AN IN-DEPTH ANALYSIS ON ERRORS OF INDONESIAN STUDENTS WITH LOW PROFICIENT LEVEL IN PRONOUNCING CONSONANT ENGLISH PHONEMES

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INTRODUCTION
The purpose of this study was to find out the types of pronunciation errors made by the Indonesian learners with low proficient level. This study was conducted based on previous research findings on Indonesian learners' pronunciation in various contexts which still identified some errors. A research result was found by Trisnawati, I et al. (2020) and indicated that the most often mispronounced consonants are /v/ and /ð/ and some other sounds like /θ/, /g/, /dᴣ/, /r/ and /ƞ/. Habibi, M. Wildan (2016) also carried out a research with different subject and showed that students have problems in pronouncing consonant sounds /v/, /ð/, /θ/, /t∫/, /ʒ/, /ʃ/, /z/ /k,/ ɡ/, /t/, and /s/. From the two studies, one may conclude that learning and teaching process organized by lecturers are still not effective. In order to avoid problems in teaching pronunciation and reach the learning goals more easily, it is necessary for the teachers to design an effective leson plan which meets the learenrs' needs.
One of the learners' needs to consider when making lesson plan design is the students' errors.
Scovel in Abbasi and Karimnia (2011) cited that errors are well-ordered and may provide useful information and understanding on language acquisition as those are mistakes in the learner's basic competence. Also, according to Corder (1967) "errors are visible proofs that learning is actually taking place." It is also important to note that Indonesian learners still find difficulties in pronouncing consonant sounds of English. The difficulties seem to be reasonable because some of the consonant sounds have different consonant combination from consonant sounds of Indonesian language. In other words, the consonant combination of English are not discovered in Indonesian language. Lanteigne and Alwi, et al in Abbasi and Karimnia (2011) declare that some difficulties in learning English sounds prevail because the sounds do not exist in the learenrs' mother tongue.
The problems above can also be associated with the interlanguage factor such as the characteristic of the consonant sounds of English. Conosnant sounds of English have a significant characteristic which makes it difficult to learn. Some Englsih consonant phonemes do not represent its spelling. In fact, not all the spellings represent its sounds such as the letter -s in the word bus which is pronounced with sound /z/, the letter -g in the word like age articulated with sound /dᴣ/, and so forth. Also, not all the sounds refers to the same spelling.
For example, the sound /ʃ/ can be found in the words such as passion and action.
Consonant /ʃ/ in the word passion refers to letter -s, while in the word action it refers to letter -t. Due to the fact, learning consonant sounds is something confusing and consequently, the learners are difficult to memorize English sounds because in reality the sounds are different form its spelling. This is hardly shokcing for foreign learners such as Indonesian learners with low proficient level because they are accoustemed with different spoken system where the spelling and sounds are alike in Indoensian Language. Due to the differences, they have low skills in pronunciation.
Based on the assumptions stated, a research on the pronunciation errors was conducted to find out what English sounds had been able to pronounce and what kinds of pronunciation errors made by the Indonesian learners at Universitas Muhammadiyah Bulukumba. Nation and Macalister (2010:5) stated that to make decision on curriculum

Constrative Analisys
Contrastive Analysis (CA) is a theory dealing with the relationship between two languages. Lado in Saville-Troike (2017) says that the different languages can be investigated by using a contrastive method. The theory has become important basic assumptions in studying two different languages, including the errors made by the foriegn learners in learning the target language. Lado in Brown (2007) propose that it will be easier for learners to study the target language from the native ones if two different languages have the same language system. Otherwise, if the language systems are not the same, then it would be difficult for the learners to learn the target language because of their first language interference. Contrasting the first and the target language results in both positive and negative transfers (Saville-Troike in Gayo and Widodo, 2018). When the native language system can be applied in the target language acquisition, it means there is positive interference from the first language. On the other hand, when the native language system cannot be used in the acquisition of the target language, it means there is a negative interference. Pronunciation errors studied in this research can be caused not only by the influence of the first language (interlanguage), but also by the target language itself (intralingual) because the students are still categorized as low proficient learners. Therefore, one of the ways to describe the pronunciation errors made by the foreign learners in this study is that the students' native language is compared with the target language.

