ENGLISH DIPHTHONGS & STUDENTS’ PERCEPTION: AN ANALYSIS FROM PHONOLOGICAL POINT OF VIEW

Siti Aisyah Mutiara Firghy(1*), Siska Bochari(2), Hastini Hastini(3), Mukrim Mukrim(4),

(1) English Education Department, Tadulako University, Palu Indonesia
(2) English Education Department, Tadulako University, Palu Indonesia
(3) English Education Department, Tadulako University, Palu Indonesia
(4) English Education Department, Tadulako University, Palu Indonesia
(*) Corresponding Author


Abstract


Certain English sounds are absent from Indonesian, making it challenging for certain students to pronounce English diphthongs. It is challenging for students to pronounce English diphthong sounds correctly due to a variety of internal and external factors, including the students' ignorance of when to pronounce the diphthongs based on their type and position. The researchers attempt to examine how difficult it is for the students and how they perceive English diphthongs based on the issue they are facing. The most challenging diphthongs pronounced by students, the most difficult diphthong position, and the degree to which students struggle with pronouncing English diphthong sounds are the objectives of this study. The design of this study is quantitative descriptive in nature. 42 students make up the study's sample, and their answers to an oral exam and questionnaire are used to gather data. The researchers found 97 errors in closing type and 191 in centering type of diphthongs uttered by the students. The most difficult position of diphthongs in their pronunciation is centering position (eə, ɪə, ʊə). In addition, there are five factors becoming the reason of students' difficulty in pronouncing English diphthong sounds. They are (1) the students have less confidence while pronouncing words, (2) each student has different and limited skills, (3) the lack of motivation from the students causes the difficulties in the teaching and learning process, (4) the family environment is very influential in the language development of the students, and (5) the social environment is also one of the influences in the language development of the students. The implication of this study can be in the field of linguistics and education, for example phonological theories and pedagogical strategies.


Keywords


English Diphthongs; Learning perception;Phonological Analysis,

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DOI: http://dx.doi.org/10.24127/pj.v13i1.9218

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