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Widianingsih, Ayang Winda Sri
Universitas Ma'soem
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An Analysis of English Pronunciation Difficulties and Influencing Factors Used by Sundanese Students Astuti, Riyanti Sri; Widianingsih, Ayang Winda Sri; Kulsum, Eva Meidi
International Journal of Linguistics, Communication, and Broadcasting Vol. 3 No. 4 (2025): International Journal of Linguistics, Communication, and Broadcasting
Publisher : Communication In Research And Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijlcb.v3i4.282

Abstract

This study aims to investigate English pronunciation among Sundanese students in the English Education Department at Ma'soem University. Specifically, this study aims to analyze difficulties, identify factors, and explore strategies to overcome pronunciation difficulties often experienced by these students. Using a descriptive qualitative approach, this study collected data through classroom observations, questionnaires, and interviews involving 21 Sundanese students majoring English Eduction Department Fourth Semester in Ma’soem University. The results of the study indicate that pronunciation difficulties are generally divided into two levels: segmental and suprasegmental. Segmental issues include incorrect pronunciation of new or unfamiliar words, confusion between words that sound similar, difficulty in pronouncing vowel groups, and errors in diphthong pronunciation. Suprasegmental challenges include difficulty in aligning spelling with pronunciation, incorrect word stress, and inappropriate intonation patterns. Factors influencing these issues include strong interference from the mother language language , limited exposure to authentic English input, student-related variables such as motivation and confidence, and a tendency to pronounce English words based on their written form. To overcome these challenges, students employ several strategies, including phonetic training and increased phonological awareness, active listening and imitation of native speakers, receiving feedback and corrections from classmates or instructors, and utilizing technological tools such as pronunciation apps and online resources. The implications of this research highlight the importance of incorporating systematic pronunciation instruction into English language curricula, particularly for students from local language backgrounds. It also underscores the need for educators to provide more native-like input and corrective feedback to support pronunciation development among Sundanese learners.
Co-Authors Acep Yaspi Jamjami Aliya Nurdayani Anwar, Salma Ramadanti Arifin, Riyadh Ahsanul Astuti, Riyanti Sri Aufanviga, Putra Aufanviga Bayyinah, Sahara Devi Indah Wulansari Eva Meidi Eva Meidi Kulsum Handi Pratama Shadam Hussaeni Hidayatullah, Al-Fikri Khotimah, Lani Miftahul Mustika, Rispa Mutiarawati, Rina Nendah Sari Indriani Nugraha, Salsa NURFITHRI Putri, Rizka Rahil R. Rahil Putri Al-Hamzah Rahadian , Achmad Rina Mutiarawati Rispa Mustika Sadiah, Alviani Halimatus Sakina, Rahma Siti Khofifah Syaepul Uyun, Aip Wawa Puja Prabawa Widya, Dede Widya