An Analysis of the Factors Causing Pronunciation Difficulties among Students in Grade X in SMAN 1 Kuningan

Abstract

This study investigates the pronunciation difficulties experienced by EFL students at SMAN 1 Kuningan using a qualitative case study design supported by quantitative questionnaire data. A total of 32 students completed a Likert-scale questionnaire, and four participants (coded as P1–P4) took part in semi-structured interviews. Thematic analysis revealed five major factors that contribute to students’ pronunciation problems: linguistic challenges, limited exposure to authentic English input, inconsistent instructional support, affective barriers, and weak learning habits. Linguistic difficulties arise from unfamiliar English phonemes and inconsistent spelling–sound correspondence, while exposure outside the classroom remains insufficient for most students. Instructional support exists but lacks systematic practice and consistent feedback. Affective factors emerge as the strongest barrier, as students frequently report anxiety, embarrassment, and low confidence when speaking. Furthermore, irregular practice habits hinder progress and limit opportunities for improvement. These findings indicate that pronunciation difficulties are multidimensional and interconnected, requiring a holistic approach to address both internal and external factors influencing learners’ oral performance. The study highlights the importance of structured pronunciation instruction, increased exposure, supportive classroom environments, and the development of learner autonomy in improving students’ pronunciation competence.