Fajriati, E. (2016) - An Analysis of Students' Errors in Pronouncing English Diphthongs

AN ANALYSIS OF STUDENTS’ ERRORS IN PRONOUNCING
ENGLISH DIPHTHONGS OF THE FOURTH SEMESTER OF

MUHAMMADIYAH UNIVERSITY OF PURWOREJO IN THE
ACADEMIC YEAR OF 2015/2016
S1 Thesis
Submitted as a partial fulfillment of the requirement to obtain Sarjana

Pendidikan degree at English Education Program of
PurworejoMuhammadiyah University
by
ERMA FAJRIATI
122120018
ENGLISH EDUCATION PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
PURWOREJO MUHAMMADIYAH UNIVERSITY
2016
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MOTTOS AND DEDICATIONS
Motto:
Do what you love and love what you do.
(David Bayu)
The most difficult to reach success is not when you reach it, but when you
maintain your hard-earned success what you get.
(Hitam Putih)
The best thing about the future is that it comes one day at a time.
(Abraham Lincoln)
Dedication:
I dedicate this thesis to the followings:
1. My mom and dad; Sarjilah and Laman. Thank you for your love, affection,
and prays. Thank you for teaching me many things and your advices. I do
love you, mom and dad.
2. My beloved Bella Aditya Kurniawan. Thank you for your love, support,
care and motivation. Thank you for accompany me in every conditions and
your patience.
3. My friends Hanifa, Zhena, Evo, Farida, Afif. Thanks for your kindness
and support. I‟ll miss you all.
4. All of my friends in 8A class English Education of UMP. Thanks for your
nice friendship. May Allah bless all of you, keep fighting for the future.
5. My PPLs‟ friends especially Ngafiatul Muflikhah. Thanks for care and
suggestion.
6. My KKNs‟ friends. Thanks for the nice experiences and moments during
one month.
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ACKNOWLEDGEMENT
Praise to Allah SWT, the Almighty, the creator of Universe, just because
of His mercy, the researcher is being able to finish his thesis. He would like to
express his deepest gratitude to:
1. Drs. H. Supriyono, M.Pd., the rector of Purworejo Muhammadiyah
University.
2. Yuli Widiyono, as the Dean of Teacher Training and Education Faculty of
Purworejo Muhammadiyah University.
3. Semi Sukarni, M.Pd. and Abdul Ngafif, M.Pd.B.I as my consultants,
thanks for the guidance, suggestions and your patience during the writing
this thesis.
4. The lecturer in English Education of Purworejo Muhammadiyah
University, thanks for your dedication to teach me until I graduated.
5. 4B class of English Education program, thanks for being my participants
in my thesis.
6. Everyone who has supported me.
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ABSTRACT
Fajriati, Erma. 2016. “An Analysis of Students’ Errors in Pronouncing English

Diphthongs of the Fourth Semester of Muhammadiyah University of Purworejo in
the Academic Year of 2015/2016”. S1 Thesis. English Education Program.
Teacher Training and Education Faculty, Muhammadiyah University of
Purworejo.
This research is aimed to describe the errors that the students made in
pronouncing English diphthongs and to explain the pronunciations‟ ability of the
of the fourth semester students of Muhammadiyah University of Purworejo in the
academic year 2015/2016.
This research is designed as descriptive qualitative. The subject of the
research is the fourth semester students of English Department of Muhammadiyah
University of Purworejo in the academic year of 2015/2016. The subject of the
research consists of 27 students. The instrument that is used to get the data is oral
test of pronunciation. The techniques of analyzing the data are transcribing,
classifying the kind of error, finding out the students‟ score, finding out the
students‟ score average, and categorize the students‟ pronunciation ability.
The research finding indicates that the kind of error made by students in
pronouncing English diphthong is divided into two. The result shows that 59.65%
(114 of 218) of the errors are mispronunciation. On the other hand, 40.35% (104
of 218) of the errors are phonological interference. The result of the data finding
shows the average of students‟ score is 73.05. It means that the pronunciation of
English diphthong of the fourth semester students of Purworejo Muhammadiyah
University in academic year 2015/2016 is good.
Keywords: Error, pronunciation, English diphthong.
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TABLE OF CONTENTS
TITLE .................................................................................................................. i
APPROVAL SHEET ......................................................................................... ii
RATIFICATION SHEET .................................................................................. iii
MOTTO AND DEDICATIONS ........................................................................ iv
STATEMENT .................................................................................................... v
ACKNOLEDGEMENT ..................................................................................... vi
ABSTRACT ....................................................................................................... vii
TABLE OF CONTENTS ................................................................................... viii
LIST OF TABLES ............................................................................................. x
LIST OF APPENDICES .................................................................................... x
CHAPTER I INTRODUCTION ................................................................. 1
A. Background of the Study................................................... 1
B. Identification of the Problem ........................................... 3
C. Limitation of the Problem ................................................ 4
D. Statement of the Problem ................................................. 5
E. Objectives of the Study ..................................................... 5
F. Significance of the Study ................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE ............................. 7
A. Theoretical Review ........................................................... 7
1. Theory of Phonetics and Phonology ........................... 7
a. Definition of Phonetic ........................................... 7
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b. Kinds of Phonetic .................................................. 8
c. Phonetics Symbol .................................................. 8
d. Phonetics Transcription......................................... 9
e. Definition of Phonology........................................ 9
f. Kinds of Phonology .............................................. 9
2. Theory of Pronunciation ............................................. 10
a. Definition of Pronunciation .................................. 10
b. Aspect of Pronunciation ........................................ 11
3. Theory of Diphthong ................................................... 12
a. Definition of Diphthong ........................................ 12
b. Types of Diphthong .............................................. 12
c. Diphthong in Detail ............................................... 13
4. Theory of Error ........................................................... 16
a. Definition of Error ................................................ 16
b. Differences Between Error and Mistake ............... 16
c. Error Analysis ....................................................... 17
d. Source of Error ...................................................... 18
e. Types of Error ....................................................... 20
B. Previous Study ................................................................. 23
CHAPTER III RESEARCH METHODS ...................................................... 26
A. Research Design .............................................................. 26
B. Place and Time of the Research ....................................... 27
C. Subject of the Research ................................................... 27
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D. Unit of Analysis ............................................................... 27
E. Research Instrument .......................................................... 28
F. Technique of Collecting the Data ..................................... 28
G. Technique of Data Analysis .............................................. 29
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ................... 32
A. Research Findings ............................................................ 32
B. Discussion ........................................................................ 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS .............................. 53
A. Conclusion ....................................................................... 53
B. Suggestions ...................................................................... 54
REFERENCES ................................................................................................. 56
APPENDICES ................................................................................................. 58
LIST OF TABLES
Table 1. Percentage of Pronunciation Error of Diphthong ............................ 33
Table 2. Kind of Error ................................................................................... 34
Table 3. Students‟ Pronunciation Score ......................................................... 35
LIST OF APPENDICES
Appendix 1. Research Instrument ................................................................. 58
Appendix 2. Students‟ Attendance List ........................................................ 60
Appendix 3. Students‟ Pronunciation Transcription ...................................... 61
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CHAPTER 1
INTRODUCTION
This chapter is an introduction which gives the general concept of the
research. There are seven main sub chapters discussed here. Those are the
background of the study, identification of the problem, limitation of the problem,
statement of the problem, objective of the study, significance of the study,
theoretical review, and organization of the thesis.
A. Background of the Study
Language has important role for people‟s life because language is a
means of communication. The goal of communication is to understand and to
express an information, thought, and feeling. In addition, communication is
also to develop science, technology, and culture through the language.
Through language, everyone can deliver their ideas and thought to other
people. Brown (2001:69) states that communicative competence is the ability,
which is the combination of organizational, pragmatic, strategic, and
psychomotor skills (pronunciation), to send a perfect transaction of a message
from a sender to a receiver. Indonesian, English, Arabic, French, Japanese are
some kinds of language in the world but to unite countries, English is used as
international language. Therefore, English now become very important to be
taught and studied. By studying English, it might be easier to communicate
when meeting peoples from various countries. In the global era, written and
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oral English commonly use, so English ability needed to understand
information conveyed.
English as a foreign language will arise some difficulties which are
faced by Indonesian people or students because in learning a new language
the students tend to transfer their native language habit to the new language.
In learning English, students frequently get difficulties and the researcher
found that pronunciation becomes one of the hardest things to be mastered
due to the differences of sound system between Indonesia and English.
Pronunciation plays an important role in learning a second or a foreign
language, and it has to pronounce well when we talk with someone because
different pronunciation may have different meaning, and the wrong
pronunciation may produce misunderstanding in conversation. According to
Richards (2002:469), pronunciation is the way a certain sound or sounds are
produced. Pronunciation is useful for listening, speaking and reading aloud.
English sounds consist of vowels, diphthong and consonant. There are
five vowels exist namely a, e, i, o, and u. Whereas there are two kinds of
diphthong; closing and centering diphthong. ([ei], [ai], [au], [əu], [oi]), those
are including closing diphthong and ([uə], [iə], [eə]) including centering
diphthongs. While consonant are sounds which are not categorized as vowels
and diphthongs.
Although Indonesian students have English subject at their school,
most of them often make errors in pronunciation practice and one of the
problem is they get difficulty when pronouncing diphthong. Kelly (2001:2)

