An analysis of students’ mispronunciation on regular past simple verbs using ELSA speak

Abstract

One of common errors in pronunciation is pronouncing regular past simple verbs. However, there is one of technology-based teaching media that can be used by the teachers for improving students’ pronunciation, especially in regular past simple verbs pronunciation, which is ELSA Speak. This research aimed to identify dominant rule of regular past simple verbs pronunciation that is mispronounced by the students using ELSA Speak and to discover the factors that influence students mispronounce regular past simple verbs using ELSA Speak. Research design used was qualitative design with error analysis steps. The data of the research were taken from test and interview which involved 14 students of eighth-grade. Moreover, the findings were analyzed by using percentage formula by Sudijono. The result claimed that the most dominant rule of regular past simple verbs pronunciation that was mispronounced by the students using ELSA Speak is /t/ sound reaching out 72,1% of errors, and it was caused by the native language, amount of exposure and phonetic ability.