Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Pasig City
School of Education
Language Research
Researchers:
Anin, Hazel
Reyes, Jessica
Villarin, Celenie
2019
ABSTRACT
of the grade 9 students in Arellano University – Pasig and hoe these are addressed.
The data for this study were gathered from total of (45) Grade 9 students of
researchers. The findings from this study led to the following conclusions that
substitution. Among the prevalent errors are substituting the hard th sound with a d
sound, replacing the soft th sound with an f sound, and substituting the ng (ŋ) sound
with an n sound. There are few students that commit the articulation problem,
omission. The most prevalent error is the omission of the initial h sound to phrases
like gave her (gav’er) and see him (see’um). There are many students that commit
the articulation problem, addition. The prevalent errors the students commit are the
addition of t sound to words with a silent t, the addition of [ə] sound to words like
film, athletic and children, the suffixation of the r sound to words like draw (drawr),
and the addition of the uh sound to words like dog (doguh) and black (buhlack).
Adding those extra sounds makes the words easier for them to say.There are very
few students that commit the articulation problem, transposition. The most
prevalent error is the transposition of the k sound for c of the order in which sounds
are spoken.
KEYWORDS
Articulation
Substitution
Omission
Transposition
INTRODUCTION
English consists of four skills; namely, listening, speaking, reading and writing.
structure, pronunciation, and spelling are taught. One aspect of the English language
that many students consider very difficult to study is writing. Students find
grammar and use of tenses difficult. The students learning English often make
mistakes and commit errors while learning English, especially when they try to
arrange sentences or use tenses while writing. As a result, they write sentences with
incorrect grammar. Many kinds of errors arise for students learning English because
they do not master English well. They commit errors by not using the rules of the
components and elements of the second language (Ramelan, 1992). Brown said,
“Second language learning is a process that is clearly not unlike first language
learning in its trial and errors nature.” It means that the students learning English
cannot avoid errors in learning a second language (Gass and Slinker, 1994).
Grammar is one of the basic components of any language, which must be learnt by
useful and important part of any language. There are many rules in grammar,
including articles, parts of speech, sentence pattern, and tense, etc (Cook and Ricard
1980). Indonesian students find tenses to be most difficult to learn, such as simple
present tense. Frank (1972:66) states, “Simple present tense is used to express a
habitual action with adverbs such as usually, always, or often.” The use of simple
present tense often confuses students, especially when simple present tense is used
in descriptive writing. When the descriptive writer makes an error in simple present
tense, it means that the writer is not careful enough in making their text vivid and
detailed. Lenny Agustina Indrawati (2004) wrote a thesis entitled, An Analysis of the
Students' Errors in Writing Paragraphs, and concluded that there are two types of
include nouns, pronouns, verbs, adjectives, and articles. For semantic errors she
(cohesion). Then, she explained the types of errors the students had made, including
omission, addition, missed formation, improper ordering, and blend, which indicates
METHODOLOGY
data that are analyzed using mathematically based methods e.g in particular statistics”.
profile of the student-respondents, which included age and gender. The second part
and the purpose of the study. The researcher is using a purposive sample because
those being surveyed and observed fit a specific purpose or description. It is way to
population.
RESULTS
DISCUSSION
There are many students that commit the articulation problem, substitution.
Among the prevalent errors are substituting the hard th sound with a d sound,
replacing the soft th sound with an f sound, and substituting the ng (ŋ) sound with
an n sound.
There are few students that commit the articulation problem, omission. The most
prevalent error is the omission of the initial h sound to phrases like gave her
There are many students that commit the articulation problem, addition. The
prevalent errors the students commit are the addition of t sound to words with a
silent t, the addition of [ə] sound to words like film, athletic and children, the
suffixation of the r sound to words like draw (drawr), and the addition of the uh
sound to words like dog (doguh) and black (buhlack). Adding those extra sounds
There are very few students that commit the articulation problem, transposition.
The most prevalent error is the transposition of the k sound for c of the order in
Recommendations
substitution and addition. For substitution, make a list of words with the hard th and
d sounds, soft th and t sounds, soft th and f sounds, ng and n sounds. For addition,
make a list of words with silent letters and consonant clusters. Read words aloud to
build fluency. Continuous practice modifies the sound by the movement of the teeth,
tongue and lips into recognizable patterns. During oral reading, underline the target
sounds. When reading, breathe properly and amplify the target the target sounds to
discrimination. After they have articulated the sounds correctly for a while, they will
become a natural part of their speech. Record their own voice. Recording
themselves and listening back makes it easier to hear whether they are really
making the English sounds that they are trying to or not. Watch English language
exercise videos. Install an online dictionary with audio guides on cell phones or
laptop so they can listen to words that are troublesome. Consult a specialist
REFERENCES:
APPENDIX
Survey Questionnaire
Dear Respondents,
Greeting!
Research(MAJ 12).
In connection with this, we would like to ask your help to provide the necessary
data for our study, please feel free to answer the questionnaires.
research endeavor.
Anin, Hazel
Reyes, Jessica
Villarin, Celenie
Researcher
1. Demographic Profile
1.2 Age:
___13-15
___ 16-18
___ Others
1.3 Sex
___ Male
___ Female
1.4 What are the articulation problems encountered by Grade 9 students in Arellano
University Pasig.
2.1 Substitution
2.2 Omission
1 2 3 4 5
SUBSTITUTION
I have difficulty in articulating the short i sound, and substitute it with a short
sounds or vice versa. Ex. thin; tin both; bot anything; anyting
sound or vice versa. Ex. doing; doin growing; growin being; bein
OMISSION
I have a problem in articulating the initial h sound, and drop them after other
words.
I have a problem in articulating the initial d sound, and drop them after other
words.
I have a problem in articulating the initial t sound, and drop them after other
words.
I have a problem in articulating the initial l sound, and drop them after other
words.
I have a problem in articulating the initial ə sound, and drop them after other
words.
I have a difficulty in articulating words where t is silent, and adding [t] makes
I have a difficulty in articulating words like film, athletic and children where
I have a difficulty in articulating words like rabbit and draw, and adding [r] to
I have a difficulty in articulating words like hold, special and scared where
I have a difficulty in articulating words like black, dog where adding [uh] makes
the word easier to say. Ex. buhlack for black doguh for dog
TRANSPOSING SOUNDS
I have a problem in articulating the k for c of the order in which sounds are
spoken.
I have a problem in articulating the n for m of the order in which sounds are
spoken.
I have a problem in articulating the pᶕ for pri of the order in which sounds are
spoken.
I have a problem in articulating the e for i of the order in which sounds are
spoken.
I have a problem in articulating the rℇn for ᶕn of the order in which sounds are
spoken.