Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Sastra Inggris
Hartatya Novika
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
EFL Students' Perceptions of English Pronunciation Difficulties Hartatya Novika
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6101

Abstract

Pronunciation is a crucial element of spoken English proficiency, yet it often receives insufficient emphasis in English as a Foreign Language (EFL) instruction, leading to persistent difficulties that affect learners’ intelligibility and confidence. This study investigates Indonesian EFL students’ perceptions of their English pronunciation challenges, aiming to identify the most problematic phonological features and understand learners’ interpretations of these difficulties. Employing a qualitative case study design, semi-structured interviews were conducted with six first-year students from the English Language Education Program at Universitas Islam Kalimantan (UNISKA) Banjarmasin. Participants were purposively selected based on their coursework and willingness to reflect on their pronunciation experiences. Findings reveal that segmental features such as the /θ/, /ð/, /v/, and vowel length contrasts, alongside suprasegmental aspects like word stress and intonation, pose significant challenges. These difficulties negatively impact learners’ speaking confidence and communicative engagement. The study underscores the importance of integrating learner perspectives into pronunciation pedagogy to enhance instructional effectiveness. Future research should explore intervention strategies and technology-assisted pronunciation learning tailored to diverse linguistic backgrounds.
Co-Authors