Speech Errors in Pronunciation among Ten Students of 2017 Class of English Department of Andalas University

Rizka, Rahmayani (2021) Speech Errors in Pronunciation among Ten Students of 2017 Class of English Department of Andalas University. Diploma thesis, Universitas Andalas.

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Abstract

This research discusses speech errors in students’ speaking performance. Speaking is one of the most important skills in language learning. However, mastering speaking skills is not easy since it involves a complex process that makes the speakers sometimes unable to produce a perfect speech, especially for foreign language learners. This research aims to analyze the types, frequency of occurrence, and causes of speech errors committed by the English Department students’ class of 2017 at Andalas University. The participants of this research are ten students who were selected by using purposive sampling. The data are all utterances containing speech errors produced by the students. The data were obtained from the video presentation of students’ Progress Examinations on YouTube. Then, the data were analyzed under the psycholinguistics perspective, specifically based on the theory proposed by Clark and Clark (1977) and supported by Fromkin (1971). The result of the analysis shows that there are nine types of speech errors committed by students in their utterances. Those errors are silent pauses which occur 79 times of the data, filled pauses occur 147 times, repeats occur 58 times, retraced false starts occur 43 times, unretracted false starts occur 25 times, corrections occur 7 times, stutters occur 42 times, interjections occur 11 times, and slips of the tongue occur 11 times. The most frequent error is filled pauses (34,74%), while the lowest number of errors is correction (1,65%). The occurrences of errors were caused by cognitive difficulty and social factors. Cognitive difficulty consists of some factors: lack of vocabulary, lack of grammatical mastery, and difficulty in pronouncing words. Meanwhile, social factors consist of two main causes, including situational anxiety and social circumstances. The students’ situational anxiety was influenced by feeling nervous/anxious, hesitant and afraid of making mistakes, the influence of media, lack of confidence, and inability to stay focus. Then, social factors are influenced by the limitation of time and pressure of getting judge.

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