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Investigating students' difficulties in pronouncing English consonant sounds. (A case study at the sixth semester English Education Department in State Islamic University Sultan Maulana Hasanuddin Banten Academic year 2018/2019)
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This research investigated the student's difficulties in pronouncing English consonant sounds. It aims to find out which one is the most difficulties to be pronounced by the students, voiced or voiceless consonant sounds and the factors cause’s students difficulties in pronouncing English consonant sounds. The design of the research was a case study in the form of descriptive qualitative research design. The instrument used in this research was tests (Students reading aloud test) and questionnaire. This research involves 10 students as sample among the sixth semester of English Education Department in State Islamic University Sultan Maulana Hasanuddin Banten Academic year 2018/2019 as population. As the finding of this research, from 16 of English consonant sounds, there are six sounds which all of students cannot pronounce them correctly. The sounds are : d/ as a voiced, alveolar and stop sound, /v/ as a voiced, labiodental and fricative sound, /ð/ as a voiced, dental and fricative sound, /z/ as voiced, alveolar and fricative sound, /ʒ/, as a voiced, palatal and fricative sound, /ʤ/ as a voiced, palatal and affricate sound . All of students make errors in pronouncing, such as: Kind, Believe, Brother, Mother, Flowers, Sunrise, Conclusion and Change. This can be seen from total percentage students difficulties in pronouncing English consonant sounds, and the result of the questionnaire showed that the factor causes of students is the students have low motivation in learning pronunciation and students' students’ v knowledge in pronunciation is low. It can be seen that studentts’ did not know how to distinguish the voice and voiceless consonant sounds. In addition, they cannot pronounce English consonant sounds correctly. They consider that pronouncing English consonant sound is difficult and the sounds is unfamiliar. They also did not use it in daily conversation and they less concentration in learning pronunciation. Based on the result above. It can be concluded that the most difficulties in pronouncing English consonant sounds is Voiced sounds and the most dominant factor of students' difficulties in pronouncing English Consonants sounds was internal factor, namely they have low motivation and concern for pronouncing well
Siti Nur Azijah - Personal Name
SKRIPSI TBI 1870
SKRIPSI TBI 1870
Text
English
Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
2019
Serang Banten
21.5cm, 28cm, 57hlm
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