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states that diphthong is a combination of vowel sounds involving a movement
from one vowel sound to another. In short, diphthong is an English sound that
made from two vowel sounds put together. For example, consisting diphthong
[iə] is [appear], [uə] is [cruel] and etc.
From the explanations above, the researcher is interested in
conducting research entitled “An Analysis of Students‟ Errors in Pronouncing
English Diphthongs of the Fourth Semester of Muhammadiyah University of
Purworejo in the Academic Year of 2015/2016”.
B. Identification of the Problem
English now has become international language and it taught almost in
every level of education in Indonesia. To master English, the students have to
master the four main English skills such as speaking, writing, reading and
listening. In learning the new language there are many difficulties faced by
the students and the difficulties occur in each skill including speaking skill.
One of to be noticed in speaking skill is pronunciation because with correct
pronunciation, the message that will deliver to the hearer will clear. The
problem that usually faced by the students, they are still influenced by their
native language so when they are pronounce English word, they tend to make
error.
English sounds are divided into three; vowel, diphthong and
consonant. When English diphthong is not pronounced well, the meaning of
words conveyed will be different. For example: If the speaker fails to produce
of diphthong [ai] in “ride” instead replacing it with a pure vowel [i:], the
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message received by the hearer will be different. If the words “paper”
pronounces with vowel [e] not diphthong [ei], the meaning will be different.
When the word “bite” pronounce with vowel [I] not diphthong [ai] the
meaning is different.
Therefore, pronouncing diphthongs correctly is important in order to
avoid misunderstanding. Based on the reason above, the writer considers the
importance of the “An Analysis of Students‟ Errors in Pronouncing English
Diphthongs of the Fourth Semester of Muhammadiyah University of
Purworejo in the Academic Year of 2015/2016”.
C. Limitation of the Problem
Based on the identification of the problem, the writer wants to limit
the study by describing the kinds of errors on the pronouncing English
diphthong ([ei], [ai], [au], [oi], [əu], [uə], [iə], [eə]) made by the students of
the fourth semester of Muhammadiyah University of Purworejo. The reason
is it will help the writer to focus on the object of the research. The writer just
focused on the analysis of students‟ errors in pronouncing English diphthong
and limits the object of the research only in the fourth semester students of
Muhammadiyah University of Purworejo in the academic year of 2015/2016.

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D. Statements of the Problem
The problem of this study is formulated as follows:
1. What kind of errors are made by students in pronouncing English
diphthongs?
2. How is the pronunciation of the fourth semester students of
Muhammadiyah University of Purworejo in the academic year
2015/2016?
E. Objectives of the Study
Based on the questions formulated above, the aim of the study is:
1. To describe the errors that the student made in pronouncing the English
diphthong.
2. To explain the pronunciations‟ ability of the fourth semester students of
Muhammadiyah University of Purworejo in the academic year 2015/2016.
F. Significance of the Study
The writer hopes that this study will be useful for some peoples
especially for English teacher and students. The significances of the study
are:
1. For the Lecturer
By understanding the students‟ error in pronouncing the English
diphthong, a lecturer is supposed to be able to improve her/his method in
teaching because lecturer is a model in teaching learning activity.

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2. For the students
It can give motivation for the students to improve their skill in
pronouncing English sounds especially diphthong.
3. For the readers
The result of the research will give new knowledge for their study.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses about the review of related literature. Review of
related literature contains of theoretical analysis about the research topic. There
are three main sub chapters discussed here. They are the previous studies, the
theoretical background, and the framework of the present study.
A. Theoretical Review
1. Theory of Phonetics and Phonology
a. Definition of Phonetic
According to Ogden (2009:1), phonetics is the study of the sounds
of speech. Hamann and Schmitz (2005:3), state that phonetics is
concerned with how sounds are produced, transmitted and perceived.
From the explanations above, the researcher conclude that phonetics is
the study about sound of speech. It deals with the production of
speech sounds by humans.
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b. Kinds of Phonetics
Skandera and Burleigh (2005:3) divided phonetics into three:
1. Articulatory phonetics
Describes in detail how the speech organs, also called vocal
organs or articulation in the vocal tract are used in order to
produce, or articulate, speech sounds.
2. Acoustic phonetics
Studies the physical properties of speech sounds, i.e. the
way in which the air vibrates as sounds pass from speaker to
listener.
3. Auditory phonetics
Investigates the perception of speech sounds by the listener,
i.e. how the sounds are transmitted from the ear to the brain, and
how they are processed.
c. Phonetics Symbol
Skandera and Burleigh (2005:7) state that phonetics symbol is the
symbols that use to represent speech sounds.
According to Fromkin (2003:233) phonetic symbols for English:
Consonants Vowel and Diphthong

p pill t till k kill i beet ɪ bɪt
b bill d dill g gill e baIt ɛ bet
m mill n nil ŋ ring u boot ʊ foot
f feel s seal h heal o boat ɔ bore
v veal z zeal l leaf æ bat a pot/bar
θ thigh tʃ chill r reef ʌ butt ə sofa
ð thy dʒ gin j you aɪ bite aʊ bout
ʃ shill ʍ which w witch ɔɪ boy
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d. Phonetic Transcription
According to Skandera and Burleigh (2005:8) the term phonetic
transcription refers to the process of writing down spoken language in
phonetic symbols as well as to the resultant written text. Ogden
(2009:20) states that phonetic transcription is the practice of using
written letters to represent the sounds of speech. In other words,
phonetic transcription is a written letters which used to represent
speech sound.
e. Definition of Phonology
According to Fromkin (2003:267) phonology is the study of how
speech sounds form patterns. Skandera and Burleigh (2005:5) states
that phonology deals with the speakers' knowledge of the sound
system of a language. It can be conclude that phonology is sound
systems of language. Phonology concerned with how sounds function
in relation to each other in a language.
f. Kinds of Phonology
According to Skandera and Burleigh (2005:5) Phonology divided
into two branches, they are; segmental phonology and supra-
segmental phonology.
1. Segmental Phonology
Is based on the segmentation of language into individual speech
sounds provided by phonetics. Unlike phonetics, however,
segmental phonology is not interested in the production, the

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physical properties, or the perception of these sounds, but in the
function and possible combinations of sounds within the sound
system.
2. Supra-segmental Phonology
Is concerned with those features of pronunciation that cannot be
segmented because they extend over more than one segment, or
sound.
2. Theory of Pronunciation
a. Definition of Pronunciation
According to Richards (2002:469), pronunciation is the way a
certain sound or sounds are produced. Pronunciation is one of the
most important aspects in learning the language, especially in
speaking skill. Slight different in pronunciation may have different
meaning. That is why, pronunciation is very important in order to do
spoken communication.
Schmitt (2010:203) describes that pronunciation is a terms used to
capture all aspects of how we employ speech sounds for
communicating. Pronunciation refers to the way a word or a language
is spoken. From the definitions above, it can be concluded that
pronunciation is the way of people to pronounce a word or language
when they are speaking.

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b. Aspect of Pronunciation
Based on Queen Margaret University there are three aspects of
pronunciation, they are:
a. Pronunciation of sounds
Pronunciation refers to the way you produce individual
sounds and combinations of sounds, by moving the mouth in the
correct way. It is most important for you to practice those sounds
which do not occur in your own native language, as these will
certainly be the most difficult for you to produce in English. All
good dictionaries contain phonetic transcriptions of words to help
you if you are not sure of the correct pronunciation.
b. Word stress
In words of more than one syllable, there will be one
syllable which is more heavily stressed than the others. We say that
this syllable carries the primary stress (eg. apartment). If you
stress a word incorrectly, it can be very difficult to understand, so it
is important to learn how a word is stressed at the same time as you
learn how to pronounce it.
c. Intonation
Intonation is the name given to sentence stress, or what is
sometimes called the “music of the language”. Just as words have
stressed syllables, sentences contain regular patterns of stressed

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words. In addition, the voice tends to rise, fall or remain flat in
various different types of phrases and sentences.
3. Theory of Diphthong
a. Definition of Diphthong
Kelly (2001:2) states that diphthong is a combination of vowel
sounds involving a movement from one vowel sound to another (like
/ei/, as in late). According to Fromkin (2003:248), a diphthong is a
sequence of two vowel sounds. From the definition above, it can be
conclude that diphthong is the sequences of two vowels from one
syllable pronounced with deliberate glide between the two sounds.
b. Types of Diphthong
Ramelan in Sisbiyanto (2004:82) categorizes two diphthongs
which are found in English, namely closing diphthong and centering
diphthong.
1. Closing Diphthong
When the movement of the tongue is carried out from the
position of and open vowel to that of a closer vowel, such as in the
word “above”, the diphthong is said to be a closing diphthong.
There are five closing diphthongs namely ([eI], [aI], [aʊ], [əʊ],
[ɔI]).
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2. Centering Diphthong
When the movement of the tongue is carried out towards the
central vowel /ə/, the diphthong is called centering diphthong.
There are three centering diphthongs namely ([ʊə], [Iə], [eə]).
c. Diphthongs in Detail
Ramelan in Sisbiyanto (2004:86-100) describes English diphthongs
as follows:
1. Closing diphthongs ([eI], [aI], [aʊ], [əʊ], [ɔI])
a. ([eI]
Articulatory description:
1. First, the tongue starts from the position for the vowel /e/, a
front vowel, which is a little lower than the half close
position.
2. Then, the tongue moves in the direction of the vowel position
of /I/, which is a little above the half-close position, though it
is not necessarily reached.
3. The lips are spread, and are gradually closing.
b. [aI]
1. First, the front of the tongue is very slightly raised for the first
element of the diphthong /ai/, which is a front vowel with a
position in between /æ/ and /a:/.

