Abstract:
This thesis is a study about an error analysis of diphthong found in English
conversation in speaking in formal setting class in English education program of
Universitas Muhammadiyah Purworejo in the academic year of 2015/2016. The
student may have problems to pronounce the word in speaking especially in
English diphthongs correctly. The researcher formulates the problem as follow:
(1) kinds of diphthong errors found in English conversation in speaking in formal
setting class of Muhammadiyah University of Purworejo and (2) the causes of
students errors.
The researcher took the fourth semester students of Muhammadiyah University of
Purworejo, especially 4A class of English education program as the sample. She
conducted the research during two meetings. In collecting data, she record the
students activity in speaking in formal setting class with the theme that was given
by the lecturer. The step of collecting the data are identifying, categorizing,
evaluating, and drawing the conclusion.
There are seven types of diphthong that is students make error. They are [eɪ], [aɪ],
[aʊ], [oʊ], [əʊ], [eə], and [iə]. The percentage of diphtong error [eɪ] is 30.8%. The
percentage of diphtong error [əʊ] is 23.3%. The percentage of diphtong error [oʊ]
is 14.4%. The percentage of diphtong error [aɪ] is 13%. The percentage of
diphtong error [aʊ] is 10.3%. The percentage of diphtong error [eə] is is 5.5%.
The percentage of diphtong error [iə] is 2.7%. There are two causes of making
error. They are interlingual and intralingual. The example of interlingual is “how”
as [hoʊ] and the correct pronunciation is [haʊ]. Then, the example of intralingual
is “education”as [ˌed.jʊˈke.ʃ ə n] and the correct pronunciation is [ˌed.jʊˈkeɪ.ʃ ə n].
