ERROR ANALYSIS ON ENGLISH FRONT VOWEL SOUND PERCEPTION AND

PRODUCTION MADE BY THE TENTH GRADE IN SMKN 1 SAMIGALUH

by

Khrisma Naufal Syahputra

2201418153

ENGLISH DEPARTMENT

LANGUAGES AND ARTS FACULTY

UNIVERSITAS NEGERI SEMARANG

2021
 FINAL PROJECT PROPOSAL

1. Research Title:

Error Analysis on English Front Vowel Sound Perception and Production Made By The
Tenth Grade Students At SMK Negeri 1 Samigaluh

2. Background of The Study

Pronunciation, as one of the language components, has to be known by the

students, but in fact, Indonesian learners could not produce English words correctly. They

get confused when producing them. However, the confusions were also found in the level

of perception.

In second language learning, there are two dimensions involving language uses,

which are perceptive and productive activities. Perceptive activity deals with the

interpretation of the meaning of the words, while productive activity related to

communication of it (Troike, 2012, p.162). On those activities students usually make some

errors which are not the exception in pronunciation session. These problems occurred due

to several factors such as their lack of pronunciation accuracy which based on their

phoneme articulation.

Moreover, most of these studies were not related to the analysis of English vowel

sounds error by the subject of the study. They have been made to compare English vowel

pronunciation that is produced between native language and second language learners.

Some other studies focused only on factors affecting the students’ English pronunciation.
 Therefore, this study aimed to gauge the perceived and produced level of their
English pronunciation and analyzed the errors they made and saw what factors caused
those errors. It was expected that the findings of this study would help English teachers
identify more students’ pronunciation problems and provide better instruction for students.

3. Reasons for Choosing the Topic

According to the background explained, it can be seen that there are still many
mistakes in producing and perceiving English speech sounds made by foreign language
learners. Those happened due to several factors. As well as Indonesian learners, they may
find some problems in learning English as a second language, particularly in pronouncing
the new sound system mostly in the vowel sound. The existences of them are in the words,
the phonetic features and in the utterances that do not exist in their native language.
However, it should be mastered by the learners. When they mispronounce the words, there
might be a different meaning. It will cause misunderstanding between the listener and the
speaker. Therefore, the researcher wants to find out the most common problems in
pronouncing English vowel sound in the level of perception and production and its causes.

4. Research Question:

According to the background of the study above, the problems of this research as follows:

1. How the tenth grade students in SMK Negeri 1 Samigaluh' knowlegde in the perception
and producing the words which used the front vowels in English.

2. What errors are found in the tenth grade students in SMK Negeri 1 Samigaluh' English

learning to distinguish the front vowels sound in the level of perception and

production?

3. What are the causes of those errors in the perception and production of English front

vowel pronunciation?
5. Research Objectives

The objectives of this research based on the research problems are stated as follows:

1. To describe the most common errors encountered by the students in learning English

front vowel both at the level of perception and production.

2. to describe the causes of the errors perception and production of English front vowel

pronunciation which made by the students.

6. The Significance of the Research

This study may be theoretically, pedagogically, and practically significant.

Theoretically, the result of this study is expected to provide information about the

difficulties faced by the Indonesian learners of English as a foreign language in perceiving

and producing English vowel sounds. The writer expects that the information in this study

may be able to be a reference both for the teacher and the students to improve teaching-

learning process, especially related to pronunciation, besides for the other researcher to

carry out any similar research in contact with the analysis of students’ error in perception

and production in pronouncing English front vowel.

Pedagogically, the result of this study may be able to stimulate the students to

improve their pronunciation, mainly in pronouncing English vowel sounds. Besides, the

students will see their pronunciation errors and know how to fix them. In the other hand,

this study may also be able to motivate the English teachers to find the better way how to

teach pronunciation. They should be capable to design the method to improve their

approaches in teaching pronunciation, especially in pronouncing English front vowel

sounds.
 Practically, this study, which is related to the analysis of students’ error in the

perception and production in pronouncing English front vowel sounds, is expected to be a

source for the English teacher to create the best teaching and learning process of English

subject. Moreover, the significance of this study for the readers is that it could enlarge their

knowledge regarding English.

7. Review of Previous Study

There have been a number of researchers who carried out studies related to pronunciation

which became the references for this research.