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2. Then, the tongue moves to a closer position as if to produce
[I] vowel sound, though this position is normally not reached
(aI become ae).
3. The lips are apart and are gradually closing.
c. [aʊ]
1. First, the front part of the back (central part) of the tongue is
slightly raised for the first element of the diphthong [au]. This
vowel is more backed than the first element of the diphthong
[aI].
2. Then, the tongue moves in the direction of [U], though it
never reaches it. (au becomes ao).
3. The lips start at the neutral position, and are gradually
rounded.
d. [əʊ]
Diphthong [əʊ] starts at the position of sound [ə], a central
vowel than the tongue deliberately moves to the position of [ʊ].
e. [ɔI]
1. The back of the tongue is raised to a point midway between
[o] and [o:].

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2. Then, the front of the tongue is gradually raised in the
direction of [I], though in practice, it is never reached; [oI]
sounds more or less like [oe]
3. The lips are rounded for the first element of the diphthong
and are gradually spread.
2. Centering diphthongs [ʊə], [Iə], [eə]
a. [ʊə]
1. The tongue starts from the English vowel /u/ position such as
found in the word „good‟, and not from the closer /u:/ then it
glides away in the direction of the central vowel /ə/.
2. The lips are rounded for the first element and are then drawn
back to neutral position during the glide.
b. [Iə]
1. The tongue starts from the vowel /I/, as found in the word
„bill‟ and not from the closer /i/ vowel sound; then it glides
away in the direction of the central vowel /ə/.
2. The two lips are in neutral position during the vowel glide.
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c. [eə]
1. The tongue starts from an open vowel position, slightly
higher than the position for the English /æ/ vowel sound as
found in the word „man‟; then it glides away in the direction
of the central vowel /ə/.
2. The lips are either spread or neutral during the glide.
4. Theory of Error
a. Definition of Error
Brown (2007:258) defines an error as a noticeable deviation from
adult the grammar of a native speaker, reflects the competence of the
learner.
Harmer (2001:100) stated the error is a part of the learner
interlanguage that it the version of the language which a learner has at
any one stage of development an which is continually reshaped as
he/she aims toward full mastery. When responding to errors teachers
should be seen as providing feedback, helping that reshaping process
rather than telling students off because they are wrong.
b. Differences Between Error and Mistake
According to Corder in Ellis (2009:6), an error takes place as a
result of lack of knowledge (i.e., it represents a gap in competence). A
mistake is a performance phenomenon, reflecting processing failures

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that arise as a result of competing plans, memory limitations, and lack
of automaticity.
According to Brown (2007:257), a mistake refers to performance
error that is either a random guess or a „slip‟, in that it is to utilize a
known system correctly. Whereas error is a noticeable deviation from
the adult grammar or a native speaker reflects the competence of the
learner.
From the definitions above, the researcher conclude that error is
happened because the learner do not know what is correct, while
mistake is happened because the learner made slip in their
performance but they have known what is correct.
c. Error Analysis
Richards (2002:201) states that error analysis is the study and
analysis of the errors made by second language learners. In learning
something new, error always happens for example in learning new
language. It is because the students habit with their native language so
they tend to make error when learning a new language.
According to Brown (2007:259), error analysis is the fact that
learners do make errors, and that these errors can be observed,
analyzed, and classified to several something of the system operating
within the learner, led to a surge of study of learners‟ errors.

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Error analysis may be carried out in order to:
a. Identify strategies which learners use in language learning
b. Try to identify the causes of learner errors
c. Obtain information on common difficulties in language learning, as
an aid to teaching or in the preparation of teaching materials.
d. Source of Error
Richards in Heydari and Bagheri (2012:1584) classified errors,
according to their sources, into two categories. The two categories are
as follows:
1. Interlingual errors
These errors are caused by mother tongue interference. An
interlingual error is an error which results from language transfer,
that is, which is caused by the learner‟s native language.
2. Intralingual errors
This kind of errors occurs during the learning process of the
second language at a stage when the learners have not really
acquired the knowledge. In addition, errors are also caused by the
difficulty or the problem of language itself. An intralingual error is
one which results from faulty or partial learning of the target
language, rather than from language transfer. Intralingual errors
may be caused by the influence of one target language item upon
another.
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According to Brown (2007:263-266), there are four source of error:
1) Interlingual Transfer
Interlingual transfer is a significant source of error for all
learners. The beginning stages of learning a second language are
especially vulnerable to interlingual transfer from the native
language, or interference. In these early stages, before the system
of the second language is familiar, the native language is the only
previous linguistic system upon which the learner can draw. All
these errors are attributable to negative interlingual transfer. While
it is not always clear that an error is the result of transfer from the
native language, many such errors are detectable in learner‟s
speech. Fluent knowledge of a learner‟s native language of course
aids the teacher in detecting and analyzing such errors.
2) Intralingual Transfer
One of the major contributions of learner language research
has been its recognition of sources of error that extend beyond
interlingual errors in learning a second language. It is now clear
that intralingual transfer (within the target language itself) is a
major factor in second language learning. The teacher or researcher
cannot always be certain of the source of an apparent intralingual
error, but repeated systematic observations of learners‟ speech data
will often remove the ambiguity of a single observation of an error.

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The analysis of intralingual errors in a corpus of production data
can become quite complex.
3) Context of Learning
A third major source of error, although it overlaps both types
of transfer, is the context of learning. “Context” refers, for
example; to the classroom with its teacher and its materials in the
case of school learning or the social situation in the case of
untutored second language learning.
4) Communication Strategies
Communication strategies were defined and related to learning
styles. Learners obviously use production strategies in order to
enhance getting their message across, but at times these techniques
can themselves become a source of error.
e. Types of Error
Gutierrez (2005:76) says there are two types of pronunciation error.
1. Mispronunciation
Most mispronunciation can be seen as a result of a speaker
using the rules that they use in their native tongue to convert from
the written string of letters into the spoken string of sounds that
make up the words. This is only true if speakers are using a
predominantly textbased approach to learning the target language.
Learners who have learnt by imitation, without access to the
written from of the new language, will clearly not be influenced by

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the spelling. The relationship between spelling and pronunciation
in Indonesian is generally very simple, with one letter
corresponding to one sound. In contrast, English spelling often
bears very little relation to how the word is pronounced. So, in
Indonesian the letter “a” is always pronounced [a]. In English it
can be pronounced [æ] as in fat; [eI] as in fate; [a:] as in fast.
2. Phonological interference
Phonological interference happens because when speakers
of one language hear a sound in a foreign language they tend to
interpret it in terms of their native phonological system, and when
they try to produce a foreign sound they usually produce one that is
similar to a phoneme in their own language. For example, phoneme
[ks] is not present in Indonesian. Hence, it is difficult for the
students to pronounce the sound [s] following the [k] when they
pronounce a word “x” as in “box”. The correct pronunciation is
[bɒks], they are likely to say [bɒk].
According to Dulay, Burt and Krashen in Monnipha (2014:116-117)
there are four types of error based on the surface strategy taxonomy:
1) Omission
Learners in the early stages of learning tend to omit
function words rather than content words. More advanced learners
tend to be aware of their ignorance of content words and rather

22
than omit one, they resort to compensatory strategies to express
their idea (Kasper and Kellerman, 1997).
2) Addition
There are subtypes of addition:
2.1) Regularization
Which involves overlooking exceptions and spreading rules
to domains where they do not apply, for example producing
the incorrect “buyed” for “bought” or “eated” for “ate.”
2.2) Double marking
Defined as „failure to delete certain items which are
required in some linguistic constructions but not in others‟.
Here is an example: “He doesn‟t knows me.” or “He didn‟t
came.”
2.3) Simple additions
i.e. additions not recognized as regularization or double
marking, e.g. “I do see you,” which could be a non-native error
or a native speaker use of emphasis, depending on the context.
3) Misinformation
Misinformation as use of the wrong form of a structure or
morpheme, including the sub-categories of:
4) Misordering
This category is relatively uncontroversial. The learners can
select the right forms to use in the right context, but they arrange
23
them in the wrong order, for instance, adverbials, interrogatives
and adjectives, yielding.
B. Previous Study
This part is about the results of some researchers which are similar
with this thesis. The first research was done by Indra Rahmatika with her
research entitled “An Error Analysis on Pronunciation of English Voiceless
Plosive Consonants [p], [t], [k] Produced by The Second Semester Students
of English Department of Muhammadiyah University of Purworejo In The
Academic Year of 2012/2013”. The aim of the research to find out the
dominant errors made by the students in pronouncing the words containing
English voiceless plosive consonants [p], [t], [k]. To collect the data, the
researcher did pronunciation test, the test items consist of 24 sentences
containing English voiceless plosive consonants. The test was given to 30
students of the second semester students of English Department of
Muhammadiyah University of Purworejo in the academic year of 2012/2013.
The researcher classified the errors into two categories; English voiceless
plosives consonants [p], [t], and [k] in stressed syllable and English voiceless
plosives consonants [p], [t], and [k] in unstressed syllable. The result of the
analysis shows that students are considered “Good” in pronouncing English
voiceless plosive consonants [p], [t], and [k] in unstressed syllables. The
mean or proportion of the errors made by the 30 students in pronouncing the
whole English voiceless plosive consonant [p], [t], and [k] in unstressed
syllables was 35.47%. While the mean or proportion of the errors made by the
24
30 students in pronouncing the whole English voiceless plosive consonant
[p], [t], and [k] in stressed syllables was 64.53%, it means that the result of
the analysis shows that students are considered “fair” in pronouncing the
whole English voiceless plosive consonant [p], [t], and [k] in stressed
syllables.
Second, a research conducted by Imro Atus Solehah (2013) entitled
An Analysis of Students’ Errors in Pronouncing English Vowel. The object of
the study was the second semester students of Muhammadiyah University of
Purworejo in the academic year 2012/2013. The problems of the study are
what kinds of errors the students make in pronouncing English vowels and
why these errors happen/occur. It is aimed at investigating vowels
pronunciation errors made by the students‟ in discovering sounds that appear
to be problem for the students. The instrument used by a test, used 30 words,
recorder, which were used to record the students‟ pronunciation. The result of
the analysis shows that students are considered “good” in pronouncing
English vowels. The total percentage of various errors in pronouncing English
vowels is 25.67%. There are five types of dominant errors. There are vowel
[i:] 5.31%, vowel [æ] 6.22%, [a:] 6.67%, [ɔ:] 6.67%, and [Λ] 0.76%.
The similarity between this study and the previous studies is all of
them analyzed the English pronunciation made by the learners, but the first
revious study is concern in analyzing the pronunciation of English voiceless
plosive consonants [p], [t], [k] and the second one analyzed on the
pronunciation of English vowel. This study analyzes the diphthong

