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AN ANALYSIS OF STUDENTS ERROR IN ENGLISH PRONUNCIATION


CHAPTER I
INTRODUCTION
A.      Background
In English language teaching, there are four language elements namely: structure, vocabulary, pronunciation and spelling. Those elements are though in order to develop the students’ skill in the language learning. One second of them should be noticed is pronunciation is considered difficult element method that can be applied in learning pronunciation.
The researcher has observed that in junior high school students are lack of pronunciation while Nurhayati (2008:1), states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication. When speakers mispronounce some words or phrases, people can be misunderstanding. To reduce it, the teacher must equip the learner with English certain degree accuracy and fluency in understanding, responding and in expressing him self in the language in speech in other the learners communicatively in using the language.
This  chapter  focused  on  the  rationale  for  the  study.  It  outlined  the  research problem,  and  its  context.  It  also  looked  at  the  objectives  of  the  study  and various  definitions  of  kinds  of  errors.  It  also  presented  hypotheses,  ethical considerations,  and  significance  of  the  study,  limitations  as  well  as  the organisation and work plan of the study.
Error  analysis  is  an  invaluable  source  of  information  to  teachers.  It  provides information on students' errors which in turn helps teachers to correct students' errors  and  also  improves  the  effectiveness  of  their  teaching.  According  to Richards  et  al.,  (1996:127),  error  analysis  has  been  conducted  to  identify strategies  which  learners  use  in  language  learning,  to  track  the  causes  of learner’s  errors,  obtain  information  on  common  difficulties  in  language learning  or  on  how  to  prepare  teaching  materials.  Similarly,  Michaelides, (1990:30) states that the systematic analysis of student’s errors can be of great value  to  all  those  concerned,  i.e.,  teachers,  students  and  the  researchers.  For teachers it can offer clear and reliable picture of his students’ knowledge of the target  language.  Willcott,  (1972:73)  conducted  an  error  analysis  to  discover some  of  the  problems  that  native  speakers  of  Arabic  had  with  the  syntax  of written English. 
The  study  of  errors  themselves  without  proper  analysis  would  have  been misleading.  The  number  of  correct  responses  gives  a  good  picture  of  which items  are  being  mastered  and  which  are  not.  Therefore,  this  study  hopes  to enlighten teachers on the errors that  require remedial work so  that time  is  not wasted  on  teaching  grammar  items  which  pose  little  or  no  problems  to  the majority of the students in relation to writing compositions. 
The  definition  of  error  analysis  by  Corder,  (1974)  is  very  relevant  to  isiZulu learners in this study. Corder (ibid), argues that "what has????????????????????

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