The first study identified in this research was Cheng (2004). He presented an

acoustic study of English vowel production by ten males and ten females of Taiwanese

adult speakers who are learning English as a foreign language. Their pronunciation

compared with twenty speakers of American English by recording and measuring three

times in order to acquire the objective result. The findings showed that the Taiwanese adult

learners and the English native speakers are different in vowel height and frontless. The

Taiwanese produced better in the vowel sounds [ɪ] and [ɛ] than front vowel sounds /i: /.

The next study was followed by Lin (2013), which aimed to compare the

perception and production of English front vowel pairs: [i:]-[ɪ] and [ɛ]-[æ] and to identify

their production-perception link by Taiwanese EFL learners through minimal pair-test.

They were involved in two tests with 4 front vowels ([i:],[ɪ],[ɛ],[æ]) consisted of ten

monosyllabic words respectively for perception

and production. The result showed that the performance of Taiwanese EFL learners on the

[i:]-[ɪ] pair was significantly better than that on [ɛ]-[æ] pair both in terms of perception and

production. Tseng’s (2011) study conducted perception and production tests of English

front vowels for the Taiwanese students to find out whether or not there were problems.

The result showed that the students had difficulties in distinguishing both in the perception

and production of the front vowel sounds [ɛ] and [æ], in which the [ɛ] sound was the

hardest and the [æ] sound was the easiest.

Another study was followed by Kassaian (2011) which has been focused on the

effect of age and gender in phonetic perception and production. This was primarily to find

the relationship between either age or gender and the perception and production of English

speech sounds by Persian speakers by constructing two tests. Those were measuring

auditory discrimination and oral production of English sounds. The findings revealed that

age has equal aptitude for perception and production of the English sounds. Moreover,

gender was not found to be an influential factor regarding the perception and production of

English sounds.

In another study, Fullana and Joan (2007) investigated the effects of experience

and starting age in the production and perception of English [i:] and [ɪ] than [ʌ] and [æ].

The result revealed that neither starting age nor experience significantly caused some

problems created in perceiving and producing those two vowel contrast. However, the late

foreign language learners were better in perceiving and producing the vowel sounds [i:],

[ɪ], /ʌ/ and [æ] than the early starter.

Lin (2014) has done a study concerning the ability of the students in perceiving and

producing front vowels. The result revealed that the students perceived better in [i:] and [ɪ]

than [ɛ] and [æ]. Besides, the productions of the front vowel sounds [ɪ] and [ɛ] were better
than [i:] and [æ]. As what Lin (2014) said, another study conducted by Broboza (2007)

indicated that the students were confused to recognize and produce the [ɛ] and [æ] vowel

sounds. Chen, et al (2006) also argued that the entire subject of the study which was 39

students, performed badly in the production of front vowel sound [æ].

Markovic (2009) conducted a study and found different outcomes from the first

year students of English at Novi Sad University in perceiving and producing English

vowels [ɛ] and [æ]. The perception tests held indicated a poor discrimination level between

the two L2 vowels. In addition, the production tests revealed that both [ɛ] and [æ] occupy

the same area in the vowel space in the interlanguage of the subjects. Besides, Ho’s (2010)

study, which aimed to find out the problems in perceiving English front vowels, stated that

the students perceived best in the vowel sounds [i:] and [æ]. Although, the students were

difficult and confused to distinguish the front vowel sounds perception.

Meanwhile, Gilakjani (2012) intended at the factors affecting EFL learners’ English

pronunciation learning and strategies for instruction. The aims of this study were to

identify the features of pronunciation, explain factors affecting the learning of

pronunciation, elaborate the integration of pronunciation into the curriculum, and discuss

the teaching strategies in pronunciation that can assist EFL learners to discover their

personal and professional needs. The review of this study showed that with cautious

arrangements and affiliations, pronunciation is able to be an important role in carrying the

learners’ communicative skill.

Another study is conducted by Almbark (2014) which examined the perception and

production of SSBE vowels by 20 Syrian Arabic FL learners toward a foreign language

model. He used a Perceptual Assimilation Task to examine the resemblance between the

participants’ L2 and L1 vowels, and the recognition task was used to examine the correct
identification of the SSBE vowels compared to Native English listeners. Besides, for a

production task, the SSBE vowels were produced and analyzed in the /hVd/ context by SA

and NE participants. The results revealed that in the level of FL speech perception, the

ultimate aim, and the classroom instructions, FL learners were different from naturalistic

L2 learners and native L2 listeners

According to the previous studies mentioned, many people have difficulties in

pronouncing some English sounds. They can occur because they are still involving their

native phonetic sounds system rules during learning English. However, the error that they

made came not only from the production of the sounds but also in some cases it came from

the perception of which they heard. Therefore, this study obtains more specific sounds

perception and production errors made by eighth-grade students in pronouncing front

vowels and its causes.