25
pronunciation errors made by the fourth semester students of English
education program at Purworejo Muhammadiyah University.

CHAPTER III
RESEARCH METHOD
In this chapter, the researcher describes about how to conduct the research.
There are eight main sub chapters discussed here, they are; design of the research,
place and time of the research, unit of analysis, research instrument, technique of
collecting the data, technique of data analysis.
A. Design of the Research
According to Arikunto (2010:20) research design is a systematic attempt
which is used by researcher to collect the data of his/her research. This research is
designed as descriptive qualitative. According to Creswell (20012:22) Qualitative
research is a means for exploring and understanding the meaning individuals or
groups ascribe to a social or human problem. Furthermore, the investigation used
a descriptive method in order to describe and interpret the data or the result.
Characteristic of qualitative research according to Creswell (2012:16), as
follows:
a. Exploring a problem and developing a detailed understanding a central
phenomenon.
b. Having the literature review play a minor role but justify the problem.
c. Stating the purpose and research questions in a general and broadway as
as to the participants‟ experiences.
d. Collecting data based on words from a small number of individuals so
that the participants‟ views are obtained.
26
27
e. Analyzing the data for description and themes using text analysis and
interpreting the larger meaning of the findings.
f. Writing the repot using flexible, emerging structures and evaluate
criteria, and including the researchers‟ subjective reflexivity and bias.
By using the descriptive method, the researcher would like to analyze the
pronunciation errors made by the fourth semester students of Muhammadiyah
University of Purworejo in the Academic Year of 2015/2016.
B. Place and Time of the Research
The research was conducted at Muhammadiyah University of Purworejo
that is located on Jl Kh. Ahmad Dahlan No 3 Purworejo. It was carried out on
April 22, 2016.
C. Subject of the Research
The subject of the research is the fourth semester students of English
Department of Muhammadiyah University of Purworejo in the academic year of
2015/2016. The researcher took class B as the subject of the research which
consists of 27 students.
D. Unit of Analysis
In this research the writer analyzes the student‟s errors in pronouncing
English diphthongs in words of a text entitled “Mika’s Homestay in London by
Mika Tanaka” of the fourth semester students at Purworejo Muhammadiyah
University in the academic year of 2015/2016.

28
According to Arikunto (2010:185), the unit of analysis in a research is a
certain unit that is measured as the subject of the research. In this study, the unit
analysis of this research is utterances in the students‟ error in pronouncing English
diphthong.
E. Research Instrument
According to Arikunto, (2010:127), instrument is a tool that is used by an
observer when she or he applies certain method to get data. Creswell (2012) states
that researcher uses instrument to measure achievement asses individual ability,
observe behavior, develop a psychology profile of an individual or interview a
person.
There two kinds of instruments: test and non-test instrument. Eko Putro
(2012:57) gives his opinion that test is a tool to do the measurement to collect the
characteristic information of an object. Non-test instrument is generally in the
form of a questionnaire, interview and observation guide. In this research, to
collect the data, the researcher used oral test of pronunciation.
F. Technique of Collecting the Data
Technique of collecting data is the main step in conducting research, since
the main objective of the research is to get the data. Collecting the data is the
important part in doing the research. Data collection in research intended to obtain
materials, information, facts, and information that can be trusted.

29
The procedures of collecting the data were as follows:
a. The researcher came to the class.
b. Pronunciation tests were distributed to the students.
c. The students were asked one by one to read the text which contains
English diphthongs.
d. Then, the researcher recorded the students‟ utterances in reading the
text which contain English diphthongs which given by the researcher.
. The participants of this research is the fourth semester students of English
Education of Muhammadiyah University of Purworejo in the Academic Year of
2015/2016.
G. Technique of Data Analysis
After collecting the data, the researcher starts to analyze the data. In
analyzing the data, the researcher did some steps:
1. Transcribing
The researcher played the recorded data of students‟ pronunciation then
the researcher transcribed it into phonetic transcription. To transcribed it, the
researcher used Oxford Advanced Learner‟s Dictionary to know whether the
students‟ pronunciation correct or incorrect and also the researcher used
Cambridge Advanced Learner‟s Dictionary to compare the students‟
pronunciation with the native speakers‟ pronunciation.

30
2. Classifying the kind of error
There are two kind of error:
a. Mispronunciation
Most mispronunciation can be seen as a result of a speaker using
the rules that they use in their native tongue to convert from the written
string of letters into the spoken string of sounds that make up the words.
b. Phonological interference
Phonological interference happens because when speakers of one
language hear a sound in a foreign language they tend to interpret it in
terms of their native phonological system, and when they try to produce a
foreign sound they usually produce one that is similar to a phoneme in
their own language.
3. Scoring
To know how the pronunciation of the students, the researcher gave score.
The steps were as follows:
a. Finding out the students‟ score
To score the students‟ pronunciation, the researcher used the formula:
Score =
In which:
n = total number of the test

31
b. Finding out the students‟ score average
The formula was as follow:

∑
M=
In which:
M = mean
∑ = the sum of the score
= the number of the students
c. Categorize the students‟ pronunciation ability
After knowing the mean of score, the researcher categorizes the ability of
students‟ pronunciation of diphthong.
Score Category Criteria
80-100 A Very Good
66-79 B Good
56-65 C Fair
40-55 D Poor
0-39 E Fail
Arikunto (2009:245)
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
After conducting this research, the result of the research and its discussion
will be found in this chapter. Further explanation and detail are presented here.
A. Research Findings
In this chapter, the writer started to analyze the data. The researcher gave
oral pronunciation test in text form. In the text, there are 30 diphthongs. After the
researcher recorded the student‟s pronunciation, she transcribed it into phonetic
transcription. The researcher calculates the percentage of error of each diphthong
then classifies the kinds of error. Next, the researcher give score to know how the
pronunciation of diphthong of the fourth semester students of Purworejo
Muhammadiyah University in the academic year 2015/2016.
The researcher used the following formula to calculate the percentage of
error pronunciation of the eight type of English diphthongs.
Pi = x 100%
In which:
Pi = percentage of error
Fi = the frequency of diphthong error
N = sum of the diphthong error
32
33
The result of the data finding of diphthong as follows:
Table 1
Percentage of Pronunciation Error of Diphthong
Number of Frequency of Percentage of

Number Diphthongs
item error error
1. [eI] 135 52 23.85%
2. [aI] 270 21 9.65%
3. [aʊ] 135 42 19.25%
4. [əʊ] 108 73 33.50%
5. [ɔI] 27 0 0%
6. [ʊə] 27 24 11.00%
7. [Iə] 27 0 0%
8. [eə] 81 6 2.75%
Total 810 218 100%
The researcher prepares a text that consists of 30 diphthongs. There are 27
students who participate in this research, so there are 810 phonetic transcriptions.
From the total number of items, 592 of them were pronounced correctly and 218
diphthongs are pronounced incorrectly. It means that 26.90% of 810 diphthongs
were failed to produce correctly by the students.
The first difficult one is diphthong [əʊ] with the error percentage 33.50%.
The second one is diphthong [eI] with the error percentage 23.85%. Diphthong
[aʊ] is the third one with the error percentage is 19.25%. While the fourth one is
diphthong [ʊə] with the percentage of error is 11.00%. Diphthong [aI] is the fifth
difficult diphthong with the percentage of error is 9.65%. The sixth one is
34
diphthong [eə] with the error percentage 2.75%. The last, there are two diphthongs
namely [ɔI] and [Iə] which pronounce correctly by all the students. Then the
researcher classifies the kind of error and its proportion in the table 2 below.
Table 2
Kind of Error
Number of errors Percentage

Kind of Error of error
[eI] [aI] [aʊ] [əʊ] [ɔI] [ʊə] [Iə] [eə]
kinds
Mispronunciation 1 18 36 57 - - - 2 59.65%
Phonological
51 3 6 16 - 24 - 4 40.35%
Interference
Total 52 21 42 73 0 24 0 6 100%
The errors made by the students in producing English diphthongs are
classifies into two kind of error, namely mispronunciation and phonological
interference. As the table 2 shows, that 59.65% (114 of 218) of the errors, are
mispronunciation, reflecting the use the students‟ native tongue to convert from the
written string of letters into the spoken string of sounds. On the other hand, 40.35%
(104 of 218) of the errors are phonological interference, reflecting that the students
produce a foreign sound, they usually produce one that is similar to a phoneme in
their own language.

