A STUDY ON THE FACTORS INFLUENCING STUDENTS’ PRONUNCIATION DIFFICULTIES IN LEARNING ENGLISH

Abstrak

The purpose of this study was to identify the elements that cause difficulties for students in learning English pronunciation at the high school level. The study was conducted using a qualitative descriptive method and involved high school students in Bogor. Data were obtained through pronunciation tests, observations, and interviews to understand the types of difficulties in pronunciation and the reasons behind them. The results of the study show that students face problems mainly with vowel and consonant sounds, word stress, and intonation, which result in unclear speech. These problems are triggered by the influence of the mother tongue, a lack of phonetic understanding, dependence on spelling, limited exposure to correct pronunciation, and a lack of focused pronunciation practice in class. In addition, psychological factors such as lack of confidence and anxiety when speaking also hinder students in practicing pronunciation. These findings indicate that difficulties in pronunciation arise from a combination of linguistic, teaching, environmental, and emotional factors, which necessitate clear phonetic teaching, focused practice, authentic exposure, and a supportive learning environment.