7. Theoretical Foundation

In this section, the researcher presents a number of concepts that support this study.

Theorists that are indeed in the research explain the definition of pronunciation, English

front vowels, perception and production, and error and error analysis.

The definition of Pronunciation

Pronunciation is one of the most important aspects of learning language, especially in

speaking skill. It deals with intelligibility, an essential factor of effective communication.

According to Pronunciation book, Dalton and Barbara (1994) defined, “pronunciation is a

general term as the production of significant sounds in two senses” (p.3). The first sense is

about pronunciation as the production and reception of sound speech. The second sense is

about pronunciation as acts of speaking.

 Based on Oxford Advanced Learner’s Dictionary (2008), “Pronunciation is the way

in which a language or a particular word or sound is spoken”. There is no one pronounce

their language exactly alike. The differences come up from a variety of causes, such as

locality, early influences and social surroundings (Jones, 1956). In addition, every

language has its own sound system and grammatical systems that make the way to produce

those languages are different.

Thus, pronunciation refers to the way in which people speak. It achieves meanings

and makes communication possible. In order that the meaning should be conveyed clearly

then the production of speech sounds should appropriate with the aspects of language in

pronunciation such as the vowels and consonant, stress, rhythm, and intonation. Regarding

this, the communication occurred will be easily understood.

English Vowel

When a speaker produces an utterance, there will be two features that can be distinguished.

They are segmental features and supra-segmental features. Segmental features refer to the

sound unit arranged in sequential order. In the other hand, supra-segmental features refer to

such features such as stress, pitch, length, intonation, and others that always follow the

production of segmental.

Ramelan (1994) stated, “Vowels and consonants are called segmental features

because they can be segmented or chopped up into isolated features”(p.49). In another

definition, vowels are some of the continuous voiced sounds which are generated without

obstruction in the mouth (Jones, 1956). It means that in the production of the vowel sound,

the air does not through the nose. It is always followed by the vibration of the vocal cord.

Ramelan (1994) also elaborated that vowel sounds are evaluated on the basis of the

following variables: first is the raised of the tongue, second is the degree of raising the
tongue, and the last is the position of the lips (p.52). There are two kinds of vowels. They

are pure vowel and diphthongs. Pure vowels consist of [i:], [ɪ], [ɛ], [æ], [a:], [ͻ], [ͻ:], [ʊ],

[u:], [ʌ], [ə], [ə:] which are produced when the organ of speech remain in the certain

position in a period of time. whereas, diphthongs containing nine vowel sounds such [eI],

[ou], [aɪ], [au], [ͻɪ], [ɪə], [ɛə], [uə], [ͻə]. The production of which is the organ of speech

move from one vowel position to another vowel position in one syllable.

English Front Vowel

Based on the differences in the functions in an utterance and in the way of production,

speech sounds are classified into vowels and consonants. A vowel is known as ‘voice’ in

phonetic. It means in the production of a vowel; the vocal cords are vibrated.

Vowel sounds are divided into some classifications. Dalton and Barbara (1994)

declared three main descriptive criteria of vowel (p.15). First is according to the position of

the lips, vowels consist of the unrounded and rounded vowel. The high and low vowels or

the close and open vowels are included in the vowel sounds produced by the position of the

vertical tongue. The last is according to the position of the horizontal tongue; vowel is

divided into two parts. They are front vowel and back vowel.

The position of the tongue becomes a factor for producing sounds. When the front

of the tongue is elevated and it changes the vowel sound that already produced in the

larynx is referred to the front vowel (Ramelan, 1994, p.53). The position of front vowel

sound can be visually described as the following:

(Ramelan,1994)
English has /i: /, [ɪ], [ɛ], and [æ], as the front vowels which differ in the level of raising the

front of the tongue from one another. The sound /i: / is in the highest front vowel position.

Then, the sound [ɪ] is articulated slightly back and lower than the previous vowel [i:]. In

the middle position of a front vowel is the sound [ɛ]. In addition, the lowest position of a

front vowel is the sound [æ]. They are articulated with the tongue far forward in the mouth

without causing a construction.

