Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

Students' Error in Lexical Meaning in Communication through Conversation in the Classroom

Authors
Andyka Yulia Adha, Ayu Widyaningtyas
Corresponding Author
Andyka Yulia Adha
Available Online October 2017.
DOI
https://doi.org/10.2991/aisteel-17.2017.95How to use a DOI?
Keywords
students' error, lexical meaning, communication
Abstract
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
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This is an open access article distributed under the CC BY-NC license.

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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  -