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All Journal Journal on English as a Foreign Language (JEFL) Indonesian Journal of Multidisciplinary and Educational Researcher
Chuquin, Ector Geovanny Pupiales
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Analysis of Pronunciation Challenges of EFL Students in Senior High School: Causes and Solutions Nafi’a, Ilma; Salsabila, Bilkis; Munawaroh, Badriyatul; El-Sulukiyyah, Ana Ahsana; Chuquin, Ector Geovanny Pupiales
Indonesian Journal of Multidisciplinary Educational Research Vol. 3 No. 1: April 2025
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v3i1.4514

Abstract

This study examines common pronunciation errors in English diphthong, specifically /aʊ/ and /aɪ/, among tenth-grade AKL students at SMK PGRI 4 Pasuruan. It analyzes the causes of the mispronunciation errors and strategies to tackle the challenges. The qualitative descriptive method was employed, with data collected through observations from students reading a narrative fable titled Mouse and a semi-structured interview.  The analysis identified frequent errors, including simplifying diphthongs into single vowels or substituting them with incorrect diphthongs, caused by first-language interference and limited exposure to authentic English pronunciation. The intervention was conducted in two sessions. In the first session, students read the fable aloud, and pronunciation errors were identified and addressed through guided practice. The second session involved reviewing recordings of their initial readings, comparing them with native speaker examples, and practicing in groups to improve accuracy. Targeted phonetic interventions significantly improved students' pronunciation accuracy and confidence. The study highlights the importance of structured, phonetic-focused activities in enhancing English pronunciation among non-native learners.
Investigating speaking anxiety among EFL university students in public speaking course: Levels and dominant factors Muhyidin, Mohammad; Chuquin, Ector Geovanny Pupiales
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/pqcvcj25

Abstract

Speaking anxiety is a pervasive issue among university students, particularly in contexts that require public speaking or oral performance. However, research on this variable in public speaking class in a university context is quite limited. This research aimed to determine the levels of students' speaking anxiety in the public speaking class. A quantitative method was used with a survey design in this research. The instrument used is the Foreign Language Classroom Anxiety Scale (FLCAS) to measure students' speaking anxiety levels and to determine the dominant anxiety level that occurs in the public speaking class. The results showed that students have different levels of anxiety. There were 2 (2%) students who experienced speaking anxiety at the “Anxious” level, 35 (34%) students experienced speaking anxiety at the “Mildly Anxious” level, 51 (50%) students were at the “Relaxed” level, and 14 (14%) students are at the "Very Relaxed" level. The dominant level of students’ speaking anxiety experienced by students is at the “Relaxed” level, as proven by 51 students who had to fill out the questionnaire. Several aspects can affect the level of students' speaking anxiety in English classes, including less interest in English lessons, age, less practice, and gender. Findings highlight the need for targeted interventions in public speaking courses to help students manage anxiety.
Co-Authors Badriyatul Munawaroh El-Sulukiyyah, Ana Ahsana Muhyidin, Mohammad Nafi’a, Ilma Salsabila, Bilkis