Error Analysis in Pronunciation of Spoken Production and its Implication to

English Language Teaching

Syifa Kurnia Ramadhani

(NPM. 2223042004)

Shalsa Shafa Marwa

(NPM. 2223042023)

Introduction
Error correction has developed into one of the main teaching practices in the study of
foreign languages. However, very few teachers are aware about error analysis and other
associated theories. They frequently adopt such negative attitudes toward errors that
they are unable to accept them, and they have a tendency to fix them as soon as they
are discovered. A result of this, despite the fact that they believe they have been
working diligently enough and have spent a lot of time and energy on error correction,
their attempts have been inefficient, and the students do not seem as though they have
gained many results.
When learning a new language, language learners the components of language.
Generally, language has three majors namely phonology, vocabulary, and grammar
(Nasr, 1980). Language is primarily spoken, and the accuracy of speaking is important.
Even when he takes English as a subject at school, an Indonesian student may have
trouble pronouncing English words. Students who study English in class are focused
on understanding. Therefore, while being expected to speak English well outside of the
classroom, they do not know how to pronounce every word in the language precisely.
In this situation, imitation is a different approach to learning English pronunciation.
They can learn how to pronounce words in English from their teacher, another person,
or ideally native speakers. They will make an effort to imitate native speakers and
practice more to appropriately pronounce various unfamiliar sounds. Native speakers
are not shown to the students. They do not get many chances to interact with native
speakers.
Learning a second or foreign language necessitates paying close attention to
pronunciation. Even though English is a subject that students learn in school, the
majority of them frequently make mistakes, for instance when they are doing an activity
of speaking, listening, reading, and writing. The theories explained are phonology,
lexicon, and grammar make up the three main parts of language. Phonology is one of
these elements that is crucial. Phonology and pronunciation go hand in hand.
Concerning error correction in EFL classrooms, scholars have debated to find two
schools of thought. Apparently, the question of whether or not teachers should correct
students' mistakes has been under ongoing contention for the past few decades. Given
that Cohen & Robbins (1976) found no effect of corrective feedback (CF) on second
language learners, the researchers of the early 1980s or 1990s appeared to be adamant
opponents of error correction. In addition, Truscott (1996) asserted that grammar
correction is ineffectual and has negative consequences on students as a result.
However, Truscott (1996) downplays the significance of error correction for L2
learners by drawing on the findings of Semeke (1984), VanPatten (1986), and Leki
(1990). He believes that extensive knowledge with the target language is the key to
achieving accuracy. However, later research shows that (CF) has a considerable impact
on increasing learners' accuracy. Thus, based on the theories debated above, error
correction in EFL classrooms has become a serious issue to be taken care of.

Literature Review
Concept of Error Analysis
Error Analysis (EA) is the first method to study second language acquisition. It focuses
more emphasis on the intentness with which language is constructed by learners that it
does on the ideal language structures. Error analysis is a process for identifying
mistakes made in writing and speaking. According to Richards et al. (1985), error
analysis is the study of errors made by learners of second and foreign languages. In
order to support teaching or in the development of teaching materials, error analysis
may be used to determine how well someone knows a language, determine how a
person learns a language, and learn about common challenges in language acquisition.
Brown (1980) offers another concept for error analysis. According to Brown, error
analysis is the act of observing, analyzing, and categorizing deviations from the second
language’s rules in order to identify the learner’s operating systems. It appears that this
idea is similar to Crystal (1987), who stated that error analysis is a method for
identifying, categorizing, and systematically interpreting the unacceptable forms
produced by students learning a foreign language using any of the principles and
procedures offered by linguistics. Based on the definitions mentioned above, it
highlights the fact that error analysis is a process used to recognize, categorize,
interpret, or describe mistakes that people make when speaking or writing, and it is
carried out to learn about common challenges people encounter when speaking or
writing English sentences.

Error and Mistake

Error describes intentional departures from the target language’s rules made by
learners. It frequently occurs as a result of an unconscious process. Errors have a pattern
and are predictable (Ellis, 1995). Errors reveal a fundamental lack of proficiency in the
language they are learning. Contrary to error, mistakes relate to linguistic proficiency.
Corder (1977) distinguished between mistakes and errors in definition to improve the
accuracy of error analysis. ‘Mistakes’ refers to inconsistent and illogical deviations
caused by external factors, such as exhaustion, emotion, etc. While ‘errors’ concerns
the conscious deviation from competence. Additionally, errors can be classified into
intralingual and interlingual errors (Krashen, 1982).
According to James (1998), there is a difference between mistakes and errors.
According to Corder (1981), learners are capable of self-correction. James divided
errors into two categories. The first category of mistake is one that can be self-
corrected, whereas the second category is an error that can't be remedied since it
requires further understanding. Teachers must therefore provide the student with
relevant feedback to correct his or her mistakes.
The students are aware of the proper procedures, but they are unable to apply them.
Slips of the tongue and physical conditions including exhaustion, loss of concentration,
and intense emotion can result in mistakes. As an illustration of a mistake, consider the
time someone meant to say would but instead said wood.

