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????????????????????
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