35
Table 3
Students‟ Pronunciation Score
Correct Incorrect
Student Score
Pronunciation Pronunciation
1 21 9 70.0
2 24 6 80.0
3 22 8 73.3
4 23 7 76.6
5 15 15 50.0
6 28 2 93.3
7 24 6 80.0
8 20 10 66.6
9 25 5 83.3
10 22 8 73.3
11 18 12 60.0
12 24 6 80.0
13 18 12 60.0
14 25 5 83.3
15 21 9 70.0
16 26 4 86.6
17 22 8 73.3
18 25 5 83.3
19 20 10 66.6
20 20 10 66.6
21 24 6 80.0
22 19 11 63.3
23 22 8 73.3
24 22 8 73.3
25 20 10 66.6
26 18 12 60.0
27 24 6 80.0
Total 1972.6
Mean 73.05
36
B. Discussion
In this part, the researcher explains about the kinds of error. There are
two kinds of pronunciation error namely mispronunciation and phonological
interference. The explanation details are below:
1. Mispronunciation
Most mispronunciation can be seen as a result of a speaker using the
rules that they use in their native tongue to convert from the written string
of letters into the spoken string of sounds.
The table feature of mispronunciation
Number Diphthongs Frequency of error Mispronunciation

1. [eI] 52 1
2. [aI] 21 18
3. [aʊ] 42 36
4. [əʊ] 73 57
5. [ɔI] 0 -
6. [ʊə] 24 -
7. [Iə] 0 -
8. [eə] 6 2
English diphthongs in detail:
1. [eI]
The table above shows that from the fifty two error frequency of
diphthong [eI] there is one error that includes in mispronunciation.

37
The students were failed to pronounce [eI] because they replace it with
diphthong [aI].
To pronounce diphthong [eI] the tongue starts from the position for
the vowel /e/, a front vowel, which is a little lower than the half close
position. Then, the tongue moves in the direction of the vowel position of
/I/, which is a little above the half-close position, though it is not
necessarily reached. The student tends to use their native tongue to
pronounce this diphthong based on the written word. The word which
produced by the student is homestay /houmstei/ become /homstai/. In their
native language (Indonesian) also there is diphthong [eI] such found in
survei and diphthong [aI] such found in santai. Because in Indonesian the
letters always pronounce in accordance with the written form, he then
pronounce homestay become /homstai/ due to the written form is homestay
whereas the correct one is /houmstei/.
2. [aI]
From the twenty one of error frequency, there are eighteen errors
which including mispronunciation. The students substitute vowel [I] such
found in children when pronouncing diphthong [aI].
In pronouncing diphthong [aI], the front of the tongue is very slightly
raised for the first element of the diphthong /ai/, which is a front vowel
with a position in between /æ/ and /a:/. Then, the tongue moves to a closer
position as if to produce [I] vowel sound. The words which produced by
the students are replied /ri‟plaɪd/, kind /kaɪnd/, advice /əd‟vaɪs/, time
38
/taɪm/, sliced /slaɪst/, rice /raɪs/, tried /traɪd/. Eighteen phonetic
transcriptions of the students were incorrect. They pronounce the words in
accordance with the written form. They pronounce /replId/, /kIn/, /əd‟vIs/,
/tIm/, /slaIs/, /rIs/, /trId/. The students not pay attention to the rule of
pronouncing diphthong [aI] which the tongue must start at vowel [a] then
moves to vowel [I].
3. [aʊ]
There are thirty six incorrect phonetic transcriptions of the forty two
frequency of error, made by the students. When produce this diphthong,
the students tend to pronounce it with substitute vowel [ɔ] such found in
holiday to pronounce the correct one.
The articulatory of this diphthong are the front part of the back
(central part) of the tongue is slightly raised for the first element of the
diphthong [au]. Then, the tongue moves in the direction of [U]. The
students pronounce vowel [ɔ] because of the written form there is letter [o]
in the words however, house, found, and around, so they pronounce as
same as the written form instead the tongue should be moves from vowel
[a] to [U]. The words which produced by the students are however
/haʊ‟evə(r)/ instead /hɔwεvər/, house /haʊs/ instead /hɔs/, found /faʊnd/
instead /fɔn/, around /ə‟raʊnd/ instead /ə‟rɔn/.

39
4. [əʊ]
The errors made by the students are fifty seven from the seventy three
of total error frequency and it‟s including mispronunciation. The
pronunciation should be [əʊ] but many students replace it with vowel [ɔ]
such in bottle.
To pronounce diphthong [əʊ], starts at the position of sound [ə], a
central vowel than the tongue deliberately moves to the position of [u].
The words which is pronounced by the students are host /həʊst/ instead
/hɔs/, both /bəʊθ/ instead /bɔt/, and smoking /‟sməʊkɪŋ/ instead /‟smɔ kɪŋ/.
The students convert from the written string of letters into the spoken
string of sounds.
5. [ɔI]
In this diphthong, the frequency of error is 0. It means that all of the
students pronounce diphthong [ɔI] correctly. The students aware that the
tongue moves from vowel [ɔ] such found in hospital to [I] such found in
interesting.
The back of the tongue is raised to a point midway between [o] and
[o:]. Then, the front of the tongue is gradually raised in the direction of [I],
though in practice, it is never reached; [oI] sounds more or less like [oe].
The lips are rounded for the first element of the diphthong and are
gradually spread. This diphthong consists of one word, namely points. All
of the students pronounce the word well.

40
6. [ʊə]
From the total of frequency of errors there is no error made by
students that including mispronunciation. The articulatory of diphthong
[ʊə] are first, the tongue starts from the English vowel /u/ position such as
found in the word „good‟, and not from the closer /u:/ then it glides away
in the direction of the central vowel /ə/. The lips are rounded for the first
element and are then drawn back to neutral position during the glide.
7. [Iə]
The table above shows that the frequency of error is 0. It means that
all of the students pronounce diphthong [Iə] correctly. The students aware
that the tongue should be moves from vowel [I] such found in invite to [ə]
such found in apply.
In pronouncing diphthong [Iə], the tongue starts from the vowel /I/, as
found in the word „bill‟ and not from the closer /i/ vowel sound; then it
glides away in the direction of the central vowel /ə/. The two lips are in
neutral position during the vowel glide.
8. [eə]
If seen from the table above, the frequency of error are six while the
error that including mispronunciation are two. The students substitute
diphthong [eə] with the vowel [Λ] such found in umbrella.
The articulatory of diphthong [eə] are first, the tongue starts from an
open vowel position, slightly higher than the position for the English /æ/
vowel sound as found in the word „man‟; then it glides away in the
41
direction of the central vowel /ə/. The lips are either spread or neutral
during the glide. There is one word in this diphthong, namely parents. The
correct pronunciation should be /peərənts/ but some student substitute [eə]
with [Λ] so the pronunciation becomes /pΛrənts/.
2. Phonological Interference
Happens because when speakers of one language hear a sound in a
foreign language they tend to interpret it in terms of their native
phonological system, and when they try to produce a foreign sound they
usually produce one that is similar to a phoneme in their own language.
The table feature of phonological interference
Phonological
Number Diphthongs Frequency of error
Interference
1. [eI] 52 51
2. [aI] 21 3
3. [aʊ] 42 6
4. [əʊ] 73 16
5. [ɔI] 0 -
6. [ʊə] 24 24
7. [Iə] 0 -
8. [eə] 6 4
42
English diphthongs in detail
1. [eI]
The table above shows that fifty one of fifty two total error
frequencies are including phonological interference. The students
substitute diphthong [eI] with Indonesian vowel sound [e] such found in
the word enak.
There are three words which produce incorrectly by the students, they
are plane, stranger, and made. When they are pronouncing plane they
produce Indonesia vowel sound [e]. Their first language (Indonesian)
influencing the second language (English). The correct pronunciation of
plane should be /pleɪn/ but some of them pronounced it /plen/. They
produce the second language similar to a phoneme in their own language.
It also happens in the word stranger. They pronounce it by Indonesian
vowel sound [e] and also the letter ng in stranger pronounced by students
as ng such in Indonesia sound that found in word tukang, and the letter r
at the end of the word, pronounced clearly by the students because in their
own language r have to pronounced clearly such found in saklar, whereas
the correct one is pronounced obscurely, so it becomes /streŋər/ instead
the correct pronunciation is /streindʒə(r)/.
The word made is also pronounced by the students as Indonesia vowel
sound [e]. Here the pronunciation should be /meɪd/. The tongue should
move from vowel [e] to [I] but the students pronunciation is /med/.
43
2. [aI]
From the twenty one of error frequency, there are three errors which
including phonological interference. The students substitute Indonesian
vowel sound [ε] such found in nenek when pronouncing diphthong [aI].
There is only one word which pronounced incorrectly by the students,
they are fried. The correct pronunciation should be /fraɪd/. Because of
their habit to pronounce it /frεd/ such when they pronounce fred ciken, so
it is influences the second language. Finally they tend to produce /frεd/.
3. [aʊ]
As the table 2 shows, the frequency of error is forty two and six of
them are including phonological interference. The students replace [aʊ]
with Indonesian vowel sound [a] such in apa and also [ɔ] such found in
tolong.
The word which produced by the students is about /ə‟baʊt/ instead
/abɔt/. In this word the students not aware if there is diphthong [aʊ] so the
word cannot pronounce well.
4. [əʊ]
The errors made by the students are sixteen from the seventy three of
total error frequency and it‟s including phonological interference. The
pronunciation should be [əʊ] but many students replace it with Indonesian
vowel sound [o] such found in toko.
In their own language there are vowels [ɔ] roti and [o] kado. There is
one word which wrongly pronounced by the students, namely go. When
44
the students pronounce that word, they tend to produce the one that
similar to a phoneme in their native language. The students pronunciation
become /go/ same as when they pronounce kado, toko, perangko whereas
the correct one is /gəʊ/.
5. [ɔI]
In this diphthong, the frequency of error is 0. It means that all of the
students pronounce diphthong [ɔI] correctly. The students aware that the
tongue move from vowel [ɔ] such found in hospital to [I] such found in
interesting.
Their first language not influences the second language. The back of
the tongue is raised to a point midway between [o] and [o:]. Then, the
front of the tongue is gradually raised in the direction of [I], though in
practice, it is never reached; [oI] sounds more or less like [oe]. The lips
are rounded for the first element of the diphthong and are gradually
spread. This diphthong consists of one word, namely points. All of the
students pronounce the word well.
6. [ʊə]
From the twenty four of error frequency, all of them are including
phonological interference. Diphthong [ʊə] they substitute with Indonesia
vowel sound [U] such in ukur.
The word which produces by the students is touring. Some of the
students pronounce it as /tUriŋ/. They pronounce as that, because in daily

