The difficulty pronunciation of English dental consonants in grade 5 elementary school student's speaking

Laida, Faira Dwitanov (2024) The difficulty pronunciation of English dental consonants in grade 5 elementary school student's speaking. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study aims to analyze the difficulties of 5th grade elementary school students at SD Pertiwi in pronouncing words containing English Dental Consonants /θ/ and /ð/. The focus of the problem in this research is on the difficulties the 5th graders in pronouncing English Dental Consonant Sounds and the factors that make English dental consonant sound difficult for them to pronounce. Pronunciation produces sounds used to produce meaning (Yates, 2002). In English-speaking learning, it is written that if students want to speak English fluently, they must be able to pronounce phonemes correctly and use intonation and emphasis in every word they say (Harmer, 2001:343). This research method employed a qualitative research method using two research instruments to find out students' problems, they are English-speaking tests and interviews. The subjects of this research were 18 of 62 grade 5 elementary school students and selected 18 students as samples. This research showed that seven students experienced pronunciation errors on the consonant /θ/, consisting of Birthday, Thick, and Thin, and 11 others experienced pronunciation errors on the consonant /ð/, including the words There, These, and Then. The factors that influence students' pronunciation errors are divided into linguistic factors and psychological factors. The former factor is that students find it difficult to pronounce English words because they were differ from Indonesian consonant sounds. Meanwhile, the latter factor is that students feel afraid of making a mistake and the fear of being laughed at by other students that can distracted to speak fluently in front of the class speaking in front of the class. It was concluded that the /ð/ consonant sound was the most dominant error produced by the students. In relation to the predisposing factor, the psychological one is identified as the majority factor experienced by the students.

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