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All Journal Open Access Jakarta Journal of Health Sciences (OAJJHS) JEPAL (Journal of English Pedagogy and Applied Linguistics)
Siti Fatimah
Politeknik Kesehatan Bhakti Pertiwi Husada
Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Other

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The Analysis of Students' Perspective and Problems in English Pronounciation Siti Fatimah
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 1 No. 1 (2020)
Publisher : Ma'soem University

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Abstract

Individual’s English pronunciation is influenced by various causes such as locality, early influences, and environment. Specifically, native Indonesians who learn English since they are in elementary school reveal that they still have problems to pronounce some English words. Hence, this study was conducted under the consideration of the important role of pronouncing English well by focusing on students’ perspectives and problems in English pronunciation, and their causes. This study employed descriptive qualitative by collecting the data from the questionnaire and interview with 10 students in the first semester at one of the higher education institutions in Cirebon. This study aims at discovering the problems faced by students in pronouncing English words and their causes appeared. The result shows that based on students’ perspective in learning pronunciation, 50% of students claimed that pronunciation course had a significant effect for their pronunciation and the rest 50% believed that there was no effect in their pronunciation. Additionally, based on their pronunciation problems, 60% of students always found difficulty in pronouncing English words, while the rest 40% found it easy. The causes of their problems were their mother tongue interference, sound system differences between LI and L2, and unknow how to read the phonetic transcription.
A Pronunciation Error Analysis of an Experienced and a Novice English Lecturer at Poltekkes Bhakti Pertiwi Husada Cirebon Siti Fatimah; Teni Hadiyani; Kurnihayati Kurnihayati
Open Access Jakarta Journal of Health Sciences Vol 4 No 11 (2025): Open Access Jakarta Journal of Health Sciences
Publisher : Sagamedia Indo Press

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Abstract

Background: Pronunciation plays a crucial role in oral communication and classroom instruction, particularly in English as a Foreign Language (EFL) contexts where lecturers function as primary language models for students. Inaccurate pronunciation by lecturers may influence learners’ phonological awareness and speech production. Objective: This study aimed to analyze and compare pronunciation errors produced by an experienced English lecturer and a novice English lecturer, with a particular focus on consonant pronunciation in an EFL setting. Methods: This research employed a descriptive comparative case study design. Two English lecturers (one experienced and one novice) participated as cases. Data were collected through a pronunciation test consisting of 70 English words, read aloud by each participant and audio-recorded. Pronunciation accuracy was assessed based on a predetermined phonemic target using standard IPA transcription. Errors were identified and categorized according to consonant error types, and results were analyzed descriptively using frequency counts and error rates. Results: The findings revealed that the experienced lecturer produced 7 pronunciation errors out of 70 tokens (10.0%), while the novice lecturer produced 12 errors (17.1%). Common error patterns involved fricative and dental consonants, including substitutions such as /v/→/f/ and /θ/→/t/. Although both lecturers demonstrated generally acceptable pronunciation performance, the novice lecturer showed a higher frequency of consonant errors than the experienced lecturer. Conclusion: The study indicates that teaching experience may be associated with lower pronunciation error rates, particularly in consonant production. However, given the limited sample size, the findings should be interpreted cautiously. Further research with larger samples and more varied speech tasks is recommended to better understand pronunciation performance among EFL lecturers and its implications for language instruction.
Co-Authors Kurnihayati Kurnihayati Teni Hadiyani