Errors
A very familiar notion says that no body is perfect, which means that anybody can make mistakes in any situation, including in educational context. In classroom activities, mistakes are easy to find, especially those mistakes made by the students.
Mistakes can occur when learners fail to perform their competence. Ellis (1997:17) states that mistake reflects occasional lapses in performance, for example, the learner is unable to perform what he or she knows. According to Brown (2000), a mistake refers to performance error that either random guess or slip and a failure to use a system or rules correctly.
Error is defined a noticeable deviation from the adult speakers, reflecting the inter language competence of the learner (Brown,2000). Furthermore, Richards (1985:25) states that a learner's errors provides evidence of the language system that learner is using at a particular point. Abushihab (2014) defines errors as deviation that occur repeatedly and cannot be known by the learner. Hence, only the teacher or researcher could analyze them. Therefore, error analysis must be conducted. Based on the defiitions, it can be concluded that error is deviations produced by students because they are lacking of knowledge.
Error analysis is done to identify the deviations made by the language learner. It is carried out by classifying the errors. In other words, error analysis is to investigate to what extent the language learner understands the target language. Al-Badawi (2012) states that error analysis is an approach in applied linguistics used to identify areas of the difficulties made by the second and foreign language learners. Brown in Amara (2015) cites error analysis is a series of processes to observe, analyze, and classify the deviations of language rules and then to display the systems implemented by learner

Classification of Pronunciation Errors
Moulton, W. G. (1962) divides pronunciation errors into phonemic error, phonetic error, allophone error, and distribution error. Phonemic error is the error made by using unitended phonemes, so the sounds made refers to another sound of similiar word, not the actual sound of the expected word such as the word smole which is pronounced mole. Phonetic error is an error made by pronouncing unintended sound which makes the sound different from the actual sound; for example, the word nation, pronounced nacion. Allophone error is an error made by not using the variant of the phoneme, while distribution error is the error made by using another sound in two consonant clusters.

Research Design
It is very important to apply a research method in conducting a study because it leads the researcher to acquire a truth objectively. Since the research objective is to find out the pronunciation errors of students in pronouncing English phonemes, the research was conducted under qualitative research. Qualitative research is a research which collects, analyzes, and interprets comprehensive narrative and nonnumerical (visual) data in order to find out insight into a phenomena of interest (Gay, 2006), and the students' pronunciation collected, analyzed and interpreted is assumed as nonnumerical or visual data.

Research Subject
By considering the accesibility, the researcher chose Universitas Muhammadiyah Bulukumba (UMB) where the researcher is teaching right now as the location of this research, and the second semester students of English Education Department as the research subject consisting of 25 students, whom are being taught by the researcher in this semester.

Research Instrument
To collect the data about the students' pronunciation errors, a language test was developed. The language test used was an oral production test in that the students were asked to pronounce some English words with various consonant English phonemes in the initial, middle and final position. The pronunciation of consonants phonemes were recorded using a recorder.

Data Analysis Technique
The data about the pronunciation' errors were phonologically analyzed based on the notions of pronunciation error classification proposed by by Moulton, W. G. (1962) consisting of phonemic error, phonetic error, allophonic error and distribution error.

FINDINGS AND DISCUSSION
This research aims at finding out the pronunciation errors of distinctive phonemes produced by beginner level of foreign learners at Universitas Muhammadiyah Bulukumba. Most of the consonant sounds of English are actually the same as the letters such as p, t, d, m, n pronounced /p/, /t/, /d/, /m/, /n/. Thus, it is easy to pronounce for the Indonesian students with low proficient level.
However, some other sounds are not alike such as sound /dᴣ/ which can be represented by letter /j/, dg and g, so how to pronounce words with such spelling is often quite confusing to the students. In addition, some consonant sounds of Engllish are accompanied by audible breath /h/ or glottal sound such as th, ch, and sh, which do not exist in the learners' mother tongue. As a consequence, the learners easily make pronunciation errors. There are a number of pronunciation errors which have been identified from the data found. The findings show that the pronounciation errors of distinctive English phonemes are found at stop or plosive consonant sounds, fricative consnant sounds, affricative consonant sounds, nasal and approximant consonant sounds. The following sections give details of the error types of English consonant sounds.

