AN ANALYSIS ON PRONUNCIATION PROBLEM FACED BY TENTH GRADE STUDENTS IN ENGLISH SPEAKING CLASS AT SMA TAMANSISWA (TAMAN MADYA) MALANG
| Main Author: | NURACHMI, FIRDA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/21918/1/jiptummpp-gdl-firdanurac-41180-1-pendahul-n.pdf http://eprints.umm.ac.id/21918/2/jiptummpp-gdl-firdanurac-41180-2-chapter1.pdf http://eprints.umm.ac.id/21918/ |
Daftar Isi:
- Speaking demands specific pronunciation for those who are learning English. Pronunciation is a way in which language is spoken. Many students EFL in Indonesia have many problems in pronunciation, it will impact on their speaking. However, the writer is interested in studying about pronunciation problems faced by tenth grade students in English speaking class at SMA Tamansiswa (Taman Madya) Malang. The research problems in this study are 1) What are the pronunciation problems faced by tenth grade students in English speaking class at SMA Tamansiswa (Taman Madya) Malang? and 2) What are the studentsÂ’ strategies to overcome their pronunciation problems? Quantitative method research design was used as design of this study because the writer wanted to get information or data and to describe the research about the pronunciation problem in English speaking class at SMA Tamansiswa (Taman Madya) Malang and the strategies used to overcome the problems. The subject of this research were 54 students of the tenth grade in English speaking class. The data was obtained through the observation and questionnaire. The data were analyzed by finding the pronunciation problems of the students. Based on the research finding, it found that the studentsÂ’ had problem in pronunciation were the pronouncing of vowels, diphthong and consonant. As a result it shows that, 1) Most of the students had pronunciation problems that is, the first language interference by interference of mother language, learnerÂ’s age, learnerÂ’s attitude and psychological, and prior pronunciation instruction. While the students found the strategies concerning with the pronunciation, 2) Most of them were able to solve the problems, then the students knew their problems. For example: learning to speak English like native speakers, pronouncing difficulty word frequently and practicing slowly and clearly than too quickly.