AN ANALYSIS OF MAHASANTRI’S ERROR IN PRONOUNCING ENGLISH VOICED AND VOICELESS SOUNDS IN MUHADHOROH KUBRO ACTIVITY OF MA’HAD AL-JAMI’AH UIN RADEN INTAN LAMPUNG

Nala, Fauziah (2024) AN ANALYSIS OF MAHASANTRI’S ERROR IN PRONOUNCING ENGLISH VOICED AND VOICELESS SOUNDS IN MUHADHOROH KUBRO ACTIVITY OF MA’HAD AL-JAMI’AH UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT AN ANALYSIS OF MAHASANTRIS’ ERROR IN PRONOUNCING ENGLISH VOICED AND VOICELESS SOUNDS IN MUHADHOROH KUBRO ACTIVITY OF MA’HAD AL-JAMI’AH UIN RADEN INTAN LAMPUNG By: Nala Fauziah This research analyzed the pronunciation error made by mahasantris’ Ma‘had Al-Jami‘ah UIN Raden Intan Lampung. It is based on a phenomenon that happened in Ma'had, which still strangely differentiates how to produce English-Indonesian consonants. This research aimed to identify and categorize the types and sources of mahasantris error in pronouncing English voiced and voiceless sounds at muhadhoroh kubro activity of Ma‘had Al-Jami‘ah UIN Raden Intan Lampung. The design of this research was a qualitative content analysis study using error analysis (EA) as a frame work to analyzing errors in English voiced and voiceless sounds. Additionally, this research used communicative effect taxonomy by Dulay et al (1982) as a theory to categorize the kind of error itself. The participants in this research were 12 mahasantris from Ma‘had Al-Jami‘ah UIN Raden Intan Lampung. The videos on Ma‘had Al-Jami‘ah UIN Raden Intan channel Youtube and questionnaire were used as instruments to collect the data of source errors by Richards this research. Based on the results of conducted research , in communicative effect taxonomy there were two types of the error s found in mahasantris in pronouncing English voiced and voiceless sounds including 77.15% of local errors and 22.85% as global error detected. Then, the most common error were /ʤ/, /ɵ/, /ð, /v/ sounds. For the second research, the sources of error mahasantris there were 6 aspects the highest score was overgeneralization (58.33%), the iv second one is performance error (41.66%), interference (38.88%), teacher induced (36.2%), markers in transition (22.91%), and the last one lowest scorein sources error in aspect strategy of communication and assimiliation (41.67%) Keywords : Error Analysis, Pronunciation, Consonant, Voiced and voiceless sounds, Communicative effect taxonomy, Source of error

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