Error Analysis in Spoken Production

The nature of speech may appear to be complicated for language learners to express
their ideas accurately. Beattie (1983) stated that speech which is produced
spontaneously is different from producing it in written way in which spoken production
contains many mistakes and rarely be consciously corrected. Brown (2003) as cited in
Ting et al. (2010) added that students are required to use complete sentences in
producing spoken speech where the speech should be made accurately based on the use
of correct grammar, proper vocabulary, and pronunciation. In addition, when the
students are asked to speak accurately using grammar, vocabulary, and pronunciation,
the utterance that they produce does not impose the use of complete sentences, for
example, “Your family?” and “You wanna come along?” which appears to be
appropriate if it is used in a formal situation.
The main purpose of this paper is to give a detailed explanation about errors in
pronunciation of EFL. Basically, errors may provide a significant impact. The error
that the students produce is a proof of what they have learned since the students engage
in various activities. In the same stage, students often generalize their errors by doing
the opposite. According to Gilakjani (2011), learners’ mistakes may indicate the
language system that was being taught at that time when the error was made. Students,
in advance, can correct the sounds they have made.

Pronunciation in Communication
Pronunciation, according to Hornby (2008), is the technique in which a language or
specific word or sound is uttered. It is essential to learn proper pronunciation, especially
when speaking. Pronunciation is the way in which speakers give words sound.
However, a lot of students consider pronunciation to be one of the most challenging
parts of learning English. Even if they make mistakes in other areas, students with good
English pronunciation are more likely to be understood. Even if a student uses great
grammar, they will still be difficult to understand if they have poor pronunciation.
The main speaking challenges that students face include linguistic challenges, mother
tongue use, and inhibition (Al Hosni, 2014). Students have difficulty speaking in
English because they lack the appropriate grammar and vocabulary. They also battle
with sentence structure, which causes them to use their native speech. Students also
consider speaking mistakes in front of their classmates to be extremely embarrassing,
which leads them to refrain from speaking to avoid such situations. Allowing students
to speak English with proper pronunciation is not a simple task. It requires more time
and the proper technique.

Implication to English Language Teaching

The fact that errors significantly affect foreign language learning for both teachers and
students may be the most widely mentioned issue for error analysis in language
acquisition. Additionally, Corder (1974) pointed out that mistakes can be important in
three different views. The first thing the students do is tell the teacher how much the
student has learned. Second, they provide the error analysis researcher evidence of the
language acquisition process. Thirdly, they become tools the learner uses to become
familiar with the rules of the target language such as grammar, vocabulary, and
pronunciation. Teachers will be significantly facilitated by the students to find out
significantly assisted to help them find the strategies to minimize error production in
language learning.
Since the purpose of error analysis is to minimize the error that the learners will
encounter, the teacher, at least, provides the knowledge of what they are going to
produce. Language learners cannot correct their errors until they have better knowledge
since errors occur because students do not acquire enough knowledge. Thus, the
teachers are expected to help students correct their errors by considering what level of
error the teacher corrects and what method should be used. Paying attention and
correcting errors that the students make is necessary to prevent students making more
errors. However, paying too much attention to their errors will make the students
hesitate to speak because the ideas will not be delivered properly.

References
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners.
International Journal on Studies in English Language and Literature (IJSELL).
2(6), 22-30.
Brown, H. D. (1980). Principles of Language Learning and Teaching. New Jersey:
Prentice-Hall Inc.
Cohen, A. D., & Robbins, M. (1976). Toward assessing interlanguage performance:
The relationship between selected errors, learners’ characteristics, and learners’
explanations. Language Learning, 26(1), 45-66.
Corder, S. P. (1977). Introducing Applied Linguistics. Penguin Books.
Corder, S. P. (1981). Error Analysis and Interlanguage. Oxford: Oxford University
Press.
Crystal, D. (1987). A Dictionary of Linguistics and Phonetics. 2nd Edition. New York:
Basil Blackwel Inc.
Ellis, R. (1995). The Study of Second Language Acquisition. New York: Oxford
University Press.
Fries, C. C. (1949). The Chicago Investigation. Language Learning, 2, 89-99.
Hornby, A. S. (2008). Oxford Advanced Learner's Dictionary of Current English. New
York: Oxford University Press
Kim, S. (2001). An Error Analysis of college students' writing: Is that really Konglish?
Studies in Modern Grammar, 25, 159- 174.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition.
Oxford: Pergamon.
Nasr. (1980). Language Learners and Their Mistake. London: MacMillan Press.
Richards, J. C. (1973). Error Analysis. London: Longman.
Truscott, J. (1996). The case against grammar correction in L2 writing classes.
Language Learning, 46(2), 327-369.