PRONUNCIATION ERRORS MADE BY EFL STUDENT TEACHERS IN SPEECH PERFORMANCE

Pronunciation is one of the key factors in communication. The different pronunciation or different sounds will cause different meanings. It is known that the sound of English vowels and consonants are so much different from Indonesian vowels and consonants. A slip of pronunciation might occur and cause listeners misunderstand the message.This study is aimedat findingthe pronunciation errors and the factors contributing to the pronunciation errors made by the EFL student teachers in speech performance.Adescriptive qualitative research design was used. The data were collected through document analysis and interview. The result of thse study shows that there were 79 errors found, meanwhile the factors contributing to the students’ pronunciations consists of internal & external factors.

As phonology deals with the occurrence of some sounds, there always appears a condition when a sound is surrounded by other sound. It is so-called phonological environment. According to Hayes (2009), phonological environment is described as the sounds which are surrounding a target sound in a word. For instance, the vowel [ɪ ] in the word "with"/wɪ ð/ is surrounded by two consonants. The vowel [ɪ ] is preceded by the consonant [w] and is followed by the consonant [ð]. In simplicity, phonological environment is the preceding and the following sounds of a target sound.
Other kinds of vowel are diphthong and triphthong. Diphthong is a vowel sound in which the tongue changes position to produce the sound of two vowels.According to Roach (2009) ','home'and'most', and the diphthong [ɑʊ],as in the words 'loud','gown'and'house'.
Triphthong is a glide from one vowel to another and then to a third, all produced rapidly and without interruption (Roach, 2009). For example, a careful pronunciation of the word 'hour' begins with a vowel quality similar to /ɑː/, goes onto a glide towards the back close rounded area [ʊ], then ends with [ə]. The symbol l [ɑʊə] is used to represent the pronunciation of 'hour', but this is not always an accurate representation of the pronunciation. Brown (2000) differentiates error and mistake in that amistake refers to a performance error that is a random guess or a slip, in that it is afailure to utilize a known system correctly. Native speakers are normally capable ofrecognizing and correcting such mistake, which are not the result of a deficiency in competence but the result of some sort of temporary breakdown orimperfection in the process of producing speech. In other saying, mistake can be self-corrected. Mistakes must be carefully distinguished from errors of a second languagelearner.

The Difference Between Errors and Mistakes
An error, a noticeable deviation from the adult grammar of a native speaker,reflects the competence of the learner. An error cannot be self-corrected. Harmer (2002) divides mistakes into three broadcategories: slips (that is mistakes which students can correct themselves once themistake has been pointed out to them), error (mistakes which they cannot correctthemselves and which therefore need explanation), and attempts(that is when astudent tries to say something but does not yet know the correct way of saying it).

Pronunciation Error
Error is systematic in which it is likely to occur repeatedly and is not recognized by the learner. According to Ellis (1997: 17) error reflects gaps in a learners' knowledge, they occur because the learner does not know what is correct. Dulay(1982: 146) emphasis some error classification as called descriptive taxonomy, they are: linguistic category, surface strategy, comparative analysis, and communicative effect.
Surface strategy taxonomy highlights the ways surface structure are altered (Dulay, 1982: 150). This taxonomy classified into four types: omission, addition, misformation, and misordering. Omissions are identified by the absence of an item that must appear in wellformed utterance that includes the omission of voiced, unvoiced, single vowels, and diphthongs.
Additions are identified by any unnecessary presencean item or morphemes which appear in an utterance. There are three types of addition errors, namely ouble marking, egularization, and simple addition. Misformation are identified by the use of the wrongfrom of the morpheme or structure, meanwhile misorderings are identified by the incorrect placementof a morpheme or group of morphemes in an utterance. Djajaningrat (2011) states that because of the difficultiesin English pronunciation, many English language learners including theIndonesian learners tend to generate errors in the articulation of the sounds. The problemsfaced by the learners are caused by two sources of errors. According to Richard (1971)errors are caused by negative transfer or the effect of their mother tongue, which arecalled inter-language errors. Besides that, the errors made because the students do not know the target language well belongs to intra-lingual errors.

Factors Contributing to Pronunciation Errors.
Beside the sources of errors above, the learners make errors caused by two factors.They are internal and external factors. Internal factor refers to the students' motivation inlearning English while the external factor refers to the environment of the learner.According to Mulansari, Basri, and Hastini (2014), internal factors refer to the factors inside the students themselves which play an important role in learning English such as the students' interest in English and the students' motivation in learning English. The external factors are the factors outside the students that influence them in learning English. They are time and frequency of the learners' contact with the language.

