An Analysis of Pronunciation Errors of Vowels /I/ and /i:/ of ELESP FKIP

ULM batch 2019 Students

Chapter I
A. Background
Speaking is important because it helps students in developing their abilities,
allowing them to talk effortlessly and spontaneously with native speakers.
Speaking may also increase general learners' motivation and make the English
language classroom an exciting and vibrant place to be provided the right
speaking exercises are taught in the classroom (Nunan, 1999 & Celce-Murcia ,
2001).
Developing speaking skills is of vital importance in EFL/ESL programs.
Nunan (1999) and Burkart & Sheppard (2004) argue that success in learning a
language is measured in terms of the ability to carry out a conversation in the
(target) language. Therefore, speaking is probably a priority for most learners of
English (Florez, 1999).
Pronunciation in English is one of the most difficult skills to learn, and
learners should devote a great amount of effort to it (Aliaga Garca, 2007;
Martnez-Flor et al. 2006; Pourhosein Gilakjani, 2016). One of the most crucial
requirements of learners' competency is understandable pronunciation, which is
also one of the most significant elements of teaching english. While good
pronunciation helps language acquisition, poor pronunciation creates language
learning issues (Pourhosein Gilakjani, 2012).
Due to the height of tongue, the researchers wanted to study the english
closed vowels sounds I and i to ELESP students' when speaking English, to
indicate any errors in students' pronounciation. Because developing speaking
skills is of crucial in EFL/ESL programs. Nunan (1999) and Burkart & Sheppard
(2004) stated that success in learning a language is measured in terms of the
ability to carry out a conversation in the (target) language. Therefore, speaking is
probably a priority for most learners of English (Florez, 1999).

Chapter II
A. Object of the study
The objective of this research is on students' mispronunciation of English
vowels / and /i:/ in ELESP FKIP ULM batch 2019. Even though Indonesian and
English vowels are characterized in the same way, mispronunciation of vowels
can occur. Errors can occur due to the impact of their first language, as well as the
difference in sound systems between the first and target languages.
1. Data Collection
The students of ELESP FKIP ULM 2019 are the subjects of this study.
 These are the processes for gathering data. The first, researchers
identified seven students who are from ELESP FKIP ULM 2019 fifth-
semester students. Furthermore, the students are randomly selected by
the researchers. Second, the researchers collected data from the seven
participants and examined the results. To get the required data, the
researcher conducted an oral test that included a list of words that had
/ɪ/ and /i:/ vowels, and then asked each subject to speak the words. The
seven students were instructed to create a voice recording of themselves
reciting the terms given.
2. Data Analysis
After collecting data from respondents, the researcher analyzed the data
using the following steps, namely:
a. Listening to the recording repeatedly to find out where the errors are
in pronouncing /I/ and /i:/ ;
b. Mark the respondent's answer based on the pronunciation of the
sound /I/ and /i/ whether it is true or false. The researchers used the
Cambridge-American Dictionary Online as the standard of
correction.
c. The scores assigned to each pronunciation The researchers scored 5
(five) for each accurate pronunciation of the sounds /I/ and /i:/, and 0
(zero) for the incorrect pronunciation. the highest score of this test is
90 (ninety)
d. The results of the scores of respondents using the respondent's test
analysis. The table is shown below:
No. Respondents Initial Word number containing /I/ ∑ CP ∑ CP

∑ CI
∑ CP = Total of Correct Pronunciation

∑ MCA = Total of Maximum of Correct Answer

∑ CI =Total of Correct Item

e. comparing the first and second tables to find out which Vowels were
uttered the most by respondents.
f. Concluding the research results.
3. Instrument
No /I/ /i:/
 .
1 Did /dɪd/ Deed /diːd/
2 Fill /fɪl/ Feel /fiːl/
3 Fit /fɪt/ Feet /fiːt/
4 Grin /grɪn/ Green
/griːn/
5 Hit /hɪt/ Heat /hiːt/
6 Is /ɪz/ Ease /iːz/
7 Mitt /mɪt/ Meat /miːt/
8 Slip /slɪp/ Sleep /sliːp/
9 Still /stɪl/ Steal /stiːl/