Voiceless Stop/plosive sounds
Voiceless stop or plosive sounds of /p/, /t/, and /k/ can stand alone in all positions of words. The English phonemes /p/, /t/, and /k/ can be articulated in some ways, one of which depends on their position. Hyman (1975) cited that stop sounds are phonetically aspirated at the beginning of words such as p h, t h , and k h . Regarding to the assumption, it is found out that many learners mispronounce the voiceles plosive sounds in the initial positions. This kind of errors is categorized as allophonic errors as seen in the following table;   Based on the table, it is seen that many learners make errors in the pronunciation of /v/ and /z/ by misformatting the sounds. In the case of /v/, most of the students phonemically deviate the voiced labio dental fricative consonant by pronoucning voiceless labio dental fricative consonant /f/ in the initial position. As a consequence, the word 'vast' is articulated with an unintended sound /f/, which forms another sound of word 'fast'. Otherwise, the sound /v/ in the middle and final position in the words 'lover and live' are phonetically misarticulated. The students produce sound /f/ which makes the word 'lover and live' sound different and meaningless.
This also happens to voiced alveolar fricative consonant sound /z/ represented in the same letter /z/. Although the letter is the same as the sound, the sound /z/ is mostly pronounced like voiceless alveolar fricative consonant sound /s/ in the initial and middle positions. It is seen to be reasonable because the two sounds exist but are rarely found in the Indoensian language. In addition, the sound /z/ found in the letter -s such in a word like 'rise' is phonemically misarticulated by using sound -s. Most of the students carry over the Indonesian spoken system into Like the sound of /θ/, /ð/ and /ʃ/, the voiceless post alveolar affricative sound /tʃ/ is also a combination of sounds which refer to letter -tch-. The sound seems easy to pronounce because there are more many learners who are able to pronounce it accuartely, but some learners do not. Otherwise, the sound of /dᴣ/ represent a single sound, however; the sound may be found in some letters such as j, dg and g. The letter variants which sound /dᴣ/ make the learners confused when finding the letters in words. The table below show the errors made by the learners; The table shows the errors made in the pronunciation of affricative sound /tʃ/ and /dᴣ/. In terms of the voiceless affricative sound /tʃ/ represented with letterch-, some students phonetically mispronounce the sound /tʃ/ by using the nonexistent sound -c-in the initial position. A few students phonetically deviate the affricative sound /tʃ/ by using sound /s/ in the middle and final positions, which make the sound of words different from the correct pronunciation. The way the students pronounce is certainly a false concept because they bring Indonesian spoken system into English pronunciation.
In the same way, the phonetical pronunciation error of /dᴣ/ are also identified. The sound /dᴣ/ are represented with some variants of letter such as j, dg, and g in words, which leads the students to make errors. Based on the findings, it is seen that students make pronunciation errors of /dᴣ/ in the middle and the final position. The students articulate the sound by using sound based on the spelling.
This indicates that the learner still do not recognize when to pronounce the sound of dᴣ. In other words, they still do not know that the sound of dᴣ can also be found in some other letters such as dg and g in the middle and final position. As a consequence, they still implement the Indonesian spoken system in the English pronunciation. Otherwise, all students produce correct pronunciation in the word 'job'. This makes sense because the letter -jin the English pronunciation refer to the same sound /dᴣ/.

Nasal Sounds
One of the nasal sounds which is misponounced by the learners is /ƞ/. /ƞ/ is a combination of sounds n and g, which is produced by using soft velum and the back of the tongue, and the air comes through the nose. Some learners mispronounce the nasal sound /ƞ/ based on the spelling, not unite the two sounds.
The error type is illustrated in the following table;

Approximant Sounds
Another error of consonant phoneme is found at voiceless approximant sound /j/. It is easy for the students to pronounce the sound /j/ when it is in the initial position because the sound is clearly seen on the word and has the same sound as the sound found in the Indonesian spoken system. However, some students make errors in pronouncing the sound /j/ in final position because it is not represented with letter /y/, but consonant phonemes and vowel /u/ such as in the words 'value' and other words like cute, mute, duke, huge and so on. Thus, some students do not articulate the sound. The error type is illustrated in the following table; The type of error made by the students is phonetic error because more many students mispronounce the sound by ommiting /j/, so the sound made is different from the correct one which is not referring to one sound of word. The mispronunciation made the learrners makes sense because they haven't recognized where /j/ sound can be found.

CONCLUSION
Based on the findings, it can be assumed that the Indonesian students with low proficient level can easily pronounce some English words articulated by using sounds which are similiar to the letters and found in the Indonesian spoken system.
Otherwise, it is quite difficult for the students to pronounce English sound variants of /t/ such as allophonic /θ/ and allophonic /ð/, and also sound variant of /s/ such as allophonic /ʃ/, which consist of two sounds, because it is not found in the Indonesian spoken system. The difficulties are also found in pronouncing affricative, nasal and approximant sound, which are phonetically mispronounced. In relation to the conclusion, it can be suggested that teachers should design lesson plans which more focus on improving the sounds which are difficult to pronounce with effective strategies which can help students memorize the sounds and when to pronounce them.