Perceptive and Productive Activities

Additional language, which is usually called as a second language, is widely learned by

individuals to enlarge their knowledge regarding their communicative competence. In

second language learning, communicative competence requires significant knowledge of

the larger culture and social structure in communities. In contrast, communicative

competence in foreign language learning is usually done within the context of native

culture. It is important to determine the distinction between second language learning and

foreign language learning. The differences lie on what and how they are being learned, and

why some learners are more successful than others.

In considering the purpose of second language learning, there are four kinds of

activity that may be classified into two dimensions involving language uses that are

receptive and productive. Troike (2012) stated, “Receptive activities are second language

use that involves interpreting the meaning of others by reading and listening” (p.204);

while if it is functioned to provide communicating meanings to other by speaking or

writing called productive activities (p.203).

Listening is often implied as a part of speaking. Although the nature of speaking is

more observable, someone cannot speak a language without listening. The result of the

listening meaningful input might be observable in the form of spoken or written output.
That output is derived from listening performance. Brown (2004) characterized four types

of listening performance as follows Intensive Listening, Responsive Listening, Selective

Listening, and Extensive Listening (p.120). Each of them comprises a category within

which to consider assessment tasks and procedures. In this case, listening activity is

relevant to the perception activity regarding the output.

In the other hand, speaking is a productive activity that can be empirically observed

(Brown, 2004, p.140). Those observations are always indicated by the accuracy and

effectiveness of learners listening skill. Moreover, speaking is not only regarding the

pronunciation and intonation but also to its function. It aims to make everyone understand.

Thus, the speakers are required to speak in the correct pronunciation and speech pattern of

the target language. Therefore, speaking and listening are almost closely interrelated.

Error and Error Analysis

In learning the second language, everyone usually makes some errors. Troike (2012) stated

that error is inappropriate utterance which is due to learners who are deficient in second

language knowledge (p.41). It can occur because the learners do not know which one is

correct.

Those errors will make annoyance in the process of second language learning. They

need to be analyzed by the teacher to correct them. An expert defined that, “Analyzing

error is the first approach to second language acquisition that takes an internal focus on

learners’ creative construction” (Troike, 2012, p.40). It is useful for teachers to know what

errors that the learners make and develop the way of a second language learning process.

In addition, this is possible for the learners to realize their error.

Ellis (1997) stated the means of analyzing errors as follows; identifying errors,

describing errors, and explaining errors (p.19). The first step is to determine the elements
of learners’ language which deviate from the target language in some way. Then, if it is

being identified, they will be classified according to language level, general linguistic

category, and more specific linguistic elements. Afterward, they are being clarified by

looking for the cause of them.

Eventually, it can be inferred that to know what the errors are and why they occur,
we have to analyze them by doing those following steps above. Further, the teacher can
discover the solution to that problem.

8. Theoretical Framework

This research focuses on the error of students’ perception and production of English

front vowel pronunciation. The researcher will find the errors which students made by the

perceptive and productive activity.

One of the most important aspects of learning English as a second language is

pronunciation. A correct pronunciation will be very useful in communication. However,

there are many students who sometimes still make errors towards the pronunciation of

English sounds both in the level of production or perception. Therefore, the researcher

decided to find out the common errors made by students in pronouncing English sounds,

especially for front vowel sounds.

The first way to observe is giving the participants a list of utterances containing

English front vowel sounds, such as [i:] in the words ‘key’, [ɪ] in the word ‘bit’, [ɛ] in the

word ‘bet’, [æ] in the word ‘bat’ (Ramelan,1994, p.57). That list of words will be

examined in the speaking test and listening test. Both tests represent a productive and

perceptive skill. As stated by Brown (2004), Speaking is a gainful ability that is able to

immediately observe (p. 140); which is belongs to the imitative speaking. Thus, the

participants try to imitate those words and record them.

 Furthermore, to examine the perceptive skill, the researcher will conduct a listening

test. It contains the list of similarly-spelled words and they are guessed by the participant

which one is the appropriate word spoken according to front vowel sounds tested. The test

contained is included in intensive listening (Brown, 2004, p. 122).

The next way is that the researcher finds out the cause of possible errors made by

the participant. They shall be interviewed. As stated by Cohen, Lawrence, and Keith

(2004) that interviews allow the participants to state how they assume the situations from

their own point of view (p. 349). It contains some questions related to the research problem

and all the participants will get the same questions.

