<![CDATA[ABSTRAK: Penelitian ini bertujuan mengidentifikasi bentuk-bentuk kesalahan fonologis yang muncul dalam praktik pidato siswa sekolah dasar serta memahami faktor yang memengaruhi terjadinya kesalahan tersebut. Latar belakang penelitian ini didorong oleh kesenjangan antara kemampuan berbicara yang diharapkan dalam pembelajaran Bahasa Indonesia dan kenyataan bahwa banyak siswa masih mengalami ketidakjelasan pengucapan saat tampil berpidato. Penelitian dilaksanakan di salah satu SD Negeri di kota Serang dengan menggunakan metode kualitatif deskriptif. Data dikumpulkan melalui dokumentasi dan observasi menggunakan teknik Simak Bebas Libat Cakap (SBLC), yaitu dengan merekam praktik pidato lisan siswa kelas VI sebanyak 39 peserta didik. Rekaman tersebut kemudian ditransktripsikan menggunakan teknik catat dan dianalisis melalui klasifikasi bentuk-bentuk kesalahan fonologis dari setiap tuturan yang muncul. Hasil penelitian menunjukkan bahwa kesalahan fonologis yang paling sering ditemukan adalah penyederhanaan bunyi, khususnya pelesapan bunyi akhir, asimilasi, dan monoftongisasi. Selain itu, beberapa bentuk perubahan lain seperti disimilasi, metatesis, diftongisasi, sinkop, apokop, dan paragog juga muncul meskipun tidak konsisten. Temuan ini memperlihatkan bahwa kebiasaan berbahasa sehari-hari dan tekanan saat tampil di depan umum menjadi faktor yang turut memengaruhi ketepatan pengucapan siswa. Penelitian ini menegaskan pentingnya pendampingan fonologis dalam latihan pidato agar kesalahan pengucapan dapat diminimalkan dan pembelajaran keterampilan berbicara perlu dirancang secara lebih komprehensif dengan menekankan ketepatan artikulasi melalui model pelafalan, latihan berulang, dan penggunaan rekaman suara sebagai refleksi diri. KATA KUNCI: Perubahan Fonologi; pidato; tuturan. PHENOMENA OF PHONOLOGICAL CHANGES IN THE FORMAL SPEECH OF SIXTH GRADE STUDENTS ABSTRACT: This study aims to identify the types of phonological errors that appear in the speech practices of elementary school students and to understand the factors that influence these errors. The background of this study is driven by the gap between the expected speaking skills in Indonesia language learning and the fact that many students still experience unclear pronunciation when giving speeches. The research was conducted at a public elementary school in the city of Serang using a qualitative descriptive method. Data were collected through documentation and observation using the Simak Bebas Libat Cakap (SLBC) technique, which involved recording the oral speech practices of 39 sixth grade students. The recordings were then transcribed using note taking techniques and analyzed by classifying the types of phonological errors in each utterance. The results showed that the most common phonological errors were sound simplification, particularly final sound deletion, assimilation, and monophtongization. In addition, several other forms of changes, such as dissimilation, metathesis, dipthongization, syncope, apocope, and paragoge, also appear although not consistently. These findings show that daily language habits and pressure when performing in public are factors that influence the accuracy of students pronunciation. This study emphasizes the importance of phonological guidance in speech training to minimize pronunciation errors, The learning of speaking skills needs to be designed more comprehensively by emphasizing articulation accuracy through pronunciation models, repetitive exercises, and the use of voice recordings for self-reflection. KEYWORDS: Phonological Changes; speech; utterance. ]]>
