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All Journal JEPAL (Journal of English Pedagogy and Applied Linguistics) International Journal of Linguistics, Communication, and Broadcasting
Putri, Rizka Rahil
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Exploratory Study of EFL Students’ Difficulties in Pronunciation at X1 Grade of a Senior High School in Bandung Putri, Rizka Rahil; Sakina, Rahma; Arifin, Riyadh Ahsanul
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1063

Abstract

Pronunciation is a fundamental part of the language-learning process. In order to speak meaningfully in real-world conversations, students require to be able to pronounce word sound properly. This research aims to explore the pronunciation difficulties faced by students of a private senior high school in Bandung and to find out what factors influenced their difficulties in pronunciation. A descriptive qualitative design method is used in this study. To collect the data, three techniques were used including observation, interview, and questionnaires. The findings highlight several difficulties faced by the students, namely substitution errors, voicing errors, difficulties with consonant voiced and unvoiced, and challenges related to stress, rhythm, and intonation patterns are identified as common challenges. These errors and difficulties are influenced by both internal and external factors such as; students' native language, learning environment, types of teachers, and methods applied. The results of this study are essential because they provide language teachers with insight into the elements that influence the pronunciation of English as a foreign language, as well as the opportunity to reflect on their own learning and teaching methods
Exploring English-Speaking Anxiety Levels and Contributing Factors among Indonesian EFL Undergraduate Students Kulsum, Eva Meidi; Putri, Rizka Rahil; Sri Widianingsih, Ayang Winda
International Journal of Linguistics, Communication, and Broadcasting Vol. 3 No. 3 (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.v3i3.265

Abstract

This study explores the classification of English-speaking anxiety levels and identifies the underlying factors contributing to speaking anxiety among EFL undergraduate students. A descriptive qualitative approach was employed, using two main instruments: a questionnaire adapted from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews that provided deeper insights into students’ perspectives and experiences. The participants were 24 students from an English Education program. The findings revealed that the majority of students (75%) experienced moderate anxiety, while 16.67% showed low anxiety and 8.33% high anxiety. These outcomes reflect a complex interplay of anxiety dimensions: Fear of Negative Evaluation was the most prominent factor (M = 2.47), followed by Communication Apprehension (M = 2.37), and Test Anxiety as the least influential (M = 2.24). The overall results indicate that speaking anxiety was present but not overwhelmingly severe among participants. The study highlights the importance of understanding both the frequency and sources of anxiety, as such insights can inform strategies to foster supportive and non-judgmental classroom environments. Creating these conditions may encourage students to develop greater confidence, enhance oral performance, and reduce their speaking anxiety in EFL contexts.
Co-Authors Arifin, Riyadh Ahsanul Eva Meidi Kulsum Sakina, Rahma Widianingsih, Ayang Winda Sri