METHOD
This research used descriptive qualitative method.The data were collected in the form of utterances containing pronunciation errors spoken by the EFL student teachers. They were the fourth semester students of English Education Department of Universitas Muria Kudus who enrolled in Academic Speaking course. They were asked to perform speech and upload it in Facebook. the topic of the speech was not specified, so the students were free to choose their topic. The speech was then transcribed to analyze. The instruments used were document and interview. The document included 5 students' speech videos which have duration of each student was 7-8 minutes. The interview was conducted in order to know the factors contributing to the pronunciation errors the students made.

FINDINGS AND DISCUSSION
After the data were analyzed, it is found out that there were 79 pronunciation errors. The errors cover vowels, consonants, and diphthongs. Below are the table distributions of pronunciation errors with each description. The result of this study revealed that the students made the pronunciation errors mostly on the vowels of the words. From 79 errors, 38 errors were found. For the pronunciation errors of consonants, it was found 18 errors and 23 errors on diphthong pronunciations. Below is the table with each description of the comparison between the students' pronunciation and the correct pronunciation based on International Phonetic Alphabet (IPA). This is different from the study conducted by Mulansari, Basri, and Hastini (2014) that found that most problematic sound was [ᴣ:]. Nevertheless, the factors contributing to the errors are found out the same, i.e. the lack of practicing English words, lack of opportunity to use English in daily lives, and also interfere from the mother tongue.   - . The finding of this study is similar to those of Sembiring and Ginting (2016) and Yiing (2011) that showed the most consonant error the students made is the sound of [θ]. The factors were the same that the students pronounced error because of the lack practicing English words and the interference of the first language. To find out the factors contributing to the students' pronunciation errors, a depth interview was conducted to 5 students of the fourth semester. The results of the factors contributing to the students' pronunciation errors are categorized into internal and external factors.The following tableis showing the results. From the results of interview, it showed that there were three factors contributing to the students' errors. They are internal factors, external factors, and interlingual factors.
Internal factors such as includes less preparation and practicing the speech performance and the anxiety of performing speech. Some students admitted that they only had 30 minutes until an hour to practice their speech. The students stated that they felt nervous when they performed the speech. A student stated that she felt very nervous thinking about performing in front of camera is more difficult than in front of the real audience. More than half of them even did not prepare their performance properly.
Lack of time and opportunity to use English in daily lives belong to the external factors. The students admitted that they did not really use English on their daily lives. They stated that they rarely spent about 30 minutes to an hour of a day to listen or watch English videos. Half of them only use English in the classroom. This result of this study is in line with that of Mulansari, Basri, and Hastini (2014) that indicated that the students' environment did not help the students to use English properly, they only learned it seriously to face national examination.
Interlingual factor is also another factor contributing to pronunciation errors. Richards (1971) states that the learner of foreign language makes some mistakes in the target language by effecting of his/her mother tongue. The students make errors due to the interference of the mother tongue. For example it was found out in pronouncing effect, issue, and item. These words were similar with Indonesian words and the students tended to pronounce [efek], [isu:], and [i:tem]. The mother tongue influences the pronunciation (Adila and Refnaldi, 2019). Rohmah (2013) states that the major factor of the learners' errors is interlingual interference. It happens because there is a different system between Indonesian and English, in this case is pronunciation.

CONCLUSION AND SUGGESTION
Based on the research findings and the discussion, it is concluded that students' errors were categorized into errors in vowels, consonants, and diphthongs. The students made the total of 79 errors, 48.1% errors of vowels, 22.8% errors of consonants, and 29.1% errors of diphthongs. The most frequent errors found on vowel was [I] where the students intended to pronounce it into [e] sounds. The most frequent errors found on consonant was [θ]where the students intended to pronounce it into [t] sounds.The most frequent errors found on diphthong was [aɪ] and [eɪ] where the students intended to pronounce it into [ɪ]or [e] sounds.
The factors contributing to the students' pronunciation errors are categorized into internal factors, external factors and interlingual factor. The internal factors include less preparation and practicing on performing speech and anxiety of performing the speech. External factors cover lack of time and opportunity to use English in daily lives, whereas interlingual factor is the interference from the mother tongue.
This study suggests that the students pay moreattention to their pronunciation. They are expected to practice more about pronunciation components. The students should enrich their vocabulary by reading a lot and should be aware of their errors and try to overcome their problem. Furthermore, in this era using social media may also help them to learn and use English not only with their friends, but also English native speaker easily, such as using Facebook or Instagram to make friends and to communicate with English native speaker. In addition, lecturers are expected to help students more in improving their ability in pronouncing English words by giving them more practice when teaching pronunciation in the class. Since this study is limited only investigating the pronunciation errors of the students in speech performance, further research can be conducted that analyze not only on the vowels, consonants, and diphthongs, but also sound stress of the pronunciation and other segmental features of pronunciation