Analysis on Pronunciation Errors Made By First Semester Students of English Department STKIP CBN

: This study is conducted find out the pronunciation errors made by the first semester students of English Education Department in STKIP CBN. In conducting the data, the researcher gave the pre-test to the informants, then; the researcher recorded the performances and transcribed the data. The secondary data was gathered from the interview. Based on the data analysis, there are nine types of errors pronunciation made by the subjects. The first error is the subjects substituted a vowel /æ/ and six consonants /kj/,/tʃ/,/ʃ/,/dʒ/ and /ʒ/ with Indonesian sounds. The second error is the subjects substituted some English vowels into Indonesian vowel. The third error is cognates word cases. The fourth is language interference. The fifth is pronouncing the silent consonant /h/. The sixth error is deleting or omitting some consonants that appeared at the end of some English words. The seventh error is the subjects pronounced the silent consonant /t/ in the word “often”. The eighth error is the subjects added the consonant /r/ at the word that word doesn’t required the consonant /r/. The last error is some subjects seemed to generalize the pronunciation of the past tense morpheme which is ended by a bound morpheme /ed/. There are three causes of students’ pronunciation error made in speaking English. The first is an interference error, the second is an intra-lingual errors and the last is a developmental error.


PENDAHULUAN
Speaking is one of the English skills that is very crucial to be learned by the non-native learners, especially in Kupang, East Nusa Tenggara (ENT) Province. In ENT Province, as well as in Indonesia, English is treated as a foreign language, as the result; if we want to master this language we should learn it continuously. Even though, English is treated as the foreign language in this country, but as the Indonesian citizen who live in the globalization and digital era, the university students have to master that language, so they could face the free market challenged. However, one of the problems faces by the students in Kupang in learning English is the difficulties in pronouncing English words correctly and accurately. For Kupang's Students, English is the first foreign language that they learn, whether they learn it in the formal education or nonformal education. Unfortunately, after learning it for several hours in a week, they only communicate used it in the specific condition and situation. The students rarely use English in their daily conversation. Therefore, it is understandable if the students will produce a lot of errors in their pronunciation. Dalton, (1998), stated that the students must be aware of pronunciation elements.
English pronunciation is one of the most important sub-skills in speaking skill. Speaking without considering the pronunciation will cause different interpretation in meaning among the speakers and listeners. There are many misunderstanding in the meaning of the words spoken caused by the inaccurately and wrongly pronunciation. Unfortunately, the sound system in each English word is different from one word to another word; these things cause difficulties in reciting and pronouncing the English words for most of Indonesian people, involve the students in Kupang city. Morley (1991), cited in Armington (1994, p. 27), support Pica's statement by saying, "Intelligible pronunciation is an essential component of communicative competence " (p. 488). In accordance to that, MacCarty (1978) points out that people judge the other people through how perfect they utter the language, and how the language is sounded to their ears. This points to the importance of pronunciation since what we pronounce reflects the meaning of the word and reflect our selfcompetence in mastering the language.
Pronunciation itself includes features such as stress, rhythm and intonation (aspects of prosody). These features need to be taken into account when it comes to looking at the learning outcome. David Nunan, (1999, p. 105), suggests that the best time for students to learn a language in order to become as native-like in their pronunciation as possible is before the onset of puberty. This is because the mother tongue has less influence on pronunciation at this stage.
When it comes to vocabulary and grammar, a student's first language is less apparent than in pronunciation. By learning the pronunciation since the early age the students can produce the English words accurately. However, English subject is not the main subject that has been learned by the ENT's students in the primary level, the students learned English when they became the Junior School students. Therefore, they have a very limited times in learning that language, so the errors and the mistake in pronouncing the English words are unavoidable.
Although mistakes and errors are two different words with different meaning. Brown (1980, p. 165) stated that a mistake refers to performance errors that is either random on a slip of the tongue, in that it is failure to utilize a known system correctly. The same opinion had also said Arjati (2007) The secondary data was gathered from the interview. In interview, the researcher gave some questions to the subjects in order to find out the causes of errors pronunciation made by them.
The questions are the open questions; the questions that the researchers delivered to the subjects are based on the errors that they made.

RESULT
The researcher took the data from eleven students as the subjects. The following section below presents the discussion of the analysis of the types of pronunciation errors made by the subjects and the discussion about the causes of errors.
There nine types of errors pronunciation made by the subjects. Here are the discussions of seven types of errors pronunciation.
The first error is the subjects substituted eight English sounds that do not exist in Indonesia with Indonesian sounds.
The second error is the subjects substituted the English vowels into  (1) showed that the word "apple" is pronounced as /apél / in Indonesian, instead of /ˈaepl/ in English; the data (2) showed that the word "accurate" is pronounced as /aku·rat/ in Indonesian instead of /ˈaekjәrәt/ in English and the data (30) showed that the word "data" is pronounced as /data/ in Indonesian instead of /ˈdeɪtә/ in English.
Pronouncing the silent consonant /h/ is also the other error that had been conducted by the subjects. The data (48) and (45) showed that the subjects pronounced the silent consonant /h/ clearly; the word "honor" and "hour" are pronounced as /ˈhɒnɔr/ and /ˈhawәr/.
Deleting or omitting some consonants that appeared at the end of some words has also occurred in this analysis. The data (21), (27), (29) and (56)  and /pleɪ/.
The subjects pronounced the silent consonant /t/ in the word "often". The data (63) showed that the subjects 1, 2,3,4,5,6,7,8,9,10  The second cause of pronunciation errors in English is an intra-language error. This is reflected in the characteristics of students who lack the rules of English. The error is because the subjects are worried about making mistakes when saying certain words, they feel embarrassed in saying these words, they become afraid that they will be laughed at and afraid of being criticized by the lecturer. Therefore, almost the majority of subjects make mistakes due to generalization.
For example the data (9)

CONCLUSION
Based on the result of the research and the data analysis, there are the types of pronunciation errors made by the subjects.
The first is substituting the sounds that do not exist in Indonesian. The second error is substituting the English vowels into Indonesian vowel. The third error is pronouncing the English vowel and consonant. The fourth is cognate words error, it occurred because the subjects tended to pronounce the borrowed words from English like how they are in Indonesian. The fifth error is the effect of native language pronunciation when two or more languages cross or overlap. The seventh error is deleting or omitting some consonants that appeared at the end of some words has also occurred in this analysis. The subjects pronounced the silent consonant /t/ in the word "often". The eight error is the subjects added the consonant /r/ at the word, that word doesn't required the consonant /r/ and the last error they seemed to generalize the pronunciation of the past tense morpheme which is ended by a bound morpheme /ed/.
Based on the interview there are three causes of error pronunciation made by the subjects. The first cause is the interference of the subjects' mother tongue.

The second cause of pronunciation errors in
English is an intra-language error. The third cause was developmental error. The developmental errors are due to the subjects' English knowledge.