45
life they have habit pronouncing the word as /tUriŋ/. They replace [ʊə]
with [U] and pronounce letter r clearly instead the correct one is /tuə(r)ɪŋ/.
7. [Iə]
The table above shows that the frequency of error is 0. It means that
all of the students pronounce diphthong [Iə] correctly. The students aware
that the tongue should be moves from vowel [I] such found in invite to [ə]
such found in apply.
In pronouncing diphthong [Iə], the tongue starts from the vowel /I/, as
found in the word „bill‟ and not from the closer /i/ vowel sound; then it
glides away in the direction of the central vowel /ə/. The two lips are in
neutral position during the vowel glide. There is a word in this diphthong,
that is near /nɪə(r)/. All of the students pronounce it correctly.
8. [eə]
If seen from the table above, the frequency of error are six while the
error that including phonological interference are four. The students
substitute diphthong [eə] with the Indonesian vowel sound [ε] such found
in leher.
There is one word, that is their /ðeə(r)/ but the students pronounce it
as /ðεr/. When producing this sound, their first language influences the
second language. It can be seen from the way they pronounce [ε] such
found in leher, nenek to substitute [eə] and also the letter r pronounced
clearly such when they pronounce tukar, mekar instead the correct one of
their is /ðeə(r)/.
46
Category of students‟ pronunciation ability
Score Category Criteria

80-100 A Very Good
66-79 B Good
56-65 C Fair
40-55 D Poor
0-39 E Fail
(Arikunto, 2009:245)
In this part, the researcher discussed more about the result of the
pronunciation of diphthong. After knowing the students‟ score, the researcher
used the following formula to know the mean score.
∑
M=
= 73.05
In which:
M = mean
∑ = the sum of the score
= the number of the students

47
The mean of students‟ score is used to know the category of the students‟
ability in pronouncing English diphthong. Based on the result of table 3, the
total score of students‟ pronunciation is 1972.6. The mean of students‟ score
is 73.05.
It can be seen from the table of category of students‟ pronunciation
ability above, that the mean of students‟ score is including in the category
good. The students who participate in this research can pronounce diphthongs
well. However, there are some students that still make errors when
pronouncing the diphthongs. The following are the sample of erroneous
words made by the students.

48
The sample of erroneous words made by the students
Erroneous
Words Correct Pronunciation
Pronunciation
Parents /pΛrənts/ /peərənts/
Replied /replId/ /rɪ‟plaɪd/
However /hɔwεvər/ /haʊevə(r)/
Homestay /homstai/ /houmsteɪ/
Plane /plen/ /pleɪn/
About /abɔt/ /ə‟baʊt/
Stranger /streŋər/ /‟streɪndʒə(r)/
Host /hɔs/ /həʊst/
Made /med/ /meɪd/
Both /bɔt/ /bəʊθ/
Kind /kIn/ /kaɪnd/
House /hɔs/ /haʊs/
Advice /əd‟vIs/ /əd‟vaɪs/
Smoking /‟smɔkɪŋ/ /‟sməukɪŋ/
Subway /sabwaɪ/ /‟sabweɪ/
Found /fɔn/ /faʊnd/
Their /ðεr/ /ðeə(r)/
Time /tIm/ /taɪm/
Fried /frεd/ /fraɪd/
Sliced slIs/ /slaɪst/
Rice /rIs/ /raɪs/
Around /ə‟rɔn/ /ə‟raʊnd/
Touring /tUrɪŋ/ /tʊə(r)ɪŋ/
Go /go/ /gəʊ/
Tried /trIt/ /traɪd/
49
Based on the table above, the researcher would like to explain the result one by
one:
1. Parents /peərənts/
There are three students; student number 2, 5, and 7 who make error when
pronouncing this word. The errorness of the students is /pΛrənts/.
2. Replied /rɪ‟plaɪd/
Three students; student number 15, 19, and 26 who pronounce /replId/ in
this word.
3. However /haʊevə(r)/
Nineteen students; student number 1, 2, 3, 4, 5, 6, 7, 11, 13, 15, 17, 18, 19,
20, 22, 23, 25, 26, and 27 make error when pronounce this sound because
they pronounce /hɔwεvər/.
4. Homestay /houmsteɪ/
There is one student; student number 11 who makes error. She pronounces
/homstai/.
5. Plane /pleɪn/
The correct pronunciation should be /pleɪn/ but there are fifteen students;
student number 3, 5, 7, 8, 9, 12, 13, 15, 16, 17, 19, 20, 22, 25, and 26 who
pronounce /plen/.
6. About /ə‟baʊt/
Six students; student number 1, 5, 13, 20, 22, and 25 pronounce this word;
/abɔt/.
50
7. Stranger /‟streɪndʒə(r)/
Twenty three students; student number 1, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14,
15, 16, 17, 18, 19, 21, 22, 23, 24, 25, and 26 pronounce /streŋər/.
8. Host /həʊst/
There are eighteen students; student number 1, 2, 3, 5, 8, 11, 12, 13, 15,
17, 19, 20, 21, 22, 23, 24, 25, 26 who pronounce /hɔs/.
9. Made /meɪd/
Thirteen students; student number 4, 5, 8, 10, 13, 19, 21, 22, 23, 24, 25,
26, and 27, make error of this word. They pronounce /med/.
10. Both /bəʊθ/
The students‟ errorness is /bɔt/ and there are eighteen students; student
number 2, 3, 4, 5, 8, 10, 11, 12, 13, 15, 17, 19, 21, 22, 23, 24, 25, 26 who
did incorrect pronunciation.
11. Kind /kaɪnd/
One student; student number 11 pronounces this word; /kIn/.
12. House /haʊs/
There are four students; student number 5, 8, 11, 24 who pronounce /hɔs/.
13. Advice /əd‟vaɪs/
Five students; student number 1, 5, 13, 20, 24 did incorrect pronunciation;
/əd’vIs/.
51
14. Smoking /sməʊkɪŋ/
There are nineteen students; student number 1, 3, 5, 7, 8, 10, 11, 13, 14,
15, 17, 19, 20, 21, 22, 23, 25, 26 27 who make error when producing this
sound. They pronounce /’smɔkɪŋ/.
15. Subway /‟sabweɪ/
There are two students; student number 10 and 11, pronounce /sabwaɪ/.
16. Found /faʊnd/
Four students; student number 4, 10, 13, and 27 did incorrect
pronunciation; /fɔn/.
17. Their /ðeə(r)/
Only three students; student number 2, 5, and 18 who make error in this
word. They pronounce /ðεr/.
18. Time /taɪm/
There is a student; student number 10 who pronounces /tIm/.
19. Fried /fraɪd/
Four students; student number 9, 14, 18, 20 pronounce /frεd/.
20. Sliced/slaɪst/
There are three students; student number 1, 24, 26 who pronounce /slIs/.
21. Rice /raɪs/
There is a student; student number 5 who pronounces /rIis/.
22. Around /ə‟raʊnd/
Nine students; student number 8, 11, 13, 14, 16, 20, 22, 25, 26 pronounce
/ə’rɔn/.
52
23. Touring /tʊə(r)ɪŋ/
There are twenty four students; student number 1, 3, 4, 5, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26, 27 who make error.
Their pronunciation is /tUrɪŋ/.
24. Go /gəʊ/
Sixteen students; student number 2, 3, 4, 5, 8, 9, 11, 12, 15, 17, 19, 20, 22,
23, 26, and 27, pronounce /go/.
25. Tried /traɪd/
There are three students; student number 1, 11, and 18 who pronounce
/trIt/.
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion of the research and offers some
suggestions. This chapter is into two parts. The first part aimed at giving
concluding about the present research on the pronunciation errors made by the
participants and the second part containing suggestions for the lecturers and the
students.
A. Conclusion
Based on the research finding and the discussion in the previous chapter,
the researcher conclude that the kind of error made by students in pronouncing
English diphthong of the fourth semester students of Muhammadiyah University
of Purworejo is divided into two, namely mispronunciation and phonological
interference. The result shows that 59.65% (114 of 218) of the errors are
mispronunciation. It is reflecting that the students use their native tongue to
convert from the written string of letters into the spoken string of sounds. For
example, the words which produce by the students are replied /ri‟plaɪd/, kind
/kaɪnd/, advice /əd‟vaɪs/, time /taɪm/, sliced /slaɪst/, rice /raɪs/, tried /traɪd/. They
pronounce /replId/, /kIn/, /əd‟vIs/, /tIm/, /slaIs/, /rIs/, /trId/. It happens because in
Indonesia the letter corresponding to the sound. For example the letter [i] always
pronounce [i] such found in kiri but in English the letter [i] can be pronounce [ai]
such found in the word time or can be pronounce [i] such in dinner.
53
54
On the other hand, 40.35% (104 of 218) of the errors are phonological
interference, reflecting that the students produce a foreign sound, they usually
produce one that is similar to a phoneme in their own language. For example
when the students pronounce stranger, they pronounce it by Indonesian vowel
sound [e] and also the letter ng in stranger pronounced by students as ng such in
Indonesia sound that found in word tukang, and the letter r at the end of the word,
pronounced clearly by the students because in their own language r have to
pronounced clearly such found in saklar, whereas the correct one is pronounced
obscurely, so it become /streŋər/ while the correct pronunciation is /streindʒə(r)/.
Then the researcher concludes that the pronunciation of English diphthong
of the fourth semester students of Purworejo Muhammadiyah University in
academic year 2015/2016 is good. The result of the data finding shows that the
average of students‟ score is 73.05.
B. Suggestions
Based on the result of the study, the researcher would like to give some
suggestions as follow:
1. To the lecturers
a. Give more practice when teaching pronunciation in order to improve
students‟ pronunciation.
b. Always pay attention when the students pronouncing English words
and give correction if they make error.
c. Habituate to open dictionary like Oxford or Cambridge in order to
know how to pronounce a word correctly.

