ...................................................................................99

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ....................................................................................104
5.2 Suggestions .....................................................................................106

REFERENCES

APPENDICES
 ABSTRACT

Error Analysis (EA) are some activities used to analyze, observe, and classify
the errors which are made by the students in writing and speaking. This research
describes the errors of English plosive consonant in pronunciation which were made
by the fifth semester students of English education study program UIN Raden Fatah
Palembang. The aims of this research were: 1) to find out English plosive consonant
errors made by the fifth semester students of English education study program UIN
Raden Fatah Palembang. 2) to find out the most frequent types of English plosive
consonant errors made by the fifth semester students of English education study
program UIN Raden Fatah Palembang.3) to find out the difficulties in pronouncing
English plosive consonant encountered by the fifth semester students of English
education study program UIN Raden Fatah Palembang.Mixed-method research was
used in this research. 30 students of the fifth semesterstudents of English education
study program UIN Raden Fatah Palembangwere selected to be the participants of
this research. The data were collected through test and interview. The students were
assigned to pronounce 54 English words slowly and loudly related only to [p], [t], [k],
[b], [d], and [g] sounds. In analyze the data, I divided pronunciation errors in English
plosive consonant sound into each type by using comparative category taxonomy in
interlingual errors by Keshavarz’s Taxonomy (2008).This research revealed that: 1)
the participants contributed in pronouncing errors of English plosive consonant in 2
errors which were the absence of some target language phonemes and the differences
which exist between the first and second language syllable structures. 2) the most
frequent type of pronouncing errors of English plosive consonant based on
Keshavarz’s Taxonomy (2008) contributed error in the absence of some target
language phonemes (63.20%). 3) there were some difficulties in pronouncing errors
of English plosive consonant faced by students. . First, the students made errors of
pronouncing English plosive consonant in interlingual, students had difficulties in
distinguishing sounds [p], [t], [k], [d] and [g] in target language. Second, the students
made errors of English plosive consonant in intralingual errors which are pronounced
it as spelling pronunciationand silent letter. Third, the last sources of errors in
pronouncing English plosive consonant caused by “teacher-induced errors”. Themost
students understood about teachers’ explanation about material but students still were
confused about how to pronounce it correctly.
Keywords: Error, error analysis, comparative category taxonomy, pronunciation, plosive consonant.
 LIST OF TABLES
Page
Table 1: Classification of Pronunciation Errors based on Keshavarz (2008)
Taxonomy..........................................................................................................20
Table 2 : Population of the Research.................................................................32
Table 3 : Sample of the Research ......................................................................32
Table 4 : Identification and Classification of Pronunciation Error ...................36
Table 5 : Classification and Counting of Those Errors ...................................39
Table 6 : The Deviation of [p].........................................................................41
Table 7 :The Deviation of [t]...........................................................................44
Table 8 :The Deviation of [k]..........................................................................45
Table 9 :The Deviation of [b]..........................................................................47
Table 10 :The Deviation of [d]..........................................................................49
Table 11 :The Deviation of [g]..........................................................................50
Table 12 : The Deviations of [p] in Initial Position...........................................53
Table 13 : The Deviations of [p] in Medial Position.........................................55
Table 14 : The Deviations of [p] in Final Position............................................56
Table 15 : The Deviations of [t] in Initial Position ...........................................59
Table 16 : The Deviations of [t] in Medial Position..........................................60
Table 17 : The Deviations of [t] in Final Position.............................................62
Table 18 : The Deviations of [k] in Initial Position...........................................65
Table 19 : The Deviations of [k] in Medial Position.........................................67
Table 20 : The Deviations of [k] in Final Position............................................69
Table 21 : The Deviations of [b] in Initial Position...........................................71
Table 22 : The Deviations of [b] in Medial Position.........................................73
Table 23 : The Deviations of [b] in Final Position............................................74
Table 24 : The Deviations of [d] in Initial Position...........................................76
Table 25 : The Deviations of [d] in Medial Position.........................................77
Table 26 : The Deviations of [d] in Final Position............................................79
Table 27 : The Deviations of [g] in Initial Position...........................................81
Table 28 : The Deviations of [g] in Medial Position.........................................82
Table 29 : The Deviations of [g] in Final Position............................................84
Table 30 :Percentage of Errors Pronunciation in English Plosive Consonant ..96
 LIST OF CHARTS

Chart 1 : The Percentages of Pronunciation Errors in English Plosive

Consonant ........................................................................................97
 LIST OF APPENDICES

Appendix A : Preliminary Study

Appendix B : Pronunciation Test

Appendix C : Interview Questions for Students

Appendix D : Students’ Attendance List During Research

Appendix E : The Result of Student’s Interview

Appendix F :Students’ Answer Pronunciation Test

 LIST OF DOCUMENTATIONS

1. KartuBimbinganSkripsi
2. Fotokopi KTM
3. FotokopiKwitansi SPP terakhir
4. FotokopiTranskripNilai
5. FotokopiIjazahPendidikanterakhir
6. SuratKeputusanPenunjukanPembimbing
7. RekapitulasiNilaiUjianKomprehensif
8. Fotokopisertifikat BTA,KKN,OSPEK,danKomputer
9. Fotokopisertifikat TOEFL
10. Surat Izin Penelitian dari Fakultas
11. SuratKeterangan Lulus Ujian Komprehensif
12. Surat Kelengkapan Berkas Munaqasyah
13. SuratKeterangan BebasTeori