CHAPTER I
INTRODUCTION
A. Background
In English language teaching, there are four language elements namely: structure, vocabulary, pronunciation and spelling. Those elements are though in order to develop the students’ skill in the language learning. One second of them should be noticed is pronunciation is considered difficult element method that can be applied in learning pronunciation.
The researcher has observed that in junior high school students are lack of pronunciation while Nurhayati (2008:1), states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication. When speakers mispronounce some words or phrases, people can be
misunderstanding. To reduce it, the teacher must equip the learner with English certain degree accuracy and fluency in understanding, responding and in expressing him self in the language in speech in other the learners communicatively in using the language.This chapter focused on the rationale for the study. It outlined the research problem, and its context. It also looked at the objectives of the study and various definitions of kinds of errors. It also presented hypotheses, ethical considerations, and significance of the study, limitations as well as the organisation and work plan of the study.
Error analysis is an invaluable source of information to teachers. It provides information on students' errors which in turn helps teachers to correct students' errors and also improves the effectiveness of their teaching. According to Richards et al., (1996:127), error analysis has been conducted to identify strategies which learners use in language learning, to track the causes of learner’s errors, obtain information on common difficulties in language learning or on how to prepare teaching materials. Similarly, Michaelides, (1990:30) states that the systematic analysis of student’s errors can be of great value to all those concerned, i.e., teachers, students and the researchers. For teachers it can offer clear and reliable picture of his students’ knowledge of the target language. Willcott, (1972:73) conducted an error analysis to discover some of the problems that native speakers of Arabic had with the syntax of written English.
The study of errors themselves without proper analysis would have been misleading. The number of correct responses gives a good picture of which items are being mastered and which are not. Therefore, this study hopes to enlighten teachers on the errors that require remedial work so that time is not wasted on teaching grammar items which pose little or no problems to the majority of the students in relation to writing compositions.
The definition of error analysis by Corder, (1974) is very relevant to isiZulu learners in this study. Corder (ibid), argues that "what has????????????????????
DAPATKAN PROPOSAL ATAU SKRIPSINYA LENGKAPNYA DI SINI
ATAU KLIK DI SINI
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