Students' Error in Lexical Meaning in Communication through Conversation in the Classroom
Andyka Yulia Adha, Ayu Widyaningtyas
Andyka Yulia Adha
Available Online October 2017.
- https://doi.org/10.2991/aisteel-17.2017.95How to use a DOI?
- students' error, lexical meaning, communication
- In teaching practice in school, there is unintelligible pronunciation of some students. Intelligible pronunciation is essential during a listening process, clear and correct pronunciation makes a conversation more comfortable for both the speaker and the listener and even helps to avoid misunderstanding. Lexical relations include hyponyms, meronyms, homonyms, synonyms, and antonyms. While meaning properties include meaningfulness, ambiguity, redundancy, anomaly, and contradictory. Those topics will be analyzed in this paper. From the observation conducted by the researcher indicated that homophone barrier was the dominant barrier happened in the conversation between teacher and students. It was fifty percent (50%) while the rest was thirty four percent (34%) in homonym barriers and sixteen percent in homograph barriers. The homophone barrier often occured dominantly, it was caused there were some certain words n English had a same pronunciation. Moreover the students interpreted it differently
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Andyka Yulia Adha AU - Ayu Widyaningtyas PY - 2017/10 DA - 2017/10 TI - Students' Error in Lexical Meaning in Communication through Conversation in the Classroom BT - Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017) PB - Atlantis Press SP - 443 EP - 446 SN - 2352-5398 UR - https://doi.org/10.2991/aisteel-17.2017.95 DO - https://doi.org/10.2991/aisteel-17.2017.95 ID - YuliaAdha2017/10 ER -