Finally, the last step is analyzing the data collected from the test and interview.

Cohen et al. (2004) stated that data analysis involves organizing, accounting for and

explaining the data (p. 461). Thus, from the analysis, the researcher concludes the findings

of this study.

The framework of the study is described in the scheme below:

 Preparing words containing
the front vowel sound

(Ramelan,1994)

Perceptive Activity Productive Activity

(Troike,2012) (Troike,2012)

Listening Test- Speaking Test-

Phonemic Pair Test Reading Aloud

(Brown,2004) (Brown,2004)

Semi-structured
Interview

(Cohen, Lawrence, and

Keith,2007)

Miles and Huberman Analyzing Procedure

(Sugiyono, 2015)

Figure 2.1 Framework of the present study

9. Research Methodology

A. Research Design

To look for the objectives of the study, which discovered the students’

pronunciation error as the result of analyzing it, the researcher chose a descriptive

qualitative method in this study.

This research is trying to explain, describe and analyze data which are exhibited in

the form of field-notes. It may be obtained from observations, interviews, or written

opinions. According to this matter, this study is a kind of descriptive qualitative research.

Qualitative and descriptive are very suitable to the second language teaching and learning.

They concern a naturalistic data which means that they conduct natural language learning

studies withot any ntervention and manipulation of the variables.

Qualitative methods are the approach used to systematically gather data, but the

data are purely descriptive and therefore not numerical (Sprinthall, Gregory and Lee,

1990). Besides, the descriptive research is to describe a phenomenon and its characteristic.

It involves what something has happened and the instruments that usually used to obtain

the data are observation and surveys (Gall,Gall, & Borg,2007).

Therefore, the purpose of this study is to describe the result of the analysis of a

particular situation in terms of descriptive qualitative. By which, it describes the finding

regarding whether or not there were errors in perception and production of English front

vowel sounds together with the causes. Even though, this method applies the number of

calculation in the form of percentage to know how many errors occurred first.
B. Role of the Researcher

In a scientific way of thinking, many people use research to take a look at

several things that occur around them. By using research which means an activity

to examine something carefully and thoroughly (Saleh, 2012, p.5), they try to

solve a problem logically, scientifically, and its result is accountable for others.

Therefore, research can be done when there are researchers and the problems that

will be examined.

In this study, the researcher takes a role as a data collector and an analyst.

As a data collector, the researcher will collect the students’ perception and

production test, which will be recorded, and the students’ opinion by answering

the interviews given. In addition, as an analyst, the researcher will analyze all of

the students’ test result and response of the interview. Thus, the researcher can

find common errors and the causes of them.

C. Research Participants

This part deals with the target of the research study. It refers to the

populations which are meant by the entire group of persons, things, or events that

shares at least one common trait (Sprinthall et al,1990), while, the population of

this qualitative research is called social situation. It consists of three elements that

are the place, actors and activity (Sugiyono, 2015, p.297). Likewise, this research

sample is defined as participants in a certain social situation. This will be taken

purposively which is chosen with certain considerations and objectives.

 Therefore, the sample is the students of SMKN 1 Samigaluh. They are

about thirteen years old. They have been learning English since they were in

elementary school in which both listening and speaking skills are infrequently

taught. Even when they are at home, their parents are rarely treating them to get

accustomed to applying the use of English. Thus, they were chosen as they are

appropriate with the particular social situation regarding these research questions.

In addition, they are considered to know the most about what the researcher

expects.

D. Object of the Study

The object of the study in this final project is English front vowel

pronunciation produced and perceived by students. This research analyzes the

result of the perceptive and productive test about English front vowel utterances.

The analysis focuses on the errors in pronouncing words containing English front

vowel sound made by the subject of the research.

E. Types of Data

There are several types of outcomes in case study research. Yin (1984) as

cited in Cohen et al (2007) identifies three types of case study outcomes. Those

are exploratory, descriptive, and explanatory (p.255). Exploratory means that the

result of the research is intended to be an escort for the other research questions.

In addition, the descriptive provides the research result in a narrative clarification.

Besides, the explanatory elaborate on the result of theories testing. Thus, in this

case, this study contains qualitative data in the form of description. Those are

obtained by the perception test, production test, and interviews.

