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All Journal Yavana Bhasha: Journal of English Language Education Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Zulio Diva Ananta
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Students Challenges in Learning Difthong Zulio Diva Ananta; Wanda Riani Hasibuan; Yani Lubis
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 2 (2025): Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i2.1603

Abstract

This research examines students’ difficulties in conveying English diphthongs, especially closing and middle diphthongs. This study was conducted qualitatively with a phenomenological approach through interviews with students in the first semester of the English Language Education Study Program at the State Islamic University of North Sumatra. The research results show that the influence of mother tongue is very significant on the accuracy of different pronunciations. The main factors include difficult vowel transitions, differences in phonological systems between Indonesian and English, and the substitution of diphthongs for pure vowels. Closing diphthongs such as /eɪ/, /aɪ/, and /oʊ/ were found to be more difficult to pronounce than middle diphthongs because they require faster and more accurate vowel movements. Apart from that, internal factors such as lack of self-confidence also contribute to pronunciation errors. This study suggests the use of intensive practice, learning technology, and immediate feedback to improve diphthong pronunciation accuracy.
PHONOLOGICAL ERROR ANALYSIS OF EFL STUDENTS’ PRONUNCIATION IN ENGLISH SONGS USING SPEECH-TO-TEXT TECHNOLOGY TOOLS Aiya, Naliza Aiya; Syakila, Fitrah Syakila Rambe; Zulio Diva Ananta; Yani Lubis
Yavana Bhasha : Journal of English Language Education Vol. 9 No. 2 (2026): Volume 9, Issue 2 (2026)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This research is motivated by the importance of mastering phonology in learning English as a foreign language, especially in the aspect of pronunciation which is still a challenge for students. This study aims to identify the types of phonological errors that appear in students' singing, determine the most dominant categories of errors, as well as uncover the factors that affect their pronunciation difficulties. The research uses a qualitative descriptive approach with an error analysis method. Data was obtained from the singing recordings of 19 students of the English Education Study Program which were then transcribed using several automatic transcription software and verified through phonetic analysis based on the International Phonetic Alphabet. The results showed that of the 19 identified deviations, there were 12 cases that could be categorized as representative phonological errors. These errors include consonant errors, vowel errors, sound omissions, sound additions, metathesis, ephesis, and nasal errors. The most dominant categories of errors are consonant errors and vowel errors, which each account for 25% of the overall data. The findings also show that students' pronunciation difficulties are influenced by first language interference, limitations of phonological awareness, difficulty processing interconnected speech, and the influence of auditory imitation when singing English songs. This study concludes that phonological analysis combined with automatic transcription technology is able to provide a more objective picture of students' pronunciation error patterns and can be used as a basis for the development of more effective pronunciation learning.  
Co-Authors Aiya, Naliza Aiya Syakila, Fitrah Syakila Rambe Wanda Riani Hasibuan Yani Lubis