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All Journal Vision: Journal for Language and Foreign Language Learning JELLT (Journal of English Language and Language Teaching) International Journal of Language Teaching and Education Wiralodra English Journal (WEJ) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics English Language and Literature International Conference (ELLiC) Proceedings English Focus: Journal of English Language Education CONCEPT ENGLISH FRANCA : Academic Journal of English Language and Education Jadila: Journal of Development and Innovation in Language and Literature Education Journal of English Development Studies in English Language and Education NaCoLET EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Yulianawati, Ida
Universitas Wiralodra, Indramayu
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of English Development

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Exploring Pronunciation Problems Faced by Undergraduate Students Yulianawati, Ida
Journal of English Development Vol. 5 No. 2 (2025): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

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Abstract

Pronunciation is a critical component of language proficiency, yet many undergraduate students face persistent challenges in achieving intelligible pronunciation. This study explores the pronunciation difficulties encountered by undergraduate students, identifying key problematic phonemes, suprasegmental features, and underlying factors contributing to these challenges. A qualitative approach was employed, utilizing interviews, observations, and pronunciation tests to collect data from undergraduate students in an English language program. Findings reveal that difficulties primarily stem from first-language interference, limited phonetic awareness, and insufficient exposure to native-like pronunciation models. Moreover, suprasegmental features such as intonation and stress patterns significantly impact intelligibility. The study underscores the need for pedagogical interventions, including explicit pronunciation instruction and technology-enhanced learning strategies, to address these issues effectively. The findings contribute to the growing body of research on pronunciation challenges and offer insights for educators seeking to enhance students’ spoken English proficiency.
Co-Authors ABDULLOH Anes Nurul Bahari Anggrarini, Natalia Ardianti, Indah Djoko Sutopo Djoko Sutopo Gina Larasaty Januarius Mujiyanto Kardi Nurhadi Larasaty, Gina Mursid Saleh Mursid Saleh Noha Nur Waqiah, Siti Prawiro, Indra Yoga Syafryadin, Syafryadin Yoga Prawiro, Indra Zubaedah Wiji Lestari