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All Journal ELS Journal on Interdisciplinary Studies in Humanities Prosiding Seminar Nasional Biologi, Teknologi dan Kependidikan (Biotik) Jurnal Pengabdian Sains dan Humaniora Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Daniel F. Kamengko
Universitas Kristen Artha Wacana
Arts Humanities Dentistry Earth & Planetary Sciences Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Journal : Jurnal Edulanguage: Jurnal Pendidikan Bahasa

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The Challenges of teaching English pronunciation in multicultural classroom: the voice of EFL teachers Kamengko, Daniel Frengky; Beeh, Norci; Ludji, Ifoni; Meha, Agus Maramba
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2024): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.10.1.2024.1-10

Abstract

This study aims to examine the obstacles faced by English EFL teachers when teaching pronunciation in a multicultural classroom setting. Employing a qualitative case study design, data was collected through observations and interviews with two senior English teachers from SMP Negeri 10 Kota Kupang. The analysis was conducted using vivo coding. Key challenges include lack of confidence, knowledge, and training, as well as time constraints and the low prioritization of pronunciation in the curriculum. Teachers expressed apprehension about making pronunciation errors, which undermined their confidence in teaching pronunciation. Additionally, they reported inadequate knowledge of English pronunciation, contributing to their lack of confidence. Moreover, teachers were uncertain about the significance of pronunciation in English teaching and faced difficulties in finding sufficient time to cover all required syllabus topics, leaving little room for pronunciation practice. The dearth of teaching materials and resources tailored to individual student needs further exacerbated these challenges. The study concludes that addressing these challenges necessitates the support of educational authorities. Recommendations include providing targeted training sessions to enhance teachers' pronunciation teaching skills and incorporating pronunciation into English school assessments. By addressing these needs, educational institutions can better support teachers and enhance pronunciation instruction in multicultural classrooms.
Co-Authors Agus Maramba Meha Alfred Snae Beeh, Norci Drikben E. P. Nggadas Ifoni Ludji, Ifoni Imelda Tefa Naniana N. Benu Polin, Filmon Mikson Risman Iye Snae, Alfred Susi Susana Sairtory Susi Susana Sairtory Theodora S.N Manu