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All Journal Al-Ta'lim Jurnal Dedikasi Pendidikan Getsempena English Education Journal
Zalha, Fera Busfina
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Religion Education

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A STUDY ON ACEHNESE EFL LEARNERS’ PHONETICS: PRONUNCIATION ERRORS IN PRODUCING ENGLISH CONSONANT SOUNDS Zalha, Fera Busfina; Lefiandi, Fachrizal
Getsempena English Education Journal Vol. 11 No. 2 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i2.2947

Abstract

With its distinct phonetic features, the correct pronunciation of the English consonant sounds has particularly been a challenge for EFL students, resulting them making errors in their pronunciation. The present study attempts to identify errors made by non-native students of English, especially Acehnese, in pronouncing English consonant sounds. Besides, the perceived factors causing the errors were also explored in order to demystify the potential reasons for the pronunciation difficulties. Using the frame of qualitative study approach, the current study gained the data through vocabulary tests and interviews. Five EFL learners of English language department of Universitas Islam Negeri Ar-Raniry Banda Aceh were selected as the participants of this study. The participants all represent Aceh Besar region only, to limit the findings, considering the possible effects of their mother tongue on their English pronunciation. The data were collected through vocabulary test and interview. This study found that the students experienced difficulties in producing the sounds [b], [d], [g], [v], [ʒ], [z], and [ʃ]. The data from the interview also reveal four perceived factors leading to the pronunciation errors including challenge in enunciating sounds with similar phonetical features, unawareness towards the correct pronunciations, mother tongue’s impacts towards English pronunciation, and lack of practice. This study’s findings contribute the field of EFL studies as correct pronunciation is emphasized in the mastery of the English language; thus, awareness on which sounds are difficult to pronounce and the factors causing the difficulties are essential for both EFL educators and learners.
FACTORS CONTRIBUTING TO THE ANXIETY IN SPEAKING ENGLISH AMONG HIGH SCHOOL STUDENTS Safriani, Safriani; Suryani, Suryani; Ugahara, Ugahara; Zalha, Fera Busfina
Jurnal Dedikasi Pendidikan Vol 9, No 2 (2025): JULI 2025
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v9i2.6534

Abstract

The purpose of this research is to describe the primary factors contributing to high school students' anxiety when speaking English and to identify strategies that can help improve their confidence. This study employs a qualitative design with a case study approach, focusing on students at SMA 1 Kuta Baro. The sample for this study consists of six individuals selected using purposive sampling technique. And data was collected through semi structured interviews and analyzed using the Miles and Huberman (1994) framework. The findings reveal that the main causes of students' anxiety when speaking English include fear of speaking in public, lack of solutions for managing self-anxiety, and concerns about being mocked by peers. Additionally, students face difficulties due to forgetting vocabulary and fearing mispronunciations, which are often exacerbated by poor study habits and a strong Acehnese accent. These factors contribute to their struggles with speaking English fluently, frequently leading to reluctance to speak in public out of fear of making mistakes or disappointing their audience. Identified strategies to help students overcome this anxiety include expanding vocabulary, building self-confidence, preparing before speaking, using relaxation techniques, and enhancing knowledge. This research may serve as a reference for future studies on similar issues. Further research is encouraged to include classroom observations to better understand students' anxiety management and to refine interview techniques to gather more comprehensive responses
As You Write, It Helps You Listen: An Experiment in TOEFL Preparation Class Ismail, Nyak Mutia; Zalha, Fera Busfina
AT-TA'LIM Vol 25, No 3 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1129.432 KB) | DOI: 10.15548/jt.v25i3.483

Abstract

This study aims to test whether using the technique named keeping-journals during the TOEFL preparation class is beneficial for the listening section part A of the test. The quantitative pretest-posttest method used in this study involves single-group design consisting of 36 fifth semester college students at Syiah Kuala University, Aceh, Indonesia. The result is considered essential since, practically, TOEFL tutors need to bring TOEFL learners to keep track on their learning rate on their own; hopefully, the result can best suit the theoretical gap since there have been only few experimental studies conducted on Listening Section of TOEFL through journal-keeping. The findings approved that the Ha is accepted for the tvalue is 1.90 (df 34, α=0.05, -2.02 ≤ t ≥ 2.02 ). It is also significant for the sigvalue is 0.7 (sigvalue ≥ α=0.05). In conclusion, the technique does help the learners in tackling problems they face in Listening section on TOEFL part A as it enhances their listening performance, attitude, and motivation.
Co-Authors Lefiandi, Fachrizal Nyak Mutia Ismail Safriani Safriani, Safriani Suryani Suryani Ugahara, Ugahara