10. The Research Schedule

Activity September October Nove December January Februar March

2021 2021 mber 2021 2022 y 2022 2022
2021
Preparation
Field Study
Data Processing
Main Finding
Draft Report
Workshop
Final Report

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Tseng, W.C. (2011). A study of Tiwanese High School Students' Production and
Perception Performance in English Non-high Front Vowels. Retrieved
from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=
dnclcdr&s=id=%22099STUT8741022%22.&searchmode=basic
12. Instruments of The Study

RESEARCH INSTRUMENT

A. Listening Test

Phonemic Pair Test

Direction:

In this test, you will hear some words spoken in English. The words will

be spoken once. When you are listening, you can see the two columns of

words on your answer sheet. You must listen carefully to understand what

the speaker said. Decide that the word said is from column A or Column B

and write the answer.

Now, listen to the example:

 You will hear: EAT

 You will read:

A B Answer

Eat It

As an example, if these are the words in the columns and you hear ‘Eat’

then the answer would be A.

 You will answer:

A B Answer

Eat It A
The words spoken are:
1. Mill [mɪl] 31. Fish [fɪʃ]
2. Feed [fi:d] 32. Rat [ræt]
3. Cat [kæt] 33. Met [mɛt]
4. Bed [bɛd] 34. Meal [mi:l]
5. Meat [mi:t] 35. Bag [bæg]
6. Man [mæ] 36. Neat [ni:t]
7. Get [gɛt] 37. Rid [rɪd]
8. Sick [sɪk] 38. Keep [ki:p]
9. Dish [dɪʃ] 39. Mad [mæd]
10. Leave [li:v] 40. Tell [tɛl]
11. Dad [dæd]
12. Read [ri:d]
13. Set [sɛt]
14. Clean [kli:n]
15. Act [ækt]
16. Teeth [ti:θ]
17. Sit [sɪt]
18. Egg [ɛg]
19. Animal [‘æn.ɪ.məl]
20. Red [rɛd]
21. Hand [hænd]
22. Live [lɪv]
23. Seek [si:k]
24. Sat [sæt]
25. Help [hɛlp]
26. Teach [ti:ʧ]
27. Hen [hɛn]
28. Bad [bæd]
29. Seat [si:t]
30. Carrot [‘kær.ət]
Students Answer Sheet

No

Name

Listening Test
Direction:

In this test, you will hear some words spoken in English. The words will

be spoken once. When you are listening, you can see the two columns of

words on your answer sheet. You must listen carefully to understand what

the speaker said. Decide that the word said is from column A or Column B

and write the answer.

Now, listen to the example:

 You will hear: EAT

 You will read:

A B Answer

Eat It

As an example, if these are the words in the columns and

you hear ‘Eat’ then the answer would be A.

 You will answer:

A B Answer

Eat It A
 No A B Answer

1 Mill Meal

2 Fit Feed

3 Ket Cat

4 Bed Bad

5 Meat Mitt
Now, go
to the word
6 Mend Man
number 1
to 40 !
7 Get Gate

8 Sick Seek

9 These Dish

10 Leave Live

****Have 11 Dad Dead you get a

great luck!!
**** 12 Rid Read

13 Sat Set

14 Clean Clinch

15 Egg Act

16 Teeth Tiff

17 Seat Sit

18 Act Egg

19 Animal Enemy

20 Red Rat

21 Hand Hen

22 Leave Live

23 Sick Seek

24 Sat Set

25 Help Half

26 Tiff Teach
The answer key of listening test:
1. A
2. B
3. B
4. A
5. A
6. B
7. A
8. A
9. B
10. A
11. A
12. B
13. B
14. A
15. B
16. A
17. B
18. B
19. A
20. A
21. A
22. B
23. B
24. A
25. A
26. B
27. A
28. A
29. B
30. B
31. B
32. A
 33. A
34. B
35. A
36. B
37. B
38. A
39. B
40. A

 Interview
This interview was given to the students.
 The questions list for students
1. How long have you been learning English, especially for learning
pronunciation?
2. Have you ever known the kinds of front vowels? Can you mention them?
3. What do you think about the front vowel sounds? Are they difficult to pronouce?
4. Which front vowel’s sound is the most difficult to pronounce?
5. In your opinion, why is it difficult?
6. Have you ever been taught how to pronounce the correct English front vowels
sound?
7. Do you get enough opportunity to practice them outside the classroom?
8. In your opinion, what can be done to improve your pronuciation skills?
9. What is the method do you expect for learning English front vowel
pronunciation?