55
2. To the students
a. Have good self awareness in motivating themselves to pronounce
English words correctly.
b. Have more practice to improve their pronunciation and open the
dictionary to know the correct pronunciation.

56
References
Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi

Aksara.
________. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka
Cipta.
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language
Pedagogy 2nd.ed. New York: Longman.
_______. 2007. Principles of Language Learning and Teaching. San Fransisco:
Pearson Longman.
Creswell, John W. 2012. Educational Research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research. Boston: Pearson
Education, Inc.
Ellis, Rod. 2009. Corrective Feedback and Teacher Development. L2 Journal,
Vol. 1, No. 1 2009.
Fromkin, V.et.al. 2003. An Introduction to Language. Boston: The Dryden Press.

Hamann, Cornelia and Carmen Schmitz. 2005. Phonetic and Phonology.
Oldenburg: University of Oldenburg.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. New York:
Longman.
Heydari, Pooneh and Bagheri, Mohammad. 2012. Error Analysis: Sources of L2
Learners’ Errors. Theory and Practice in Language Studies, Vol. 2, No.
8, August 2012.
Kelly, Gerald. 2000. How to Teach Pronunciation. London: Pearson Limited.

Monnipha, Sompong. 2014. Error Analysis. Thammasat University Journal,
Vol.16, No.2 2014.
Ogden, Richard. 2009. An Introduction to English Phonetics. Edinburgh:

Edinburgh University Press Ltd.
Richard, J. and Richard Schmidt. 2002. Dictionary of Language Teaching and
Applied Linguistics. London: Pearson Education.
Schmitt, Norbert. 2010. An Introduction to Applied Linguistics: Second Edition.
Great Britain: Hodder and Stoughton Ltd.
57
Sisbiyanto, Amir. 2004. English Suprasegmental and Segmental Phonetics.

Semarang: UNNES Press.
Skandera, Paul and Peter Burleigh. 2005. A Manual of English Phonetics and
Phonology. Germany: Gunter Narr Verlag Tubingen.
Widoyoko, S. Eko Putro.. 2012. Teknik Penyusunan Instrumen Penelitian.
Yogyakarta: Pustaka Pelajar.
http://www.qmu.ac.uk/ELS/ST%20Pronunciation.htm retrieved on July 20, 2016
at 9.22 p.m
58
MIKA’S HOMESTAY IN LONDON
By Mika Tanaka
"What do you want for your 19th birthday?” my parents asked me. "A
ring,” I replied. However, instead of a ring, my parents gave me a one-month
homestay in London.
On February 11, I left Japan. On the plane, I worried about being all
alone there — a stranger to London. But when I met the Flannery family (my
host family), their warm welcome made me feel at ease. Both my host father and
mother were very kind and treated me like their own daughter.
Before going to London, I did some research on English schools in
London and chose Oxford House College, mainly because it had reasonable fees.
Also, there weren't many Japanese students at Oxford House.
I took my parents' advice and requested that my homestay family have
both a mother and a father, be native-born, non-smoking, middle-class British
people, and live near a subway station. I later found that this was very good
advice, since some of my friends at the English school were having problems with
their host families.
Potatoes! It took me a little time to get used to the many kinds of potato
dishes served: fried potatoes, steamed potatoes, sliced potatoes, and different-
colored potatoes. My host mother was a good cook. She made delicious pasta and
chicken dishes and even cooked rice for me.
Nadiege, a French girl, was another homestay student living with us, and
we went around London together. On Saturdays, my host family would have a
party at home with friends or family. When we returned from touring London,
Nadiege and I would join the party On Saturday evenings, Mr. and Mrs. Flannery
would go to their favorite pub to spend time together.
Although I selected a school with few Japanese students, there were still at
least two in each class. In class, I tried to speak a lot, but many Japanese students
didn't use their English very much (even if they had large vocabularies), and
spoke only Japanese with their friends.
Sometimes, I asked other people their impressions of Japan. "Japanese
people work too hard,” said my French friend. My teacher thought that Japanese
people were very rich. I did not agree with these points, but I was interested in
knowing what foreign people thought. One month in London made me realize that
speaking English was very important, because it is the language that people from
many countries use the most. I would like to be more open-minded about people
from different countries, like my host family is.
59
The Diphthongs
1. My = /maɪ/
2. Parents = /peərənts/
3. Replied = /rɪplaɪd/
4. However = /haʊevə(r)/
5. Homestay = /həʊmsteɪ/
6. Plane = /pleɪn/
7. About = /əbaʊt/
8. There = /ðeə(r)/
9. Stranger = /streɪndʒə(r)/
10. Host = /həʊst/
11. Made = /meɪd/
12. Both = /bəʊθ/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
16. Advice = /ədvaɪs/
17. Smoking = /‟sməukɪŋ/
18. Near = /nɪə(r)/
19. Subway = /‟sabweɪ/
20. Found = /faʊnd/
21. Their = /ðeə(r)/
22. Time = /taɪm/
23. Fried = /fraɪd/
24. Slice = /slaɪst/
25. Rice = /raɪs/
26. Around = /ə‟raʊnd/
27. Touring = /tʊə(r)ɪŋ/
28. Go = /gəʊ/
29. Tried = /traɪd/
30. Points = /pɔɪnts/
60
61
The Students‟ Pronunciation Transcription of English Diphthongs in Words of
a Text Entitled “Mika’s Homestay In London By Mika Tanaka”
Nova Dwi Pamuji

142120044
31. My = /maɪ/
34. However = /hɔ:wεvər/
36. Plane = /pleɪn/
37. About = /abɔt/
39. Stranger = /strεŋə(r)/
40. Host = /hɔs/
41. Made = /meɪd/
43. Kind = /kaɪnd/
44. Like = /laɪk/
45. House = /haʊs/
46. Advice = /ædvIs/
47. Smoking = /smɔkiŋ/
52. Time = /taɪm/
54. Sliced = /slɪs/
55. Rice = /raɪs/
57. Touring = /tʊrIŋ/
58. Go = /gəʊ/
59. Tried = /trɪt/
62
Ika Nur Hidayah

142120045
1. My = /maɪ/
2. Parents = /pærənts/
4. However = /hɔwεvər/
6. Plane = /pleɪn/
10. Host = /hɔs/
11. Made = /meɪd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
21. Their = /thæIr/
22. Time = /taɪm/
24. Sliced = /slaɪst/
25. Rice = /raɪs/
28. Go = /gɔ/
63
Tri Susanto
142120047
1. My = /maɪ/
6. Plane = /plεn/
9. Stranger = /strεŋər/
10. Host = /hɔs/
11. Made = /meɪd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gɔ/
64
Rina Dwi Lestari

142120048
1. My = /maɪ/
6. Plane = /pleɪn/
9. Stranger = /strεŋə/
10. Host = /hɔs/
11. Made = /maɪd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /həʊst/
20. Found = /fɔnd/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gɔ/
65
Fajar Eko Samudro