Chapter III
A. Data Display
The purpose of this study was to examine the inappropriate pronunciation of
the vowels /ɪ/ and /i:/ sounds. . This researcher described the findings in validity.
The information was obtained from the records, which were obtained from the
seven participants who were picked at random. All responders are ELESP FKIP
ULM class 2019 fifth-semester students. Before collecting the data, the researcher
created a list of words that contain the /ɪ/ and /i:/ vowel sounds. The word list had
18 items and was separated into two halves, one for the /ɪ/ and the other for the
/i:/. The responders were then asked to pronounce the words and record their
performance through voice recording. Once the data was collected, the researchers
carefully evaluated it. For each word, a record of the performances was kept and
the pronunciation was graded. It was accomplished by carefully listening to the
records.
Next, the researcher assigned a score to each responder based on their
performance for each word. The correct pronunciation received one (1) point,
while the incorrect pronunciation received zero (0) points. Afterwards, the data
was evaluated, processed, and compared to identify which sounds had the highest
mispronunciation between /ɪ/ and /i:/. The researcher used the American-
Cambridge Dictionary to rectify the pronunciation. The test analysis of the
responses will be presented in the appendices section.
No. Respondents Initial Word number containing /I/ ∑ CP ∑ MCA
1 2 3 4 5 6 7 8 9
1 NR 1 1 1 1 1 1 1 1 1 9 9
2 KNM 1 1 1 1 1 1 1 1 1 9 9
3 AR 1 1 1 1 1 1 1 1 1 9 9
4 DC 1 1 1 1 1 1 1 1 1 9 9
5 JRE 1 1 1 1 1 1 1 1 1 9 9
6 KP 1 1 1 0 1 1 1 0 1 7 9
7 SAL 1 1 1 1 1 1 1 1 1 9 9
∑ CI 7 7 7 6 7 7 7 6 7 61 63
In the first table they answered it well. The results of the respondents are almost
perfect. one of them had slip tongue by mentioning /ei/ and /e/. therefore, it causes
pronunciation errors in vowels /I/

No. Respondents Initial Word number containing /i:/ ∑ CP ∑ MCA

1 NR 1 1 1 1 1 1 1 1 1 9 9
2 KNM 1 1 1 1 1 1 0 1 1 7 9
3 AR 1 1 1 1 1 1 1 1 1 9 9
4 DC 0 1 1 1 1 1 1 1 1 7 9
5 JRE 1 1 1 1 1 1 1 1 1 9 9
6 KP 1 1 1 1 1 1 1 1 1 9 9
7 SAL 1 1 1 1 1 1 1 1 1 9 9
∑ CI 6 6 7 7 7 7 6 7 6 59 63

Chapter VI
Conclusion
The results of this second table also show good results. However, some
respondents said the word was not long enough because it sounded the same as
the vowel /I/. vowel /i:/ usually sounds a bit long with emphasis. The study's aim
is to determine the errors made by students who from the fifth semester of ELESP
FKIP ULM 2019 while pronouncing English vowels /ɪ/ and /i:/. The research
findings indicate that the students are "excellent" at pronouncing the vowels /ɪ/
and /i:/ sounds.
The errors may be difficult to prevent. According to the research, there is just
one vowel that occurs mistakes produced by ELESP 2019 fifth semester students,
which is /i:/ sounds. To solve this problem, participants must continue to practice
pronouncing English vowels correctly while paying close attention to native
speakers' pronunciation. Based on the findings, the researchers believe that
pronunciation should be perceived to be more than just the accurate production of
particular sounds or words. It should be seen as an essential component of
communication that is included into classroom activities. If students are unable to
say the right version of a word, they are unable to communicate effectively.
Pronunciation teaching is critical because it helps students comprehend native
speakers and increases their ability to communicate effortlessly and effectively.