STUDENT’S PRONOUNCIATION CHALLENGES IN ENGLISH SPEAKING CLASS IN 11^TH GRADE HUMANITIES AT SMAN 1 SIKUR

• Zahratul Fitri Annapis

  Hamzanwadi University

  Author

This descriptive study aims to investigate the pronunciation challenges faced by students during English-speaking classes. Although many students demonstrate adequate vocabulary and grammatical understanding, difficulties in producing accurate pronunciation often hinder their overall speaking performance and intelligibility. The research was conducted in an eleventh-grade classroom, where data were collected through classroom observations and questionaire. The data were analyzed qualitatively to identify common pronunciation problems and the factors contributing to them.

The findings show that students struggle primarily with segmental features such as vowel and consonant sounds especially the distinction between long and short vowels, voiced and voiceless consonants, and sounds not found in their first language. In addition, suprasegmental features, including word stress, intonation patterns, and rhythm, also pose significant challenges, causing students to produce unclear or unnatural speech.

These difficulties are further influenced by limited exposure to native-like pronunciation models, lack of consistent practice, and feelings of anxiety or self-consciousness when speaking in front of others.The study concludes that effective pronunciation instruction should integrate explicit teaching, ample listening input, and guided speaking practice. The results are expected to help teachers design more supportive and engaging speaking activities to enhance students’ pronunciation skills in the classroom.

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