142120049
1. My = /maɪ/
2. Parents = /pΛrənts/
6. Plane = /plæn/
7. About = /əbɔt/
9. Stranger = /stræŋər/
10. Host = /hɔs/
11. Made = /mεd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /hɔs/
16. Advice = /ædvIs/
20. Found = /fɔnd/
22. Time = /taɪm/
25. Rice = /rIs/
27. Touring = /tɔrIŋ/
28. Go = /gɔ/
66
Maghfirotul Ulya
142120050
1. My = /maɪ/
6. Plane = /pleɪn/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gəʊ/
67
Enggar Adi Prabowo

142120051
1. My = /maɪ/
2. Parents = /pΛrənts/
4. However = /hɔwεvə/
6. Plane = /plen/
9. Stranger = /strændʒər/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gəʊ/
68
Bintari Setyo Damayanti

142120054
1. My = /maɪ/
6. Plane = /plen/
10. Host = /hɔs/
11. Made = /mεd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /hɔs/
17. Smoking = /smɔkɪŋ/
22. Time = /taɪm/
25. Rice = /raɪs/
26. Around = /ərɔnd/
27. Touring = /tɔ:rIŋ/
28. Go = /gɔ/
69
Umi Safangati
142120056
1. My = /maɪ/
6. Plane = /plen/
9. Stranger = /strændʒə/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
23. Fried = /frId/
25. Rice = /raɪs/
28. Go = /gɔ/
70
Ririn Amaliyah
142120057
1. My = /maɪ/
6. Plane = /pleɪn/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
19. Subway = /sʌbwʌi/
20. Found = /fɔnd/
22. Time = /tem/
25. Rice = /raɪs/
28. Go = /gəʊ/
71
Rizka Elfiana
142120058
1. My = /maɪ/
4. However = /hɔwεwər/
5. Homestay = /homstaɪ/
6. Plane = /pleɪn/
10. Host = /hɔs/
11. Made = /meɪd/
12. Both = /bΛt/
13. Kind = /kɪnd/
14. Like = /laɪk/
15. House = /hɔs/
17. Smoking = /smʊkɪŋ/
19. Subway = /sΛbwΛy/
22. Time = /taɪm/
25. Rice = /raɪs/
26. Around = /arɔnd/
28. Go = /gʊ/
29. Tried = /trɪt/
72
Melinda Anissa Rachmah

142120059
1. My = /maɪ/
6. Plane = /plen/
9. Stranger = /streŋʒə(r)/
10. Host = /hɔs/
11. Made = /meɪd/
12. Both = /boθ/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /go:/
73
Lutfah Inganah
142120060
1. My = /maɪ/
4. However = /hɔ:wεvə/
6. Plane = /plen/
7. About = /Λbɔt/
9. Stranger = /strendʒər/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
16. Advice = /ΛdvIs/
20. Found = /fɔnd/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gəʊ/
74
Suci Lestari
142120064
1. My = /maɪ/
6. Plane = /pleɪn/
9. Stranger = /strendʒər/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
23. Fried = /fred/
25. Rice = /raɪs/
26. Around = /ərond/
27. Touring = tʊrIŋ/
28. Go = /gəʊ/
75
Inmas Ade Riani

142120066
1. My = /maɪ/
3. Replied = /rɪpled/
6. Plane = /plen/
9. Stranger = //streŋər/
10. Host = /hɔs/
11. Made = /meɪd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
17. Smoking = /smokɪŋ/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /go/
76
Agustin Mayangsari
142120067
1. My = /maɪ/
6. Plane = /plen/
9. Stranger = /streŋər/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gəʊ/
77
Umy Khasanah
142120068
1. My = /maɪ/
4. However = /hɔ:wεvə/
6. Plane = /plen/
10. Host = /hɔs/
11. Made = /meɪd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gʊ/
78
Nuri Suryaningrum
142120069
1. My = /maɪ/
6. Plane = /pleɪn/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
23. Fried = /fræd/
25. Rice = /raɪs/
28. Go = /gəʊ/
29. Tried = /trɪd/
79
Alvin Marcelino
142120072
1. My = /maɪ/
3. Replied = /replɪd/
6. Plane = /plen/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gɔ/
80
Indra Murti
142120075
1. My = /maɪ/
6. Plane = /plen/
7. About = /əbɔt/
10. Host = /hɔs/
11. Made = /meɪd/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
16. Advice = /ədvis/
22. Time = /taɪm/
23. Fried = /fred/
25. Rice = /raɪs/
28. Go = /gɔ/
81
Tiara Erica Septiani

142120078
1. My = /maɪ/
6. Plane = /pleɪn/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gəʊ/
82
Parmiyanti
142120079
1. My = /maɪ/
4. However = /howεvər/
6. Plane = /plen/
7. About = /əbot/
10. Host = /hɔs/
11. Made = /mæd/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gɔ/
83
Muhammad Bayu Priambodo

142120080
1. My = /maɪ/
6. Plane = /pleɪn/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gɔ/
84
Lulu Rahajeng Saraswati

142120081
1. My = /maɪ/
6. Plane = /pleɪn/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /hɔs/
16. Advice = /Λdvi:s/
22. Time = /taɪm/
24. Slice = /sli:s/
25. Rice = /raɪs/
28. Go = /gəʊ/
85
Rizqi Rahmatul Iqlim

142120082
1. My = /maɪ/
6. Plane = /plen/
7. About = /əbɔt/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
25. Rice = /raɪs/
27. Touring = /tɔrIŋ/
28. Go = /gəʊ/
86
Irawan Sarjono
142120083
1. My = /maɪ/
3. Replied = /replɪd/
6. Plane = /plen/
10. Host = /hɔs/
11. Made = /med/
12. Both = /bɔt/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
22. Time = /taɪm/
24. Slice = /slɪs/
25. Rice = /raɪs/
26. Around = /Λrɔnd/
28. Go = /gɔ/
87
Zaida Noor Widitya

142120084
1. My = /maɪ/
6. Plane = /pleɪn/
11. Made = /med/
13. Kind = /kaɪnd/
14. Like = /laɪk/
15. House = /haʊs/
20. Found = /fɔnd/
22. Time = /taɪm/
25. Rice = /raɪs/
28. Go = /gɔ/
88
89

Fajriati, E. (2016) - An Analysis of Students' Errors in Pronouncing English Diphthongs

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Fajriati, E. (2016) - An Analysis of Students' Errors in Pronouncing English Diphthongs

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AN ANALYSIS OF STUDENTS’ ERRORS IN PRONOUNCING

ENGLISH DIPHTHONGS OF THE FOURTH SEMESTER OF

Submitted as a partial fulfillment of the requirement to obtain Sarjana

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

PURWOREJO MUHAMMADIYAH UNIVERSITY

Do what you love and love what you do.

I dedicate this thesis to the followings:

express his deepest gratitude to:

1. Drs. H. Supriyono, M.Pd., the rector of Purworejo Muhammadiyah

2. Yuli Widiyono, as the Dean of Teacher Training and Education Faculty of

Purworejo Muhammadiyah University.

3. Semi Sukarni, M.Pd. and Abdul Ngafif, M.Pd.B.I as my consultants,

4. The lecturer in English Education of Purworejo Muhammadiyah

University, thanks for your dedication to teach me until I graduated.

5. 4B class of English Education program, thanks for being my participants

6. Everyone who has supported me.

Fajriati, Erma. 2016. “An Analysis of Students’ Errors in Pronouncing English

APPROVAL SHEET ......................................................................................... ii

RATIFICATION SHEET .................................................................................. iii

MOTTO AND DEDICATIONS ........................................................................ iv

ABSTRACT ....................................................................................................... vii

TABLE OF CONTENTS ................................................................................... viii

LIST OF TABLES ............................................................................................. x

LIST OF APPENDICES .................................................................................... x

CHAPTER I INTRODUCTION ................................................................. 1

A. Background of the Study................................................... 1

B. Identification of the Problem ........................................... 3

C. Limitation of the Problem ................................................ 4

D. Statement of the Problem ................................................. 5

E. Objectives of the Study ..................................................... 5

F. Significance of the Study ................................................. 5

CHAPTER II REVIEW OF RELATED LITERATURE ............................. 7

A. Theoretical Review ........................................................... 7

1. Theory of Phonetics and Phonology ........................... 7

a. Definition of Phonetic ........................................... 7

c. Phonetics Symbol .................................................. 8

f. Kinds of Phonology .............................................. 9

2. Theory of Pronunciation ............................................. 10

a. Definition of Pronunciation .................................. 10

b. Aspect of Pronunciation ........................................ 11

3. Theory of Diphthong ................................................... 12

a. Definition of Diphthong ........................................ 12

b. Types of Diphthong .............................................. 12

c. Diphthong in Detail ............................................... 13

4. Theory of Error ........................................................... 16

a. Definition of Error ................................................ 16

b. Differences Between Error and Mistake ............... 16

c. Error Analysis ....................................................... 17

d. Source of Error ...................................................... 18

e. Types of Error ....................................................... 20

B. Previous Study ................................................................. 23

CHAPTER III RESEARCH METHODS ...................................................... 26

A. Research Design .............................................................. 26

B. Place and Time of the Research ....................................... 27

C. Subject of the Research ................................................... 27

E. Research Instrument .......................................................... 28

F. Technique of Collecting the Data ..................................... 28

G. Technique of Data Analysis .............................................. 29

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ................... 32

A. Research Findings ............................................................ 32

CHAPTER V CONCLUSIONS AND SUGGESTIONS .............................. 53

Table 1. Percentage of Pronunciation Error of Diphthong ............................ 33